# More than Model Documentation: Uncovering Teachers' Bespoke Information Needs for Informed Classroom Integration of ChatGPT

arXiv: https://arxiv.org/abs/2309.14458 · HTML: https://mlsanity.com/paper/2309.14458/

## Key facts

- Cited by 3 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 25 Sep 2023.

## Built on by (most cited first, 3 of 3)

- [Understanding the LLM-ification of CHI: Unpacking the Impact of LLMs at CHI through a Systematic Literature Review](https://mlsanity.com/paper/2501.12557/) (2025)
- [Generative Artificial Intelligence in Higher Education: Evidence from an Analysis of Institutional Policies and Guidelines](https://mlsanity.com/paper/2402.01659/) (2024)
- [Beyond Text-to-Text: An Overview of Multimodal and Generative Artificial Intelligence for Education Using Topic Modeling](https://mlsanity.com/paper/2409.16376/) (2024)

## Abstract (arXiv)

ChatGPT has entered classrooms, but not via the typical route of other educational technology, which includes comprehensive training, documentation, and vetting. Consequently, teachers are urgently tasked to assess its capabilities to determine potential effects on student learning and instruct their use of ChatGPT. However, it is unclear what support teachers have and need and whether existing documentation, such as model cards, provides adequate direction for educators in this new paradigm. By interviewing 22 middle- and high-school teachers, we connect the discourse on AI transparency and documentation with educational technology integration, highlighting the critical information needs of teachers. Our findings reveal that teachers confront significant information gaps, lacking clarity on exploring ChatGPT's capabilities for bespoke learning tasks and ensuring its fit with the needs of diverse learners. As a solution, we propose a framework for interactive model documentation that empowers teachers to navigate the interplay between pedagogical and technical knowledge.