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Generative Artificial Intelligence (GenAI) is shifting the types and uses of computing tools in classrooms, necessitating study of how and what decisions are made about the use of AI in courses. All teachers will need to understand and be able to make important choices about GenAI for their learners. In this project, 25 teacher educators took an AI professional development course, and this paper describes their reflections and final projects. Participants at two large southeastern universities represented teacher preparation programs across all grade bands and disciplines. The shared practices the teacher educators used revealed ways GenAI can be a tool to support, not replace, a teacher. Limitations of GenAI applications are also discussed. The inclusion of all teacher educators in the project, and not just “faculty”, enabled more participation, along with the flexible timing of the online course, and personalization of the final project.
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This content will become publicly available on March 25, 2026
Embracing Generative Artificial Intelligence (GenAI) to Support Equitable Higher Education Experiences of Secondary Teachers’ Creation of Curricular Materials
The authors discuss how exposure to Generative Artificial Intelligence (GenAI) tools led them to reconsider their approach to supporting secondary preservice teachers in curriculum development and to acknowledge both the challenges and opportunities these technologies present in teacher preparation. An upper division undergraduate class designed to support curricular development of all secondary teachers was redesigned to incorporate the use of large language models (LLMs) such as ChatGPT. The findings indicate that GenAI assists in planning, assessment design, and the development of assignments that require human insight beyond AI capabilities. The study highlights the benefits of GenAI in curriculum development and addresses concerns about academic integrity and equitable access. The authors recommend that educators explore GenAI’s potential to support learning and develop strategies for its responsible use in teacher preparation.
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- Award ID(s):
- 2337247
- PAR ID:
- 10578954
- Publisher / Repository:
- Proceedings of SITE 2025 (pp. 708-711). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
- Date Published:
- ISBN:
- 978-1-939797-76-6
- Subject(s) / Keyword(s):
- generative artificial intelligence secondary preservice teachers undergraduate education curricular development
- Format(s):
- Medium: X
- Location:
- Waynesville, NC USA
- Sponsoring Org:
- National Science Foundation
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