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| Hauptverfasser: | , , , , , |
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| Format: | Preprint |
| Veröffentlicht: |
2026
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| Online-Zugang: | https://arxiv.org/abs/2604.03542 |
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| _version_ | 1866917383853047808 |
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| author | Michel, Shira Taylor, Benjamin Díaz, Sabrina Parra Wiggins, Joseph B. Finn, Ed Nourani, Mahsan |
| author_facet | Michel, Shira Taylor, Benjamin Díaz, Sabrina Parra Wiggins, Joseph B. Finn, Ed Nourani, Mahsan |
| contents | Recent breakthroughs in Generative AI (GenAI) are reshaping educational landscapes, presenting challenges and opportunities. While all contexts present unique challenges, rural schools are historically under-resourced, facing persistent technology-related barriers. To understand and reduce these barriers, we studied 31 rural high school educators across three U.S. states to examine their use of GenAI and understand how GenAI introduces new challenges, opportunities, and may exacerbate existing educational barriers. Results show while rural educators use GenAI to streamline teaching tasks, existing resource disparities restrict meaningful integration. Through rural educators' voices, we reveal issues like infrastructure barriers, resistance to adoption, and lack of AI literacy training create significant obstacles. Nonetheless, educators envision GenAI can support themselves and their students, but findings emphasize the need for rural-specific design approaches. As a community, embracing inclusive GenAI design and re-examining assumptions about technology adoption in under-served educational contexts is essential to reducing barriers rather than widening them. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2604_03542 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Amplifying Rural Educators' Perspectives: A Qualitative Study of Generative AI's Impact in Rural U.S. High Schools Michel, Shira Taylor, Benjamin Díaz, Sabrina Parra Wiggins, Joseph B. Finn, Ed Nourani, Mahsan Human-Computer Interaction Computers and Society Recent breakthroughs in Generative AI (GenAI) are reshaping educational landscapes, presenting challenges and opportunities. While all contexts present unique challenges, rural schools are historically under-resourced, facing persistent technology-related barriers. To understand and reduce these barriers, we studied 31 rural high school educators across three U.S. states to examine their use of GenAI and understand how GenAI introduces new challenges, opportunities, and may exacerbate existing educational barriers. Results show while rural educators use GenAI to streamline teaching tasks, existing resource disparities restrict meaningful integration. Through rural educators' voices, we reveal issues like infrastructure barriers, resistance to adoption, and lack of AI literacy training create significant obstacles. Nonetheless, educators envision GenAI can support themselves and their students, but findings emphasize the need for rural-specific design approaches. As a community, embracing inclusive GenAI design and re-examining assumptions about technology adoption in under-served educational contexts is essential to reducing barriers rather than widening them. |
| title | Amplifying Rural Educators' Perspectives: A Qualitative Study of Generative AI's Impact in Rural U.S. High Schools |
| topic | Human-Computer Interaction Computers and Society |
| url | https://arxiv.org/abs/2604.03542 |