Thinking Critically Consciously with Generative Artificial Intelligence: Supporting Teacher Candidates’ Data Literacy

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 4
  In Roundtable Session: Title Written by AI? Make It Make Sense: Artificial Intelligence and Student Learning

Abstract

With the rise of generative artificial intelligence (GAI), teacher candidates (TCs) are exploring ways GAI can support lesson planning and creation of learning materials. There is little on how to prepare TCs to plan with online sources expressly using critical consciousness, what Freire (1970) defined as one’s ability to understand and take action against systems of oppression. The focus of the current study was how GAI could be used to support TCs with a critically conscious approach to evaluating evidence of student learning. Through a design-based research approach, the authors identified three enhancing and three inhibiting factors were identified to influence TCs’ ability to integrate GAI with student data analysis using critical consciousness principles.

Authors

• Derek R Riddle, California State University - Stanislaus

• Paula Cristina Azevedo, Marymount University

• Jori S. Beck, College of William & Mary

• Catharyn Crane Shelton, Northern Arizona University

• Jamie Colwell, Old Dominion University