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indicated that they intended to continue using AI to support their teaching after
viewing the demonstration.
Educators are often asked to learn new technology and take on new tasks in
school. They can be hesitant to engage in new tools when doing so is not required
or when they do not see the value of the new product. However, AI tools have the
potential to support educators in ways that no other tool can. Creating professional
development specifically designed to guide educators in the responsible use of AI
can alleviate this hesitancy and support a healthy work-life balance for educators. Dr. Phyllis J. Broughton is
This intervention was designed to provide an introduction to AI tools in a way that retired Dean of Academic
and Student Affairs
would allow educators to utilize the tools safely, analyze the results created, and from Martin Community
audit assignments so they meet the educational needs of students living within a College, Williamston,
world that includes AI. By modeling the thoughtful use of AI along with ways to North Carolina. Currently
reflect on the outcomes of the process, educators can quickly learn to use AI as a Teaching Assistant
means to mediate the demands that are often considered overwhelming. Professor of Adult
Education in the College
of Education, East Carolina
Goals Met . . . and Set University, Greenville,
Several goals shaped the creation of the professional development material. The North Carolina, she is
first goal was to prepare experienced educators with the knowledge of AI tools designed a member and current
to support education so they might begin interacting with these tools immediately. president of the Beta
Upsilon Chapter and
The second goal was to use the feedback from these educators to inform subsequent Region 1 Director of
iterations of the program to create professional support designed to evolve with AI North Carolina State
technology. Another goal was to identify best practices for supporting educators in Organization.
the adoption of AI tools. The final goal was to create professional development that broughtonp@ecu.edu;
encourages educators to implement AI tools in a safe and equitable manner while pbrought123@gmail.com
also reducing the amount of time that educators must spend on tasks that lead to
burnout within the profession.
The next steps for this program are to collect data from professional educators
who have participated in the professional development session and compare it with
other area participants to determine if the initial findings continue to support the
current design. The team will use the findings to inform any changes or additions to
the presentation. The program will be expanded to incorporate a follow-up session
to determine how the educators are using the AI tools after the initial training and if
additional questions, concerns, or needs should be addressed during training. Finally,
the developers plan to share the findings to help others replicate practices that can
best support educators and show the most promise for leveling the work-life balance
and promoting educator well-being.

References
Bubou, G. M., & Job, G. C. (2020). Individual innovativeness, self-efficacy and e-learning
readiness of students of Yenagoa Study Centre, National Open University of Nigeria.
Journal of Research in Innovative Teaching & Learning, 15(1), 2–22. https://doi.org
/10.1108/jrit-12-2019-007

Cardona, M. A., Rodriguez, R. J., & Ishmael, K. (2023). Artificial intelligence and the future of
teaching and learning: Insights and recommendations. Office of Educational Technology.
U.S. Department of Education. https://www2.ed.gov/documents/ai-report/ai-report.pdf

Lin, X. (2023). Exploring the role of ChatGPT as a facilitator for motivating self-directed learning
among adult learners. Adult Learning. https://doi.org/10.1177/10451595231184928

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