A New Chapter is Being Written About Writing Instruction - Instructional Leadership at K-12 Levels in the Age of Artificial Intelligence (AI)

Oct 15, 2026

Examining artificial intelligence applications at K-12 levels, this study discusses how integrating online writing tools into writing lessons can trigger plagiarism and reshape trust dynamics in students. It analyzes educational leadership implications, noting decreased teacher experience transfer and reduced interaction when AI individualizes learning and enables greater independence. The study argues AI should function as a tool, not an endpoint, highlights the need for teacher competence, and calls for coding skills and strengthened accountability.

LanguageEnglish

CategoryExam

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

AI in writing and educational spheres

Abstract

K-12 AI writing tools and leadership considerations

Ethics, accountability, and teacher training

A New Chapter is Being Written About Writing Instruction: Instructional Leadership at K-12 Levels in The Age of Artificial Intelligence (AI) Pınar AYYILDIZ1 Ankara Medipol University Adem YILMAZ2 Kastamonu University Abstract In this study, in which artificial intelligence applications are examined at the K-12 level, the discussions are multi-dimensional. The use of artificial intelligence applications at the K-12 level, and especially the integrated use of online writing tools into the writing lessons, has led to the occurrence of plagiarism from time to time. In the first place, the fact that artificial intelligence applications create the feeling of being able to think like a human causes student to fully trust this software. What is more, when the subject is approached in terms of educational leadership, teachers' transfer of experience and high level of interaction during teaching and learning decreases. Because artificial intelligence applications individualize the education process and allow students to work more independently from the teacher and from peers. That being said, there are some points that are worth noting here. AI applications should be used as a tool, not an end because when these applications are utilized accountability cannot always be attained. The number of teachers who are already competent in informing and supervising students against malpractices is not sufficient. The fact that teachers are not fully competent in this respect poses a danger to the control and safety of the process. In order for artificial intelligence applications to be exercised effectively at the K-12 level, some software languages and coding skills must be acquired. Lastly, important steps need to be taken towards the future of artificial intelligence applications. Each country should include them in their education systems through their curricula from an early age along with AI applications. In this direction, teacher training programs should also be reviewed. It is of crucial importance to raise the awareness of the society on artificial intelligence, and about ethical rules and morality. Keywords: Instructional Leadership, Artificial Intelligence (AI), K-12 Levels. DOI: 10.29329/epasr.2023 .631.4 Submitted: 24 July 2023 Accepted: 14 November 2023 Published: 30 December 2023 1Assoc. Prof. Dr., Faculty of School of Economics, Administrative and Social Sciences, Department of Management Information Systems, Ankara Medipol University, Ankara, Türkiye, ORCID: 0000-0002-2644-7981 [Correspondence](Correspondence: pinar.ayyildiz@ankaramedipol.edu.tr)[:](Correspondence: pinar.ayyildiz@ankaramedipol.edu.tr)[ ](Correspondence: pinar.ayyildiz@ankaramedipol.edu.tr)[pinar.ayyildiz@ankaramedipol.edu.tr](Correspondence: pinar.ayyildiz@ankaramedipol.edu.tr) 2 Assoc. Prof. Dr., Faculty of Education, Department of Mathematical and Science Education Sciences, Kastamonu University, Kastamonu, Türkiye, ORCID: [0000-0002-1424-8934. Email:](0000-0002-1424-8934. Email: yilmazadem@kastamonu.edu.tr)[ ](0000-0002-1424-8934. Email: yilmazadem@kastamonu.edu.tr)[yilmazadem@kastamonu.edu.tr](0000-0002-1424-8934. Email: yilmazadem@kastamonu.edu.tr) Introduction It would be fair to state that yet another period has already begun for humanity with all its challenges and surprises ahead. Each passing day a novel form or version of the existing AI tools emerges, and arguably plentiful others are awaiting to take their own share within the pool consisted of this very accumulated body. Today one can communicate with an AI platform through ‘chatting’, can indeed make an AI medium plan a presentation on a(ny) topic, and conduct research on a subject in a relatively easier fashion again with the accessibility to the said assistants. Most surprisingly, AI is capable of writing well, which used to be a skill that was attributed solely to human beings being a highly refined indicator of cognition and intellect also constituting such a complica

FAQs

How do AI writing tools at the K-12 level affect student behavior and trust?

They can create the sense that students can think like a human, leading to full trust in the software. This trust can influence how students engage with writing tasks.

What educational leadership challenges are associated with integrating AI into writing lessons?

Teachers’ transfer of experience and high-level interaction during teaching and learning can decrease. This is linked to AI individualizing the education process and increasing student independence.

What precautions does the study recommend for using AI in K-12 writing instruction?

AI should be used as a tool rather than an end to ensure accountability. The study also emphasizes the need for adequate teacher competence, ethical awareness, and future-oriented teacher training and curriculum integration.

Oct 15, 2026

Uploaded by MrHarris58