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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 June 9, 2026
Critical AI Literacy through Exploring Generative AI Limitations
Critical AI literacy enables understanding of the limitations of AI. In this work, we investigated how Black girls (N=11, ages 9-12) critically engaged with generative AI (genAI) through exploring ChatGPT’s limitations. Learners used various approaches and leveraged their funds of knowledge (e.g., knowledge of pop culture) to investigate where genAI did not perform satisfactorily. We discuss how taking an asset-based approach can support critical AI literacy.
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- Award ID(s):
- 2415872
- PAR ID:
- 10618171
- Publisher / Repository:
- Proceedings of the 19th International Conference of the Learning Sciences
- Date Published:
- Format(s):
- Medium: X
- Location:
- Helsinki, Finland
- Sponsoring Org:
- National Science Foundation
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