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Crompton, H., & Burke, D. (2022). Artificial intelligence in K-12 education. SN Social Sciences, 2(7), 1–14. https://doi.org/10.1007/s43545-022-00425-5
Crompton and Burke (2022) completed this study, published in the Springer Nature Social Sciences journal, focusing on how Artificial Intelligence (AI) is used in K-12 education. The authors have stated a gap in teachers’ and students’ understanding of the educational benefits of using AI-based tools. Their study examines how AI-based tools support teaching and learning in K-12 education environments. Through a thematic systematic review of 204 studies utilizing PRISMA principles, Crompton and Burke (2022) answered their research questions on how AI-based tools can support K-12 educators and students. They discovered that AI could support teachers in student monitoring, group management, automatic grading, and data-driven decisions. In addition, Crompton and Burke (2022) found that AI can help students through personalized, individualized, and differentiated learning. This article is reliable and unbiased, as demonstrated through the study’s methodology, and it highlights that future research is required to understand the ethical implications of integrating AI-based tools in K-12 education, which connects to the research completed by Akgun and Greenhow (2022). Crompton and Burke (2022) provide a comprehensive summary of teachers’ and students’ utilization of AI-based tools in education, and the authors show the potential of using AI programs to decrease teacher workload and enhance the personalization of student learning. This article emphasizes the importance of integrating AI thoughtfully, authentically, and meaningfully into education. Their data and information provide an approach for implementing technology in K-12 education. This article applies to this research question as it discusses the benefits of AI in education and the ethical considerations of implementing AI in K-12 education. The study’s findings support the integration of AI in K-12 education, demonstrating positive effects on teacher workload and student learning outcomes. (279 words)