AI-Assisted Instruction: Teachers’ Practices and Parents’ Perspectives

This study investigated Filipino elementary school teachers in Maryland who implemented AI-assisted instructional practices and examined parental perceptions of this technological approach in education. The research used a multi-case qualitative research design to study three Filipino teachers and three parents who explained how AI tools deliver personalized learning, improve student engagement, and streamline teacher workload. Teachers reported benefits such as individualized instruction, gamified learning features, and adaptive assessments offered by platforms like DreamBox and Lexia Core5. However, challenges such as insufficient professional training, ethical concerns regarding data privacy, and maintaining a balance between AI and traditional teaching methods were identified. Parents presented a variety of opinions: some praised AI's ability to customize learning and increase motivation, while others were concerned about over-reliance on technology, its suitability for special education, and its impact on foundational skill development. The research results confirmed that professional development for educators and parent-teacher collaboration are essential to fully utilize AI in education. Bronfenbrenner’s Ecological Systems Theory (EST) and the Technology Acceptance Model (TAM) were employed to frame the research, emphasizing the interconnected roles of stakeholders in integrating AI. The study revealed that AI brings potential benefits yet demands careful deployment alongside moral protections for human-focused education. The study delivered practical suggestions, which included teacher and parent training sessions, transparent information sharing, and the creation of AI tools that accommodate different learning needs. These insights guide future practices, policies, and tools for culturally sensitive AI adoption in education.