Navigating the Change Cycle: Teacher Mindset, Technological Adoption, and the Integration of AI in Education.docx

This paper explores the integration of artificial intelligence (AI) in educational settings through the lens of teacher mindset, systemic change, and historical patterns of technological adoption. Dr. Spessard proposes that AI prompting should be redefined as a pedagogical tool, aligned with Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK), to elevate student learning and preserve instructional integrity. Drawing on frameworks such as adult learning theory, change management models, and the Concerns-Based Adoption Model (CBAM), the paper underscores the psychological and structural factors influencing teachers' acceptance of AI. It also addresses professional identity, systemic turnover, and ethical challenges such as data privacy and bias. Practical implications include fostering AI literacy, investing in ongoing professional development, and designing equity-centered integration policies. This work contributes to the conversation about AI as both a technological innovation and a cultural shift within the teaching profession.