Recent research indicates the significant potential of artificial intelligence (AI) in enhancing teachers’ instructional practices in areas such as lesson planning, personalized teacher intervention and feedback, and performance assessment. To fully realize the potential of AI in teaching, it is crucial to understand how teachers innovatively apply and critically evaluate AI applications in their teaching practices. However, there is a research gap in investigating how teachers use various features of an AI-enabled system and their perceptions of AI integration in teaching to promote teachers’ effective AI integration practices. Employing an exploratory case study design, we investigated how six science teachers utilized an AI-enabled inquiry intelligent tutoring system (Inq-ITS) within their teaching and examined their perceptions of AI integration. Classroom observations and teacher interview data were collected. When using Inq-ITS functionalities, two teachers with a pedagogical orientation of teacher-guided scientific inquiry mainly engaged with its virtual tutor and teacher report summary features. Conversely, four teachers, practicing the pedagogical orientation of AI-guided scientific inquiry, relied on the AI system to guide student learning, interacting intensively with its features, particularly real-time teacher alerts and teacher inquiry practice support. Regardless of the differences in using Inq-ITS features, all teachers recognized the potential benefits of pedagogical change and encountered various challenges. This analysis also revealed that teachers exhibited distinct perceptions regarding the role of Inq-ITS integration in their teaching. Teachers who adopted a teacher-guided pedagogical orientation perceived the Inq-ITS as a supporting tool that enhanced traditional teaching methods. In contrast, those with an AI-guided pedagogical orientation viewed the Inq-ITS as akin to a teaching assistant and a pedagogical collaborator. The findings underscored the importance of enhancing teachers’ realization of the pedagogical affordance of AI in teaching through their use of AI functionalities. It is essential to consider teachers’ diverse perceptions of AI integration when promoting their integration of AI into teaching practices.

This multiple case study describes a year-long implementation of a research-based coaching model designed to support changes in elementary teachers’ technology integration practices. We examined coaches’ perceptions of the model through the use of coaches’ questionnaires, reflection notes, and meeting notes. Teachers’ coaching experiences were also examined through end-of-year interviews. We identified successes (relationships with teachers, ability to provide personalized support, and teacher change) and challenges (time, technology difficulties, relationships, and collaboration challenges). The primary lessons learned from the coaches’ experiences with the research-based PD focused on (1) the impact of personalized support, (2) the relationships between teachers and coaches, and (3) development of the coaches’ knowledge.

To investigate how prompts shape preservice teachers’ reflections, we examined, in this exploratory case study, the written reflections responding to three types of prompts (standard-based, concept-based, and task-based) of 21 preservice teachers in an online technology integration class. We analyzed these reflections at the sentence level (total 1,503 comments), both quantitatively and qualitatively, using a framework comprising descriptive, rationalistic, and anticipatory dimensions to understand the compositions of reflections generated from each type of prompt and the kinds of teacher abilities demonstrated in each dimension. We found quantitative patterns between prompt types and the reflections generated and emergent themes in each dimension of reflection relating to teacher abilities. We conclude by discussing three prompt design features that appeared to have played an important role in shaping the reflections and suggesting implications and future research directions.