Abstract
The rapid integration of artificial intelligence (AI) in education presents new opportunities for teachers to enhance creativity, efficiency, and student engagement. While much of the existing research focuses on secondary and postsecondary applications, AI use in elementary can integrate AI tools such as ChatGPT, MagicSchool.ai, Curipod, and Diffit into daily practice to support lesson planning, differentiation, and classroom community building. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and grounded in constructivist learning theory, this paper connects technology integration to pedagogical decision-making and reflective teaching. The goal is to bridge the gap between research and practice by offering evidence-based strategies that allow teachers to thoughtfully incorporate AI in developmentally appropriate ways. Ultimately, this paper argues that AI, when used ethically and intentionally, can serve as a pedagogical partner that enhances teacher creativity, personalizes learning, and cultivates student curiosity.
Recommended Citation
Mayer, Shauna J.
(2026)
"Bridging Pedagogy and Technology: Integrating Artificial Intelligence into Elementary Classroom Practice,"
Essays in Education: Vol. 32:
Iss.
1, Article 1.
Available at:
https://openriver.winona.edu/eie/vol32/iss1/1
Primary Author Bio Sketch
Dr. Shauna Mayer is an Assistant Professor of Education Studies at Winona State University. Her work focuses on teacher preparation, instructional design, and educational technology. She is particularly interested in how artificial intelligence can support reflective and creative teaching practices.
Included in
Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons
