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Teaching and Learning with AI: Building Literacy, Agency, and Design.
Fri, April 10, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), Westin Bonaventure, Floor: Lobby Level, Palos VerdesSession Type: Paper Session
Abstract
This session examines how educators and learners engage with artificial intelligence across early childhood, K–12, and teacher preparation contexts. Papers explore teachers’ intentions to use AI, social-emotional learning with AI media, and frameworks that integrate AI literacy, TPACK, and disciplinary expertise. Studies also present design-based approaches to project-based learning with AI as a collaborator. These works illuminate the evolving role of educators as designers, facilitators, and ethical stewards of AI-enhanced learning, offering pathways to prepare both teachers and students for meaningful participation in AI-driven educational futures.
Sub Unit
Chair
Papers
A Framework for AI Educator Identity: Bridging Pedagogy, Disciplinary Expertise, and Emerging Technologies - Feiwen Xiao, University of Pennsylvania; Qiuqing Li, North Carolina State University; Rebecca Ellis, The Concord Consortium; Jie Chao, The Concord Consortium; Carolyn Penstein Rose, Carnegie Mellon University; Shiyan Jiang, North Carolina State University
AI and the Developing Child: Reimagining Social-Emotional Learning Through Interactive Media Characters - Peixin Zhou, Harvard University; Ying Xu, Harvard University
Factors Influencing Early Childhood Educators' Intent to Use AI-Based Technologies in a Developing Country - Lauretta Oluwafemi Osho, Eastern New Mexico University; Oluwafemi Osho, Clemson University; Kafayat Amoke Adesina, Clemson University; Augustine Owusu Achiaw, Clemson University; Edwin Nii Bonney, Clemson University; Gertrude Arthur, University of Missouri
Preparing Pre-Service Teachers for AI-Enhanced Teaching: A Competence Model Integrating AI Literacy, TPACK, and CoI - Shuyu Chen, Zhejiang University; Jing Wang, Zhejiang University
Project-Based Learning with Generative AI as Cognitive Collaborators: A DBR Approach to Higher-Order Thinking - Kyungri Kim, Sungkyunkwan University; Dongho Kim, Seoul National University