AI in Elementary Literacy

This exploratory qualitative study investigates how K–5 public school teachers in Tennessee, United States perceived and used artificial intelligence (AI) tools to support literacy instruction. Framed by the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, the study examined teacher motivations, constraints, and pedagogical reasoning related to AI integration. Ten teachers were recruited via word-of-mouth and snowball sampling. Data were collected through semi-structured interviews and analyzed using both inductive thematic analysis and deductive coding guided by TAM and TPACK constructs. Although exploratory and limited to K–5 teachers in Tennessee, findings revealed a cautious but growing curiosity toward AI, with teachers valuing its planning support while voicing strong concerns about ethics, identity, and instructional alignment. Most use occurred outside of direct instruction and was shaped by time, access, and institutional support. The findings point toward a future in which AI’s role in literacy instruction will be determined not solely by its technical capabilities, but by the systems, policies, and cultures that govern its use. Implications highlight the need for professional learning tied to HQIM-aligned models, policy clarity, and AI tool features that reinforce, not replace, teacher expertise.