Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

Committee Chair

Amanda Rockinson

Committee Member

Logan Caldwell

Committee Member

Lucinda Spaulding

Abstract

The purpose of this study was to examine the perceived usefulness, perceived ease of use, and intent of using ChatGPT in lesson planning for K-12 teachers. This mixed methods research sampled 15 elementary preservice teachers from a university in the Southeastern United States. Participants took part in a within group explanatory sequential study that consisted of two phases, called the ChatGPT Workshop (CGPTW). Phase One of the CGPTW included an intervention in which participants watched an online, asynchronous instructional video showing them how to use ChatGPT in lesson planning and then modified an existing lesson plan that they created prior to the CGPTW. All participants in Phase One took three surveys (pre-, during-, and post-workshop) to measure their perceived usefulness, perceived ease of use, and intent of using ChatGPT in lesson planning over time. Phase Two consisted of one-on-one interviews and a focus group. Of the 15 Phase One participants, six volunteered to take part in Phase Two that consisted of one-on-one interviews and a focus group. Quantitative and qualitative data were collected throughout the CGPTW. Results strongly indicated that participation in the CGPTW directly correlated to an increase in perceived usefulness, perceived ease of use, and intent of using ChatGPT in lesson planning.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open access

Download

Share

COinS