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ChatGPT has entered classrooms, but not via the typical route of othereducational technology, which includes comprehensive training, documentation,and vetting. Consequently, teachers are urgently tasked to assess itscapabilities to determine potential effects on student learning and instructtheir use of ChatGPT. However, it is unclear what support teachers have andneed and whether existing documentation, such as model cards, provides adequatedirection for educators in this new paradigm. By interviewing 22 middle- andhigh-school teachers, we connect the discourse on AI transparency anddocumentation with educational technology integration, highlighting thecritical information needs of teachers. Our findings reveal that teachersconfront significant information gaps, lacking clarity on exploring ChatGPT'scapabilities for bespoke learning tasks and ensuring its fit with the needs ofdiverse learners. As a solution, we propose a framework for interactive modeldocumentation that empowers teachers to navigate the interplay betweenpedagogical and technical knowledge.

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