Leslie A Sweeney
Educators are hesitant to use Generative AI as a tool in the classroom with students due to concerns with student misuse (e.g., plagiarizing and cheating) as well as erosion of students’ critical thinking skills. There has been a call for more education and training for students and educators alike. Thus, this dissertation study sought to investigate the impact of an ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model training for communication educators on how Generative AI can be used as an ethical, educational tool in the classroom with students. This dissertation study included a pilot test, which utilized a pre and post-test survey design developed through ADDIE and framed by the Technology Acceptance Model (TAM), and then informed the development and implementation of a Generative AI Training. Data were analyzed quantitatively and qualitatively via two-tailed, paired sample t tests as well as peer debriefs, qualitative content analysis, and audit/memo trails, respectively. Results indicated a shift in communication educator participants perceived ease of use but not perceived usefulness, attitudes and feelings, and intent to use Generative AI as a tool in the classroom with students. Implications for educators, administrators, and theory are discussed as well as future research avenues for further exploring underlying educator concerns and attitudes, feelings, and intent to use Generative AI as a tool in the classroom with students.