From access to action: a comparative case study of artificial intelligence’s use in public high schools

Mehta, Jay R

Permalink

https://hdl.handle.net/2142/129866 Copy

Description

Title

From access to action: a comparative case study of artificial intelligence’s use in public high schools

Author(s)

Mehta, Jay R

Issue Date

2025-07-16

Director of Research (if dissertation) or Advisor (if thesis)

Mason, Curtis

Doctoral Committee Chair(s)

Mason, Curtis

Committee Member(s)

• Cope, William
• Moton, Theopolies J
• Grace, Eunjung

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• artificial intelligence (AI)
• public education
• case study
• zone of proximal development (ZPD), social constructivism

Abstract

As the integration of Artificial Intelligence (AI) grows in teaching and learning, so does the conversation regarding accessibility and availability of necessary technology to make the transition supportive to educators. In this qualitative comparative case study of two public high schools, it was found that the socioeconomic background of each school largely determines the access and availability of technologies to integrate AI. The results of the study illustrate three key themes: 1. Educators perceive that students have sufficient access to technology, but socioeconomic background of the community determines the type of access for both students and teachers; 2. Educators perceive equity in technology access for students, but voice their skepticism and concerns regarding adequate professional development support for integrating AI technologies in teaching and learning; 3. Educators perceive insufficient support of AI integration due to a lack of time, lack of funds, and decreased instructional time. The study highlights the need for schools and policymakers to work closer together with educators to understand their perspective and leverage their expertise to create strong supports for effective technology integration into teaching and learning.

Graduation Semester

2025-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129866

Copyright and License Information

Copyright 2025 Jay Mehta

Owning Collections