Abstract
This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creating policy and ongoing teacher education opportunities that recognize teachers’ capacities for professional judgement while also providing support would encourage thoughtful and creative uses of AI, and avoid pressuring teachers to thoughtlessly rush forward with AI implementation.
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