How educators talk about AI: a discourse analysis
TL;DR
Analysis of how educators view and construct artificial intelligence (AI) in education through discourse highlights that discourse plays a critical role in shaping both policy and practice.
Abstract
This study aims to analyze how educators view and construct artificial intelligence (AI) in education through discourse, focusing on framing, metaphor, and linguistic patterns in their narratives. This study is guided by three research questions: How do educators talk about AI in education, what metaphors and frames are used, and, how is AI constructed through language? Qualitative data are drawn from a mixed-methods survey carried out in four independent school districts in Texas, USA. Qualitative data are analyzed through discourse analysis. Additionally, framing theory is also used in conjunction to discourse analysis particularly, at how AI is portrayed and understood in educator narratives. Findings reveal that educators construct AI through multiple and even competing patterns. Five broad discursive patterns were derived from the analysis, i.e. AI as a Tool, AI as a Helper/Assistant, AI as a Threat or Risk, AI as a Shortcut or Cheating, and Contradictory Framing. The language used highlights both practical and moral dimensions of AI use. The findings highlight that discourse plays a critical role in shaping both policy and practice. How AI is talked about within schools and broader educational systems can influence decisions regarding its adoption, regulation, and use.