Educators’ Use of AI Tools for Literacy: Uncovering Opportunities and Challenges for English Learners

• In Event: Innovating K–12 Teaching and Learning with Generative AI: Insights From IES-funded National R&D Centers

Abstract

Purpose
To advance the U-GAIN Reading R&D Center’s broader aim of investigating how Generative AI (GenAI) can be leveraged to improve elementary school reading instruction, the team is conducting several exploratory studies. We describe the objectives for two exploratory studies and how findings will help inform subsequent studies and guide the Center’s overall work.
The national context study seeks to understand educators’ current uses of technology to support reading instruction, particularly English Learner (EL) students, and gather their insights on the opportunities, challenges, and risks with adopting and implementing AI tools to further promote literacy. The classroom observation study takes a more targeted approach, observing a sample of classrooms to understand their current Amira use, with an aim to surface and document the opportunities and barriers for supporting EL students. Findings from the observation study will inform the future development and refinement of Amira enhancements to support ELs.

Perspective(s)
Given that research to evaluate the impact of AI on EL’s literacy development is in the early stages (Kuddus, 2022), these exploratory studies will contribute further evidence into the promise of AI tools for literacy instruction.

Methods and Data Sources
The national context study included a market scan of edtech products and a series of interviews and listening sessions with 16 educators across 11 states. Using a semi-structured interview protocol, we gathered information about educators’ professional background, school context and district priorities, and their experiences teaching reading and using emerging technology to support instruction with students broadly and ELs specifically. Educators shared feedback on three potential scenarios where GenAI could be embedded in tools to support ELs. Emerging themes from the interviews were used to facilitate three listening sessions where we shared findings and invited educators’ input based on their own contexts and experiences.
To kick-off the observation study we visited several classrooms to informally learn more about how Amira is currently used across multiple grades and contexts (e.g., small group rotations, whole class use). This upcoming year, we will take an ethnographic approach to conduct classroom observations and teacher interviews, with the goal of systematically gathering use data.

Results
Our findings from the national context study revealed that many educators already use AI tools to support literacy instruction to some degree. However, educators also raised important considerations around bias and student data privacy that could inform AI tool design and implementation. Table 3 highlights some benefits/opportunities and challenges/risks around specific emerging technology. Our classroom observations provided considerations for refining research instruments (e.g., how to capture tool-provided auditory feedback or scaffolding when children wear headphones) and additional data collection activities (e.g., student think-alouds about the learning experience).
Practical Significance
From a practical perspective, the national context study provides recommendations for designing AI tools that promote transparency, as well as centering ethical and responsible practices, especially with regards to data privacy and bias. The observation study will inform the refinements made to Amira to improve the experience of EL students learning to read.

Authors

• Danae Kamdar, Digital Promise

• Tiffany Leones, Digital Promise

• Stefani Pautz Stephenson, Digital Promise

• Ximena Dominguez, Digital Promise