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Secondary teachers' use and beliefs about generative artificial intelligence and writing in school.

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Title: Secondary teachers' use and beliefs about generative artificial intelligence and writing in school.
Authors: Graham, Steve1 (AUTHOR) steve.graham@asu.edu, Skar, Gustaf B.2 (AUTHOR), Kvistad, Anne Holten2 (AUTHOR), Jeffery, Jill V.3 (AUTHOR)
Source: Reading & Writing. Feb2026, Vol. 39 Issue 2, p629-659. 31p.
Subject Terms: *Generative artificial intelligence, *Writing education, *Educational technology, *Secondary education, *Preparedness, *Educators' attitudes, *Ethical problems
Abstract: The advent of generative artificial intelligence (GenAI) tools such as ChatGPT in 2022 provided new avenues for teaching writing and students' use of these tools as a writing assistant. In the present study, we surveyed 476 secondary school Norwegian teachers to determine how they used GenAI to teach writing and to assess their beliefs about the benefits of GenAI for writing, ethical concerns about using GenAI to write, and preparedness to use GenAI for this purpose. While 57% of teachers' reported using GenAI to teach writing, they applied such tools infrequently and their students seldom used GenAI when writing. However, a majority of teachers indicated students used GenAI to help them gather writing information, improve sentences/grammar, and enhance vocabulary in their writing. Teachers' slightly disagreed that GenAI had positive benefits for writing, moderately agreed they were concerned about ethical issues in using GenAI for writing, rated their preparation to teach writing using GenAI as minimal, and slightly disagreed that their students were prepared to use GenAI when writing. Teachers' reported use of GenAI to teach writing was statistically and uniquely predicted by each of these four beliefs, whereas teachers' reports of students' use of GenAI for writing was only predicted by teachers' perceptions about students' preparedness to use GenAI as a tool for writing. These findings suggest that teachers' beliefs and concerns need to be considered when schools enact guidelines for using GenAI for writing, and more preparation needs to be provided to teachers and students if GenAI is used for writing and teaching writing. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Secondary teachers' use and beliefs about generative artificial intelligence and writing in school.
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Feb2026, Vol. 39 Issue 2, p629-659. 31p.
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  Data: The advent of generative artificial intelligence (GenAI) tools such as ChatGPT in 2022 provided new avenues for teaching writing and students' use of these tools as a writing assistant. In the present study, we surveyed 476 secondary school Norwegian teachers to determine how they used GenAI to teach writing and to assess their beliefs about the benefits of GenAI for writing, ethical concerns about using GenAI to write, and preparedness to use GenAI for this purpose. While 57% of teachers' reported using GenAI to teach writing, they applied such tools infrequently and their students seldom used GenAI when writing. However, a majority of teachers indicated students used GenAI to help them gather writing information, improve sentences/grammar, and enhance vocabulary in their writing. Teachers' slightly disagreed that GenAI had positive benefits for writing, moderately agreed they were concerned about ethical issues in using GenAI for writing, rated their preparation to teach writing using GenAI as minimal, and slightly disagreed that their students were prepared to use GenAI when writing. Teachers' reported use of GenAI to teach writing was statistically and uniquely predicted by each of these four beliefs, whereas teachers' reports of students' use of GenAI for writing was only predicted by teachers' perceptions about students' preparedness to use GenAI as a tool for writing. These findings suggest that teachers' beliefs and concerns need to be considered when schools enact guidelines for using GenAI for writing, and more preparation needs to be provided to teachers and students if GenAI is used for writing and teaching writing. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2026
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