How Can (A)I Research This? An Autoethnographic Exploration of Generative AI in Research, Teaching and Instructional Design

The autoethnographic study investigates the transformative impact of generative AI on educational research, instructional design, and teaching practices over a 5-month period (May–October 2024). By integrating AI tools into every phase of the research process, the study examines AI’s role as both a...

Full description

Saved in:
Bibliographic Details
Published inJournal of teacher education Vol. 76; no. 3; pp. 230 - 244
Main Author Panke, Stefanie
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.05.2025
SAGE PUBLICATIONS, INC
Subjects
Artificial Intelligence
Educational Research
Educational Technology
Influence of Technology
Instructional Design
Teaching
Teaching Methods
qualitative research
generative artificial intelligence
instructional design
autoethnography
Online AccessGet full text
ISSN0022-4871
1552-7816
DOI10.1177/00224871251325065

Cover

More Information
Summary:The autoethnographic study investigates the transformative impact of generative AI on educational research, instructional design, and teaching practices over a 5-month period (May–October 2024). By integrating AI tools into every phase of the research process, the study examines AI’s role as both a research partner and a subject of inquiry. Field notes, queries, and AI-generated outputs were systematically collected, creating a corpus for analysis. Grounded in activity theory, this research offers a reflective narrative on the evolving work routines of instructional designers and educators, emphasizing the orchestration of technology rather than prescriptive best practices. The study contributes to educational technology research by documenting the use of AI at a specific point in time, providing a foundation for future inquiry into the practical implications of AI in education.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0022-4871
1552-7816
DOI:10.1177/00224871251325065