{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T08:07:31Z","timestamp":1787904451571,"version":"build-2784847793"},"reference-count":65,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2022,12,14]],"date-time":"2022-12-14T00:00:00Z","timestamp":1670976000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Artif. Intell."],"abstract":"<jats:sec><jats:title>Introduction<\/jats:title><jats:p>Artificial intelligence in the educational domain has many uses; however, using AI specifically to enhance education and teaching in a K-12 environment poses the most significant challenges to its use. Beyond usage and application, the quality of the education is made even more arduous due to the dynamics of teaching primary and secondary school children, whose needs far exceed mere fact recollection. Utilizing prior research using AI in education and online education in the K-12 space, we explore some of the hurdles that AI applications face in K-12 teaching and provide core attributes for a \u201cTuring Teacher,\u201d i.e., an AI powered technology for learning, specifically targeting the K-12 space.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Using a survey, which included qualitative responses during the implementation of online learning during the Covid Pandemic, we analyze the results using univariate and multivariate tests and analyzed the qualitative responses to create core attributes needed for AI powered teaching technology.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The results present the challenges faced by any technology in an education setting and show that AI technology must help overcome negative feelings about technology in education. Further, the core attributes identified in the research must be addressed from the three stakeholder perspectives of teachers, parents and students.<\/jats:p><\/jats:sec><jats:sec><jats:title>Discussion<\/jats:title><jats:p>We present our findings and lay the groundwork for future research in the area of AI powered education. The Turing Teacher must be able to adapt and collaborate with real teachers and address the varying needs of students. In addition, we explore the use of AI technology as a means to close the digital divide in traditionally disadvantaged communities.<\/jats:p><\/jats:sec>","DOI":"10.3389\/frai.2022.1031450","type":"journal-article","created":{"date-parts":[[2022,12,14]],"date-time":"2022-12-14T07:23:47Z","timestamp":1671002627000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":13,"title":["The Turing Teacher: Identifying core attributes for AI learning in K-12"],"prefix":"10.3389","volume":"5","author":[{"given":"Alexander","family":"Pelaez","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amal","family":"Jacobson","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kara","family":"Trias","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elaine","family":"Winston","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2022,12,14]]},"reference":[{"key":"B1","volume-title":"Enhancing Students' Understanding of Formative Assessment Through Video-Feedback on an Undergraduate Sports Rehabilitation Programme","author":"Abrahamson","year":"2010"},{"key":"B2","first-page":"321","article-title":"Some factors in the development of self-efficacy beliefs for computer use among teacher education students","volume":"9","author":"Albion","year":"2001","journal-title":"J. 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