Congratulations to Claire Comerford who on Wednesday, April 2, 2025, successfully defended her dissertation. The title of Claire’s dissertation is: "UNDERSTANDING SECONDARY HUMANITIES TEACHERS’ USE AND VIEWS OF GENERATIVE ARTIFICIAL INTELLIGENCE IN INSTRUCTION: A GROUNDED THEORY STUDY."
This study examines the integration of generative artificial intelligence (GAI) in secondary humanities classrooms in New York State, focusing on teachers’ instructional practices, perceptions of student learning, and views on the future potential of GAI in education. Employing a constructivist grounded theory methodology, the study draws on semi-structured interviews with 15 secondary humanities teachers to develop an empirically grounded understanding of GAI’s role in instructional design and pedagogical decision-making.
Findings reveal two distinct typologies of GAI adoption among educators: Instructional Innovators, who perceive GAI as a transformative tool for fostering critical thinking and student engagement, and Efficiency Pragmatists, who primarily utilize GAI to streamline administrative and instructional tasks. A central theme that emerged is the paradox of promise and peril, reflecting both enthusiasm for GAI’s potential to enhance student learning experiences and concerns regarding its implications for authenticity and misuse. Additionally, the study underscores the need for institutional support structures, including clear guidance and targeted professional development that accounts for varying teacher orientations toward GAI.
The study proposes a Dual pathways framework for GAI integration in education, emphasizing the necessity of balancing transformative and efficiency-driven GAI implementation. This framework has implications for policy, professional development, curriculum development, and teacher training, advocating for structured yet flexible approaches that promote responsible and innovative use of GAI in humanities instruction.
Dissertation Committee Chair(s):
Dr. Joanne Marien
Dissertation Committee Member(s):
Dr. Kenneth Mitchell
Dr. Adam Schoenbart
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