Abstract
This mixed methods study focused on the perceptions of secondary math and English teachers of the use of artificial intelligence to facilitate differentiated small groups in the post-pandemic learning environment. The researcher collected the teachers’ reflections, conducted interviews, and examined Likert-scale data to form a comprehensive view of their perceptions of the pedagogical practice after delivering a professional development (PD) workshop on how to use AI tools to effectively deliver small group learning in a variety of secondary contexts. After collecting the data and analyzing it, the researcher found that the secondary teachers had overall positive perceptions of AI’s ability to aid in the differentiation of learning. However, when comparing both qualitative and quantitative data, the researcher found that teachers require ongoing coaching in areas like prompting and output refinement in order to feel completely confident in their abilities. In all, the results of the study suggest a need for further training and that the professional should always remain the cornerstone in classroom decision making.