{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129866"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129866","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"From access to action: a comparative case study of artificial intelligence’s use in public high schools","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. 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The submission was exported from vireo on 2025-10-20 without embargo terms","The student, Jay Mehta, accepted the attached license on 2025-07-11 at 12:50.","The student, Jay Mehta, submitted this Dissertation for approval on 2025-07-11 at 12:57.","This Dissertation was approved for publication on 2025-07-16 at 13:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22514 on 2025-10-20 at 16:57:49","As the integration of Artificial Intelligence (AI) grows in teaching and learning, so does the conversation regarding accessibility and availability of necessary technology to make the transition supportive to educators. In this qualitative comparative case study of two public high schools, it was found that the socioeconomic background of each school largely determines the access and availability of technologies to integrate AI. The results of the study illustrate three key themes: 1. Educators perceive that students have sufficient access to technology, but socioeconomic background of the community determines the type of access for both students and teachers; 2. Educators perceive equity in technology access for students, but voice their skepticism and concerns regarding adequate professional development support for integrating AI technologies in teaching and learning; 3. Educators perceive insufficient support of AI integration due to a lack of time, lack of funds, and decreased instructional time. The study highlights the need for schools and policymakers to work closer together with educators to understand their perspective and leverage their expertise to create strong supports for effective technology integration into teaching and learning."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["From access to action: a comparative case study of artificial intelligence’s use in public high schools"]}]}],"canonical_facts":{"dc:contributor":["Mason, Curtis","Cope, William","Moton, Theopolies J","Grace, Eunjung"],"dc:creator":["Mehta, Jay R."],"dc:date":["2025-07-16","2025-08"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","The student, Jay Mehta, accepted the attached license on 2025-07-11 at 12:50.","The student, Jay Mehta, submitted this Dissertation for approval on 2025-07-11 at 12:57.","This Dissertation was approved for publication on 2025-07-16 at 13:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22514 on 2025-10-20 at 16:57:49","As the integration of Artificial Intelligence (AI) grows in teaching and learning, so does the conversation regarding accessibility and availability of necessary technology to make the transition supportive to educators. In this qualitative comparative case study of two public high schools, it was found that the socioeconomic background of each school largely determines the access and availability of technologies to integrate AI. The results of the study illustrate three key themes: 1. Educators perceive that students have sufficient access to technology, but socioeconomic background of the community determines the type of access for both students and teachers; 2. Educators perceive equity in technology access for students, but voice their skepticism and concerns regarding adequate professional development support for integrating AI technologies in teaching and learning; 3. Educators perceive insufficient support of AI integration due to a lack of time, lack of funds, and decreased instructional time. 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