Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
Educational Leadership
Department
Educational Leadership
Committee Chair/First Advisor
JEN WELLS, PHD, ASSOCIATE PROFESSOR OF HIGHER EDUCATION, DEPARTMENT OF EDUCATIONAL LEADERSHIP
Second Advisor
SHERYL CROFT, PHD, PROFESSOR OF EDUCATIONAL LEADERSHIP, DEPARTMENT OF EDUCATIONAL LEADERSHIP
Third Advisor
MICHAEL OTA, PHD, ASSISTANT PROFESSOR OF TEACHER LEADERSHIP, DEPARTMENT OF EDUCATIONAL LEADERSHIP
Abstract
This study examines educators’ perspectives, instructional practices, and the perceived implications of artificial intelligence (AI) integration within a Title I school context. As AI technologies become more embedded in educational settings, it is essential to understand how teachers in under resourced environments engage with these tools. The research explores how educators perceive the benefits and challenges of AI, the extent of its integration into their pedagogy, and the broader implications for access, particularly for subgroups such as students with disabilities (SWD) and English language learners (ELLs), as well as student engagement and instructional effectiveness. A qualitative case study methodology was employed, incorporating semi-structured interviews with middle school educators, and classroom observations. The study was guided by the PICRAT theoretical framework, which provided a lens to analyze student interaction with technology, Passively, Interactively, or Creatively, and the degree to which technology influences teaching practices by, Replacement, Amplification, or Transformation. Findings reveal a range of educator perspectives, from cautious optimism to skepticism, influenced by access to professional development, institutional support, and perceptions of student readiness. While some educators reported using AI to personalize instruction and streamline tasks, others expressed concerns about data privacy, algorithmic bias, and ethical use. The study concludes that AI has the potential to enhance teaching and learning in Title I schools, but its success depends on targeted support, sustained training, and AI focused guidelines and policies. These findings offer valuable insights for school leaders, policymakers, and professional development seeking to navigate the evolving landscape of AI in education.