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Recent efforts to integrate computer science (CS) into classrooms have led to an increase in professional development (PD) programs aimed at improving educators' readiness. This study seeks to identify the factors influencing educators' choices of CS tools for lesson planning after participating in a PD program. 

Artificial Intelligence (AI) and its impact on education has gained increasing attention due to the opportunities and challenges it presents for K-12 classrooms. While educators play a crucial role in integrating AI technologies into instruction, empirical evidence regarding elementary educators’ perceptions of AI into instruction remains scarce. This study explores elementary educators’ perceptions of AI during and after participating in a professional development (PD) program, which incorporated AI- focused sessions. Data collected from interviews, exit tickets, and group discussions indicate that educators’ perceptions are shaped by factors such as the usefulness of AI tools, ethical considerations, risks for younger students, and pedagogical concerns. Further, findings indicate that educators responded positively to the AI concepts and associated resources introduced in the PD. These findings have implications for research, practice, and policy aimed at supporting educators in integrating AI into classroom instruction. 

Artificial Intelligence (AI) and its impact on education is a topic gaining attention due to the opportunities and challenges it presents for K-12 classrooms. While educators are crucial in integrating AI technology into instruction, empirical evidence documenting elementary educators’ perceptions of AI and its integration in classroom instruction is scarce. This study explores elementary educators’ perceptions of AI during and after participation in a professional development (PD) program which incorporated AI-focused sessions. Analyzing data from interviews, exit tickets, and group discussions, findings indicate that perceptions are shaped by factors such as the perceived usefulness of AI tools, ethical considerations, risks for younger students, and pedagogical concerns. Further, findings indicate that educators responded positively to the AI concepts and associated resources introduced in the PD. These findings offer important insights for research, practice, and policy to better support educators’ AI integration into classroom instruction.