“A Bit Unease With This Policy”: How Preservice Teachers Construct Classroom Policies for Generative AI in ELA Classrooms

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 3
  In Roundtable Session: Critical Approaches to Artificial Intelligence and Literacies

Abstract

This instrumental case study investigates how undergraduate preservice teachers in a literacy teacher education methods course constructed course policies and materials around generative AI for their K-12 classrooms. The study examines how preservice teachers’ policies govern diverse students’ engagement with AI and address critical concerns related to equity and systematic issues embedded in AI technologies. In our analysis of preservice teachers’ policies and reflections, we found that both attitudes toward and knowledge of generative AI varied widely; policies reflected, often implicitly, future teachers’ (sometimes differing) views of what “real writing” is and what their core duties to students are; and that these preservice teachers often felt ill-equipped to make firm policies around this rapidly-developing technology.

Authors

• Brady L. Nash, University of Florida

• Sarah Burriss, Vanderbilt University