Classification of Teaching Practices Using Artificial Intelligence in Russian Schools

In the era of rapidly developing digital technologies, a thorough analysis is required to integrate those innovations in education. Today the most popular resource is artificial. However, scholars have not decided on specific functions and opportunities of this instrument in education. The current study aims to classify pedagogical practices that include artificial intelligence. To conduct the study a mixed-method research design was selected. Qualitative methods of analysis included selection of scientific literature and thorough analysis of the relevant issues. Two models SAMR and TPACK were analyzed, however the former one was chosen as the theoretical frame for the research due to its hierarchical structure which is required for rigid classifiaction. On the basis of critical literature review and theoretical frame the interviews with teachers using artificial intelligence in their practice were interpreted. The result of the study is a survey composed on the analyzed theoretical and empirical data. Application of this survey will assist in collecting and analyzing additional knowledge of teacher experience of working with AI in education. Finally, the obtained data from the survey will enrich the field of research of AI in education.