University of Illinois Urbana-Champaign

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

Mehta, Jay R.

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

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 & Leadershp
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
Language
eng
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
Text
Handle URL
https://hdl.handle.net/2142/129866
Copyright and License Information
Copyright 2025 Jay Mehta

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