Graduate Teacher Education Students Evaluate Generative AI
A Two-Year Comparison
DOI:
https://doi.org/10.24059/olj.v30i2.5856Keywords:
Artificial intelligence, generative AI, graduate teacher education, qualitative researchAbstract
Artificial intelligence (AI) has been evolving since the middle of the 20th century. During the latter part of the 20th century and into the 21st century, most AI programs remained within the realm of computer science and psychology. However, when OpenAI launched its generative AI program, ChatGPT, using large language modelling (LLM) software, the world took notice and AI expanded beyond the computer science and psychology fields of study. ChatGPT and other generative programs such as Google’s Gemini and Anthropic’s Claude AI exploded on the scene and brought AI to the masses. Without a doubt, the emergence of AI has had repercussions in all walks of life, including education. The purpose of this study is to report on the opinions and use of AI by K-12 teachers enrolled in a graduate education leadership program over the course of two years. Beginning in Spring 2023, when ChatGPT first attracted public attention, qualitative data was collected from the teachers enrolled in courses taught by the author. The main purpose of this data collection was to determine if opinions of AI changed during the two years that data were collected. All those enrolled in this program have master’s degrees in education and experience as teachers in New York City schools.
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Copyright (c) 2026 Anthony G Picciano
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