AI in Elementary Integrated STEM Teaching: Insights from a Professional Learning Program

Abstract

High-quality professional learning (PL) experiences are critical for addressing persistent challenges in elementary science, technology, engineering, and mathematics (STEM) instruction, particularly as teachers implement integrated STEM (iSTEM) approaches and engage with emerging technologies. As artificial intelligence (AI) continues to shape educational contexts and STEM-related careers, elementary teachers need support in understanding and integrating AI in developmentally appropriate and pedagogically meaningful ways. This article describes a novel online PL program designed to enhance elementary teachers’ familiarity with AI tools and support their integration of AI within iSTEM instruction. We also present empirical evidence on how the PL program influenced teachers’ familiarity with AI tools and perceptions of using AI in iSTEM elementary instruction. This exploratory mixed-methods study of participating teachers (n = 38) used pre- and post-program surveys and qualitative analysis of open-ended responses. Results indicate that participation in the PL was associated with increased familiarity with AI tools and the development of more nuanced perceptions of AI’s role in elementary classrooms. Teachers conceptualized AI as (1) a time-saving instructional support, (2) a collaborative thought partner for teachers and students, and (3) a potential impediment requiring careful consideration related to reliability, ethics, and professional preparation. These findings contribute to the growing literature on AI in education by highlighting the importance of intentionally designed PL that situates AI within coherent iSTEM frameworks. The study underscores the need for sustained, scaffolded PL to support elementary teachers in leveraging AI responsibly to enhance future-ready STEM teaching and learning.