Date of Award

8-11-2020

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Policy Studies

First Advisor

Nicholas J. Sauers

Second Advisor

Sheryl Cowart Moss

Third Advisor

James R. Kahrs

Abstract

Programs that utilize artificial intelligence (AI) are becoming more and more prevalent in classrooms throughout the world. As this technology becomes more available and affordable, school administrators are going to have to decide whether or not these types of programs make sense for their schools. It is essential that school administrators educate themselves about the different types of AI programs available to them, as well as the effects they may have on the education of their students. The purpose of this study was to examine the experiences of educational professionals currently employed in positions of school leadership who have implemented AI technology in their schools. A review of literature was completed to provide an overview of educational technology, educational technology leadership, and related applications of AI. This was a qualitative case study where the perceptions of school administrators were viewed through the diffusion of innovations theoretical framework. The data collection consisted of extensive interviews with seven school leaders who utilized artificial intelligence programs in their schools and the analysis of related artifacts collected from them. The findings of this study help to fill in existing gaps in the literature around the impact of AI on educational technology leadership by providing a better understanding of how school leaders have implemented AI programs in their schools. This should help to build a foundation for further studies on the nature of AI programs as seen through the lens of school leadership.

DOI

https://doi.org/10.57709/18723065

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