Teachers’ Professional Engagement with Literacy, Inquiry, Social Justice, and AI Technology in K-8 Classrooms

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Abstract

This paper discusses the experiences of K-8 teachers and instructional scaffolding
through a four-week professional training. Using a curriculum Framework called the LIST (i.e.,
Literacy, Inquiry, Social Justice, and AI-powered Technology) Curriculum Framework (LCF),
teachers developed robust C3 lessons that were age-appropriate and grade-specific for literacy
and social studies classrooms. Teachers shared their learning experiences and future classroom
practices through discussions, reflections, post-surveys, and focus groups.

Authors

• Razak Kwame Dwomoh, Northern Illinois University

• Eric R. Junco, Northern Illinois University

• Cansu Tatar, Northern Illinois University

• Hyoju Ahn, Northern Illinois University