From Planning to Practice: Insights from Teacher Technology Leaders’ Experiences Designing Generative AI Professional Learning

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Designing Pedagogy and Practice in the Age of AI

Abstract

This qualitative study explores how a high school navigated district-level directives to integrate generative AI pedagogically into teaching, focusing on middle leaders’ work in organizing and leading teacher professional development. Findings revealed unclear AI competency needs and lack of teacher responsibility in implementation. Small-scale mini-projects with loops of planning, implementation, and evaluation failed due to teachers' limited AI literacy, requiring shifts towards more tailored workshops and support. Despite dedicated time for teacher technology leaders to organise professional development, teachers' inability to take responsibility in continuing exploring, documenting and evaluating pedagogical uses of generative AI made it challenging to institutionalize inquiry-based working methods. Hence, responsibility for professional development and pedagogical uses of genAI still rested on teacher technology leaders’ dedication.

Authors

• Kristin Børte, University of Bergen

• Jessa Henderson, University of Bergen