Enhancing the Transition Phase in Lesson Planning Using AI Systems: A Grounded Theory Exploration

Yi Liu; Yafei Wang; Huixian Xia

doi:10.25159/1947-9417/18941

Authors

Yi Liu Zhejiang International Studies University https://orcid.org/0000-0001-5116-0459
Yafei Wang Shanghai Normal University
Huixian Xia Shanghai Normal University

DOI:

https://doi.org/10.25159/1947-9417/18941

Keywords:

grounded theory, lesson planning, transition phase, artificial intelligence tools

Abstract

Integrating artificial intelligence (AI) systems into education poses significant challenges for teachers during the transition phase of adapting technologies in lesson planning. We adopt a grounded theory approach to examine the characteristics, strategies, and outcomes of 51 K-12 teachers’ transition phases when utilising AI systems in China. Data including a 68,807-word transcription from two rounds of interviews with eight teachers revealed that K-12 teachers can be classified into technology followers, technology conservatives, technology pioneers, and technology disengagers. The study identifies three distinct phases of adaptation. The first phase is operation focusing on mastering AI system functionalities. The second is application integrating AI tools into pedagogical practices. The final is adaptation achieving stable and tailored usage. The outcomes are categorised into Basic Alignment meeting routine needs and Advanced Alignment enhancing instructional innovation. The outcome reflects different levels of openness, proactiveness, and effectiveness in developing strategies to overcome the challenges. The findings highlight that teachers’ perceptions of transition difficulties and external factors influence teachers’ AI adoption. Teachers’ perceptions of transition difficulties including valuing new methods and using AI tools matter. External factors such as training support, peer influence, and policy requirements significantly influence their strategies and outcomes. The study offers three recommendations on adapting policies to align with teachers’ stages of AI system adoption, balancing technical and pedagogical training, and fostering collaborative lesson planning through AI systems. Future research should explore the key metrics to quantify and track transition characteristics of the transition phase and long-term in-depth observation of K-12 teachers for a more comprehensive understanding.

Author Biographies

Yi Liu, Zhejiang International Studies University

Liu Yi is a professor in the English Department at Zhejiang International Studies University, China. She is an applied linguist by training with research interests covering learning and teaching, curriculum and pedagogy, and teacher education for preservice and in-service teachers. In recent years, her research has focused on teacher training varieties assisted by intelligent tools in AI age.

Yafei Wang, Shanghai Normal University

Yafei Wang, Senior Engineer, serves as:

Practical Advisor for Professional Degree Doctoral Candidates at Northwest Normal University;
Adjunct Associate Professor and Master’s Supervisor at Shanghai Normal University;
Deputy Director of the iFLYTEK Educational Technology Institute;
Deputy Secretary-General of the Artificial Intelligence Committee, China Association for Educational Technology.

Previous Roles:
Chief Architect, R&D Director, and Chief Engineer of the Education Business Group at iFLYTEK.

Key Achievements:

Led the development of the National Putonghua (Mandarin) Intelligent Testing System and the Intelligent Oral English Testing Systems for the Zhongkao (Secondary School Entrance Examination) and Gaokao (National College Entrance Examination). These products have served over 80 million examinees, achieving a market share exceeding 80% and generating direct economic benefits of nearly 1 billion yuan.
Spearheaded or participated in the research and development of nearly 10 major projects under the National Development and Reform Commission and the Ministry of Science and Technology of China.

Huixian Xia, Shanghai Normal University

Xia Huixian is a professor and dean of the Education Department at Shanghai Normal University (2012-2023), China. His research mainly concerns teacher education, curriculum, and pedagogy through theoretical and experimental methods. He has published several research papers in Chinese teacher education journals.

References

Adnan, M., J. Tondeur, R. Scherer, and F. Siddiq. 2024. “Profiling Teacher Educators: Ready to Prepare the Next Generation for Educational Technology Use?” Technology Pedagogy and Education 33 (4): 527–544. https://doi.org/10.1080/1475939X.2024.2322481. DOI: https://doi.org/10.1080/1475939X.2024.2322481

Akhras, C. 2012. “Students’ Adaptation: A Determinant of the Effectiveness of Active Classrooms in Lebanese Private Universities”. Paper presented at the 2nd World Conference on Educational Technology Research (WCETR), Near East University, Nicosia, Cyprus, June 27–29.

Al-Adwan, A. S., N. Li, A. Al-Adwan, G. A. Abbasi, N. A. Albelbisi, and A. Habibi. 2023. “Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms”. Education and Information Technologies 28 (11): 15381–15413. https://doi.org/10.1007/s10639-023-11816-3. DOI: https://doi.org/10.1007/s10639-023-11816-3

Balta, N., L. Mâță, C. Hervás Gómez, and K. Tzafilkou. 2020. “Students’ Perception and Acceptance of Web-Based Τechnologies: A Multi-Group PLS Analysis in Romania and Spain”. Education and Information Technologies 25 (5): 4437–4458. https://doi.org/10.1007/s10639-020-10170-y. DOI: https://doi.org/10.1007/s10639-020-10170-y

Cheon, J. P., J. M. Paek, S. G. Han, and C. H. Lee. 2002. “Automated Lesson Planner System for ICT Education”. Paper presented at the International Conference on Computers in Education, Auckland, New Zealand, December 3–6.

Cuban, L., H. Kirkpatrick, and C. Peck. 2001. “High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox”. American Educational Research Journal 38 (4): 813–834. https://doi.org/10.3102/00028312038004813. DOI: https://doi.org/10.3102/00028312038004813

Ertmer, P. A. 1999. “Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration”. ETR & D: Educational Technology Research and Development 47 (4): 47–61. https://doi.org/10.1007/BF02299597. DOI: https://doi.org/10.1007/BF02299597

Ertmer, P. A. 2005. “Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?” Educational Technology Research and Development 53 (4): 25–39. https://doi.org/10.1007/BF02504683. DOI: https://doi.org/10.1007/BF02504683

Ertmer, P. A., and A. T. Ottenbreit-Leftwich. 2010. “Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect”. Journal of Research on Technology in Education 42 (3): 255–284. https://doi.org/10.1080/15391523.2010.10782551. DOI: https://doi.org/10.1080/15391523.2010.10782551

Ertmer, P. A., A. T. Ottenbreit-Leftwich, O. Sadik, E. Sendurur, and P. Sendurur. 2012. “Teacher Beliefs and Technology Integration Practices: A Critical Relationship”. Computers and Education 59 (2): 423–435. https://doi.org/10.1016/j.compedu.2012.02.001. DOI: https://doi.org/10.1016/j.compedu.2012.02.001

Gehman, J., V. L. Glaser, K. M. Eisenhardt, D. Gioia, A. Langley, and K. G. Corley. 2018. “Finding Theory-Method Fit: A Comparison of Three Qualitative Approaches to Theory Building”. Journal of Management Inquiry 27 (3): 284–300. https://doi.org/10.1177/1056492617706029. DOI: https://doi.org/10.1177/1056492617706029

Glaser, B. G. 2007. “Constructivist Grounded Theory?” Historical Social Research / Historische Sozialforschung 19: 93–105. https://www.jstor.org/stable/40981071.

Gutierrez Martín, A. G., A. Palacios Picos, and L. Torrego Egido. 2010. “La formación de los futuros maestros y la integración de las TIC en la educación: anatomía de un desencuentro” [School teacher training and ICT integration in education: Anatomy of a mismatch]. Revista De Educacion 353: 203–218. https://www.researchgate.net/publication/287166299_School_Teacher_Training_and_ICT_Integration_in_Education_Anatomy_of_a_Mismatch.

He, M., and D. Liu. 2022. “Application of Grounded Theory: Misconceptions and Strategies”. [In Chinese.] Journal of Psychological Science 45 (5): 1273–1279. https://jps.ecnu.edu.cn/EN/abstract/abstract11041.shtml.

Hew, K. F., and T. Brush. 2007. “Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research”. Educational Technology Research and Development 55 (3): 223–252. https://doi.org/10.1007/s11423-006-9022-5. DOI: https://doi.org/10.1007/s11423-006-9022-5

Huang, M., X. M. Zhang, C. Lu, and X. B. Zhang. 2021. “Disconnection between Learning and Application or Applying What Is Learned? A Qualitative Study on the Transformation of Information Technology Learning and Application by Primary and Secondary School Teachers”. [In Chinese.] China Educational Technology 2: 68–74.

Hutchinson, S. A. 1986. “Education and Grounded Theory”. Journal of Thought 21 (3): 50–68. http://www.jstor.org/stable/42589190.

Inan, F. A., and D. L. Lowther. 2010. “Factors Affecting Technology Integration in K-12 Classrooms: A Path Model”. Educational Technology Research and Development 58 (2): 137–154. https://doi.org/10.1007/s11423-009-9132-y. DOI: https://doi.org/10.1007/s11423-009-9132-y

Kharchenko, A., O. Nalyvaiko, N. Kreydun, A. Sheiko, A. Ptushka, S. Khatuntseva, and L. Zotova. 2024. “Digital Technologies as a Factor of Transformation of Learning in the University Education”. Revista Romaneasca Pentru Educatie Multidimensionala 16 (4): 97–126. https://doi.org/10.18662/rrem/16.4/909. DOI: https://doi.org/10.18662/rrem/16.4/909

Khlaif, Z. N., M. Sanmugam, and A. Ayyoub. 2023. “Impact of Technostress on Continuance Intentions to Use Mobile Technology”. Asia-Pacific Education Researcher 32 (2): 151–162. https://doi.org/10.1007/s40299-021-00638-x. DOI: https://doi.org/10.1007/s40299-021-00638-x

Kim, C., M. K. Kim, C. Lee, J. M. Spector, and K. DeMeester. 2013. “Teacher Beliefs and Technology Integration”. Teaching and Teacher Education 29: 76–85. https://doi.org/10.1016/j.tate.2012.08.005. DOI: https://doi.org/10.1016/j.tate.2012.08.005

Kopcha, T. J., K. L. Neumann, A. Ottenbreit-Leftwich, and E. Pitman. 2020. “Process over Product: The Next Evolution of Our Quest for Technology Integration”. Educational Technology Research and Development 68 (2): 729–749. https://doi.org/10.1007/s11423-020-09735-y. DOI: https://doi.org/10.1007/s11423-020-09735-y

Kumar, S., A. Kumari, A. Joshi, R. Singh, C. Venkareddy, and K. Gulati. 2024”. “Analysing the Transformation of Higher Education: Assessing Artificial Intelligence’s Influence in the 21st Century”. Paper presented at the International Conference on Advances in Computing, Communication and Applied Informatics (ACCAI), Chennai, India, May 9–10. https://doi.org/10.1109/ACCAI61061.2024.10602107. DOI: https://doi.org/10.1109/ACCAI61061.2024.10602107

Kurniabudi, Sharipuddin, and S. Assegaff. 2014. “A Literature Review: Acceptance Models for e-Learning Implementation in Higher Institution”. Paper presented at the International Conference on Advances in Education Technology, Bandung, Indonesia, Oct 16. https://doi.org/10.2991/icaet-14.2014.20. DOI: https://doi.org/10.2991/icaet-14.2014.20

Lee, J.-I. 1996. “Information Technology at the Gate: Faculty Perceptions and Attitudes about Technology-Mediated Instruction Innovation in Higher Education”. PhD diss., University of California.

Ministry of Education of the People’s Republic of China. 2024. The Guidelines for Enhancing the Information Technology Application Skills of K-12 Teachers. Ministry of Education of the People’s Republic of China. http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202412/t20241202_1165500.html.

Niemi, H., H. Kynäslahti, and S. Vahtivuori-Hänninen. 2013. “Towards ICT in Everyday Life in Finnish Schools: Seeking Conditions for Good Practices”. Learning Media and Technology 38 (1): 57–71. https://doi.org/10.1080/17439884.2011.651473. DOI: https://doi.org/10.1080/17439884.2011.651473

Nordlöf, C., J. Hallström, and G. E. Höst. 2019. “Self-Efficacy or Context Dependency: Exploring Teachers’ Perceptions of and Attitudes towards Technology Education”. International Journal of Technology and Design Education 29 (1): 123–141. https://doi.org/10.1007/s10798-017-9431-2. DOI: https://doi.org/10.1007/s10798-017-9431-2

Ogwu, E. N., N. U. Emelogu, R. O. Azor, and F. A. Okwo. 2023. “Educational Technology Adoption in Instructional Delivery in the New Global Reality”. Education and Information Technologies 28 (1): 1065–1080. https://doi.org/10.1007/s10639-022-11203-4. DOI: https://doi.org/10.1007/s10639-022-11203-4

Oliveira, G., J. G. Teixeira, A. Torres, and C. Morais. 2021. “An Exploratory Study on the Emergency Remote Education Experience of Higher Education Students and Teachers during the COVID-19 Pandemic”. British Journal of Educational Technology 52 (4): 1357–1376. https://doi.org/10.1111/bjet.13112. DOI: https://doi.org/10.1111/bjet.13112

Ottenbreit-Leftwich, A. T., K. D. Glazewski, T. J. Newby, and P. A. Ertmer. 2010. “Teacher Value Beliefs Associated with Using Technology: Addressing Professional and Student Needs”. Computers and Education 55 (3): 1321–1335. https://doi.org/10.1016/j.compedu.2010.06.002. DOI: https://doi.org/10.1016/j.compedu.2010.06.002

Petchdakul, N., and N. Athipchatsiri. 2011. “Factors Affecting the Employee Acceptance of E-Booking System Using Technology Acceptance Model (TAM) The Case Study: K Kingdom Co., Ltd”. Paper presented at the 5th International Multi-Conference on Society, Cybernetics and Information (IMSCI 2011), Orlando, Florida, July 19–22. https://www.iiis.org/CDs2011/CD2011SCI/SOIC_2011/PapersPdf/WA266IT.pdf.

Prestridge, S. 2017a. “Conceptualising Self-Generating Online Teacher Professional Development”. Technology, Pedagogy and Education 26 (1): 85–104. https://doi.org/10.1080/1475939X.2016.1167113. DOI: https://doi.org/10.1080/1475939X.2016.1167113

Prestridge, S. 2017b. “Examining the Shaping of Teachers’ Pedagogical Orientation for the Use of Technology”. Technology, Pedagogy and Education 26 (4): 367–381. https://doi.org/10.1080/1475939X.2016.1258369. DOI: https://doi.org/10.1080/1475939X.2016.1258369

Ren, X. H. 2009. “Research on the Information Technology Acceptance Model of Teachers in Classroom Teaching”. Paper presented at the International Conference on Artificial Intelligence and Education, Wuhan, People’s Republic of China, August 22–23.

Strauss, A. L., and J. Corbin. 1990. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Thousand Oaks: Sage Publications.

Tondeur, J., R. Scherer, F. Siddiq, and E. Baran. 2020. “Enhancing Pre-Service Teachers’ Technological Pedagogical Content Knowledge (TPACK): A Mixed-Method Study”. ETR & D: Educational Technology Research and Development 68 (1): 319–343. https://doi.org/10.1007/s11423-019-09692-1. DOI: https://doi.org/10.1007/s11423-019-09692-1

Tondeur, J., J. van Braak, G. Y. Sang, J. Voogt, P. Fisser, and A. Ottenbreit-Leftwich. 2012. “Preparing Pre-Service Teachers to Integrate Technology in Education: A Synthesis of Qualitative Evidence”. Computers and Education 59 (1): 134–144. https://doi.org/10.1016/j.compedu.2011.10.009. DOI: https://doi.org/10.1016/j.compedu.2011.10.009

Walsh, I., J. A. Holton, L. Bailyn, W. Fernandez, N. Levina, and B. Glaser. 2015. “What Grounded Theory Is … A Critically Reflective Conversation among Scholars”. Organisational Research Methods 18 (4): 581–599. https://doi.org/10.1177/1094428114565028. DOI: https://doi.org/10.1177/1094428114565028

Whitt, J. 2017. “A Descriptive Case Study: Elementary Teachers’ Technology Acceptance and Classroom Integration”. PhD diss., Liberty University. https://digitalcommons.liberty.edu/doctoral/1411.

Wu, W. W., and D. W. Shang. 2019. “Employee Usage Intention of Ubiquitous Learning Technology: An Integrative View of User Perception Regarding Interactivity, Software, and Hardware”. Ieee Access 7: 34170–34178. https://doi.org/10.1109/ACCESS.2019.2893311. DOI: https://doi.org/10.1109/ACCESS.2019.2893311

Yilmaz, R., and F. G. K. Yilmaz. 2023. “Augmented Intelligence in Programming Learning: Examining Student Views on the Use of ChatGPT for Programming Learning”. Computers in Human Behavior: Artificial Humans 1 (2): Article 100005. https://doi.org/10.1016/j.chbah.2023.100005. DOI: https://doi.org/10.1016/j.chbah.2023.100005

Yuen, A. H. K., and W. W. K. Ma. 2008. “Exploring Teacher Acceptance of E-Learning Technology”. Asia-Pacific Journal of Teacher Education 36 (3): 229–243. https://doi.org/10.1080/13598660802232779. DOI: https://doi.org/10.1080/13598660802232779

Yao, J., Y. Li, S. Jin, and J. Pan. 2019. “Research on the Transformation and Development of Teachers’ Teaching through Information Technology Integration into the Classroom”. China Educational Technology 3: 37–47.

Zaragoza, A., T. Seidel, and R. Santagata. 2023. “Lesson Analysis and Plan Template: Scaffolding Pre-Service Teachers’ Application of Professional Knowledge to Lesson Planning”. Journal of Curriculum Studies 55 (2): 138–152. https://doi.org/10.1080/00220272.2023.2182650. DOI: https://doi.org/10.1080/00220272.2023.2182650