Adopting generative AI in K-12 teaching and learning: Australian teachers’ actions through the lens of innovation theory

Abstract The role of Generative Artificial Intelligence (GenAI) in K-12 education is a topic of ongoing debate and uncertainty. This exploratory case study aims to shed light on Australian K-12 teachers’ actions and decision-making processes when considering using GenAI in teaching and learning. Drawing on survey responses collected from 44 teachers, this paper provides insight to how Australian teachers are currently using GenAI. The study employs innovation theory to explore the teachers’ decision-making. It reveals that teachers priarily developed their knowledge through a combination of approaches and sources, and GenAI’s accessibility enabled them to experiment with its use. When deciding to incorporate GenAI into their lessons, balancing development of students’ AI literacy with their age and readiness was a key consideration, amongst others. The findings demonstrate a teacher-led innovation, where GenAI is not viewed as a replacement for established practices or technologies but rather as a tool to enhance teachers’ work and to support teaching and learning.m