Julia Hagge, The Ohio State University

From Planning to Practice: Insights from Teacher Technology Leaders’ Experiences Designing Generative AI Professional Learning - Kristin Børte, University of Bergen; Jessa Henderson, University of Bergen

Co-constructing Computational Thinking in Early Childhood Education: Investigating Dynamics of Co-design between Researchers and Teachers by Epistemic Network Analysis - Xuechun SHI, University of Hong Kong; Shuang Wu, East China Normal University; Zhichun Liu, University of Hong Kong; Shen Ba, The Education University of Hong Kong

Designing a Teacher Learning Trajectory to Support AI and NLP Integration in Middle School Science - Daria Smyslova, North Carolina State University; Srijita Chakraburty, Indiana University; Oluwatomisin Obajemu, University of Florida; Krista D. Glazewski, North Carolina State University; Cindy E. Hmelo-Silver, Indiana University; Kristy E. Boyer, University of Florida

Developing Design Principles to Strategically Integrate ChatGPT into EFL Writing through an Activity Theory Perspective - YUNAN ZHANG, University of Hong Kong; Yongcan Liu, University of Cambridge

Matthew L. Wilson, Kennesaw State University

The Digital Divide of Technology Resources: A Longitudinal Examination of Technology Resource Data from K12 Schools - Matthew L. Wilson, Kennesaw State University; Laurie Brantley-Dias, Kennesaw State University; Austin Brown, Kennesaw State University; Naima Fouad-Gilliam, Kennesaw State University

Bridging the Digital Divide: Analyzing Teacher Technology Acceptance and Use in Underserved Regions - Wen Li, Beijing Normal University; Rui Jiang, Beijing Normal University; Qian Zhao, Beijing Normal University

Beyond the Digital Divide: Sociodemographic Gradients in College Students’ Generative AI Usage, Literacy, and Attitudes - Ran Liu, University of Wisconsin - Madison; Carla Z. Glave, University of Wisconsin - Madison

MOOC Chatbot Adoption and Learning Outcomes: Students’ Socioeconomic Regions and Navigational Behaviors - Songhee Han, Florida State University; Min Liu, University of Texas at Austin

"We’d Never Been Asked Before": Critical Listening and Collaborative Curriculum Co-Design in Dual-Language Education - Grace Cornell Gonzales, University of Washington

Adapting to Changes in California’s English Learner Population - Laura Hill, Public Policy Institute of California; Beyond Jonathan Deng, Public Policy Institute of California

Emergent Bilinguals in a Chinese-English DLBE Program: Navigating Opportunities, Challenges, and Positionings - Peizhu Liu, University of Pennsylvania

English Learners in Dual Language Programs: Evidence from Middle School Through College Enrollment - Trey Miller, University of Texas - Dallas; Camila Morales, University of Texas - Dallas; Lynn Morgan, University of Texas - Dallas; Gema Zamarro, University of Arkansas

From Placemaking to Placekeeping: Learning from Equity-Based Urban Planning to Address Gentrification in Dual-Language Programs - Steve Daniel Przymus, University of Rhode Island

From Sociocultural Competence to Transculturing as a Goal of Dual Language Bilingual Education - Juan A. Freire, Brigham Young University; Jongyeon Joy Ee, Loyola Marymount University; Zhongfeng Tian, Rutgers University - Newark

Improving Dual Language Immersion School Climate: Perspectives of Administrators and Teachers - Nicholas C. Block, Biola University; Marlen Quintero Pérez, California State University - Northridge

Interrogating constructs of linguistic equity: Latine families in Mandarin-English dual language immersion - Catherine Park, University of California - Berkeley

Monoglossic and transglossic tensions in a Mandarin dual language bilingual education classroom: An ethnographic-case study of circulating language ideologies and their impact - Vashti Wai Yu Lee, Brigham Young University

Naming and Erasure: Rethinking the ‘English Speaker’ Label in Dual Language Bilingual Education - Jongyeon Joy Ee, Loyola Marymount University

Research-Practice Partnerships in Dual Language Settings: Spanish Oral Language Progressions in Mathematics for Multilingual Learners - Elvira G. Armas, Loyola Marymount University; Magaly Lavadenz, Loyola Marymount University; Kaivan Yuen, Montebello Unified School District; Linda R. G. Kaminski, Loyola Marymount University

Translanguaging Pedagogy in U.S. K-12 STEM Classrooms: A Systematic Meta-Synthesis Abstract - Sujin Kim, George Mason University; Manqian Zhao, George Mason University; Woomee Kim, George Mason University; Bilgehan Ayik, George Mason University; Dai Gu, George Mason University; Xiaowen Chen, George Mason University; Yixin Zan, George Mason University; Kathleen Ramos, George Mason University

Empirical Profiling of High School Bilingual Students’ Perceptions of STEM Learning Environment - Hector H. Rivera, Texas A&M University; Heesun Chang, Texas A&M University; Amin Raeisi-Vanani, Texas A&M University; Yiming Zhu, Texas A&M University; Eun Hye Grace Ko, Texas A&M University

“Not Just Portuguese”: Translanguaging and Linguistic Justice for Indigenous and Refugee Students in Brazilian Schools - Michelle Angelo-Rocha, University of South Florida; Karina O. De Paula, Texas Tech University; Cátia Regina Guidio Alves de Oliveira, Brazilian National Council for Scientific and Technological Development; Kevin Donley, Georgetown University; Lauren Braunstein, University of South Florida

25 Years of Research on Classified English Learners in U.S. Schools: A Scoping Review - Brenda Valdes, Stanford University; Amado M. Padilla, Stanford University; Oswaldo Rosales, Stanford University

A Foucauldian genealogy of spatial and material discourses in U.S. bilingual education - Seon Ja Chang, University of Georgia

Constructing a New Vision of Assessments: Centering Emergent Bilinguals’ Linguistic Repertoires for Equity and Justice - Angeles Munoz, University of North Texas / Texas Woman’s University

Critical Constructions: A Snapshot of a Black Student’s Biliteracy Practices in a DLBE Program - Brittany Frieson, University of Texas at Austin; Vania Ledesma, University of Texas at Austin

Sarah Dubin, Rowan University

Passing for What? Disability, Delay, and the Architecture of Academic Recognition - Alan R. Foley, Syracuse University

Serendipitous Landscapes: A Narrative History of Disability Accessibility at Arizona State University - Jennifer R. Miller, Arizona State University

“Where the Path Goes through a Tree”: Failure of Ensure Spatial Accessibility and Instructional Inclusivity in Higher Education in India - Arpita Sarker, University of Iowa

Peter I. De Costa, Michigan State University

Learning to Use GenAI for Scholarly Publication: Challenges from a Global South Perspective - Peter I. De Costa, Michigan State University; Nari Kim, Michigan State University; Joanne Cheng, Michigan State University; Hendriwanto Hendriwanto, Michigan State University

Examining Trust in AI: Analyzing Teacher Candidates’ Discourse in Response to Automated Feedback - Kayla Michelle Reist, University of Virginia; Peter A. Youngs, University of Virginia

Language Ideology Exploration as a Pathway to Critical AI Integration in Teacher Preparation - Danette Y. Martinez, University of Texas - San Antonio; Kathryn I. Henderson, University of Texas - San Antonio; Jennifer Gilardi Swoyer, University of Texas - San Antonio; Bedrettin Yazan, University of Texas - San Antonio; Gabriella Martinez, University of Texas - San Antonio