Perceptions and Influences: ChatGPT in Secondary English Instruction
Article Sidebar
Main Article Content
Summary
This study explores U.S. high school English teachers’ perceptions of integrating ChatGPT into instruction. A nationwide survey of 119 teachers reveals general openness, particularly among less experienced educators who see its potential to reduce workload. However, concerns about accuracy, ethics, and pedagogical quality remain. Balancing AI's benefits with its challenges requires targeted professional development and ethical guidelines to help teachers use AI effectively while addressing long-term impacts on teaching quality.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Cara Bertelmann, Nevada Virtual Charter School
Dr. Cara Bertelmann holds degrees in Journalism (University of Nebraska-Lincoln, 2015), Secondary Education (Grand Canyon University, 2018), and a Doctorate in English Pedagogy (Murray State University, 2024). She teaches 8th-grade online English in Las Vegas, Nevada, with prior experience in Hawaii and Nevada. Dr. Bertelmann has worked with Hawaii's ESL and Migrant Education Program and actively researches and publishes on educational technology. She can be contacted at c.bertelmann@yahoo.com.
Brandy Simmons, Dupo High School District
Dr. Brandy Simmons is a high school English teacher based in Southern Illinois and also serves as an adjunct instructor at a community college. She earned a Bachelor of Science in Social Work (2012) and a Master of Arts in Education (2018). With a Doctor of Arts in English Pedagogy specializing in literacy, Dr. Simmons conducts research on the intersection of literacy acquisition, technology, and cognition. She can be contacted at brandynsimms@gmail.com.
Shimikqua Ellis, Murray State University
Dr. Shimikqua Ellis is an Assistant Professor of English Education at Murray State University, where she specializes in secondary English education and young adult literature. She earned her B.A. in English from Clark Atlanta University (2004), an M.A.T. from Webster University (2008), and completed her Ph.D. in English Education at the University of Mississippi in 2021. She is actively engaged in professional development initiatives and affiliations, holding memberships with NCTE, ELATE, and NAME, and serves as the Delta Sigma Theta Sorority.
Sherilyn Coleman
Sherilyn Coleman earned her Ph.D. in Educational Research from The University of Memphis and holds a Master of Arts in Curriculum and Instruction from the University of Mississippi. She currently works as a Research Analyst & Math Content Specialist at Cognia.
