Date of Award
7-11-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Dane C. Joseph, Ph.D.
Second Advisor
Nicole Enzinger, Ph.D.
Abstract
With the presence of artificial intelligence (AI) programs such as ChatGPT commonplace in secondary English language arts (ELA) classrooms, scholars and practitioners are both curious and skeptical about the technology’s ability to help students improve their ELA skills. Teachers have been using tutoring software and Web 2.0 technologies for decades, yet AI writing tools offer new functionalities. Teachers and administrators have experiences engaging with the benefits and burdens of the technology, and scholars of composition pedagogy, ITS (intelligent tutoring systems), and ML (machine learning) have theories about students using it for skills acquisition and practice. This study collected and analyzed teacher accounts of using the technology by using a narrative inquiry method that reconstructed teacher stories. Collectively, the stories brought forward teacher experiences with identifying AI plagiarism in student writing, providing meaningful teacher feedback, determining and defining what counts as appropriate use, and creating AI policies. In my discussion section, I offer practical implications for classroom teachers and school leadership.
Recommended Citation
Brodell, Nick, "A Narrative Study of how Secondary School Teachers Experience Generative AI Writing Tools in the English Language Arts Classroom" (2025). Doctor of Education (EdD). 261.
https://digitalcommons.georgefox.edu/edd/261