Embracing Artificial Intelligence in the Classroom, Part 1
Frameworks
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- Description
- Contents
- About
As AI technologies continue to grow in sophistication, educators face the critical task of preparing students not only to coexist with these tools but also to thrive in the future driven by innovation. Across this evolving terrain, the enduring educational principles of critical thinking, problem-solving, and fostering a growth mindset remain essential. Educators must ask how to harmonize emerging AI technologies with traditional teaching methodologies, and where to find reliable professional development, guidance, and resources to support ethical and effective AI adoption in classrooms.
Part 1 of Embracing Artificial Intelligence in the Classroom deals with the frameworks and includes chapters grounded in theory and research that situate AI within the broader educational fields of curriculum design, pedagogy, and educational technology. While scholarly, these chapters are crafted to be accessible to a broad audience, including both pre-service and practicing teachers, striving to connect AI integration with established educational concepts.
Together with Part 2, these books form a comprehensive resource designed to equip educators with the knowledge, skills, and ethical frameworks needed to embrace artificial intelligence as a transformative element in teaching and learning online. This book aims to support educators in navigating the intersection of technology and pedagogy, fostering innovation while upholding core educational values.
Chapter 1. Generative AI as a Co-Creator of Knowledge: A Connectivist and Constructivist Approach; Magdalene Moy
- Chapter 2. What do Preservice Teachers Need to Know about Generative AI?; Jessie Nixon, Katarina Anderson, Ryan Cain, and Gisela Martiz Wheeler
- Chapter 3. Generative AI Tools in Preservice Teacher Education; Amanda Chapman and Nancy Luke
- Chapter 4. Using the Stoplight Framework to Promote AI Literacy in Teacher Preparation; Michelle Kelley and Taylar Wenzel
- Chapter 5. From Policy to Practice: Collaboration, Inclusivity, and Integration of AI in Special Education; David C. Coker, Carol M. Michels, and Sandra K. Michels
- Chapter 6. A Framework and Practical Insights: Task Engagement Facilitators and AI Affordances; Dini Noor Arini, Hadir Alderaan, and Maryam Naje Kriama
- Chapter 7. ChatGPT in the Classroom: An Exploration of First-Generation and Hispanic/Latino/a Student Perceptions; Sarah Grace
- Chapter 8. Leveraging Artificial Intelligence for Equitable Access and Personalized Learning in Higher Education; Jagath Jayaprakash and Lyle Hamm
- Chapter 9. AI-Powered Emotion Detection to Increase Reading Comprehension Skills; Amanda L. Mazin
- Chapter 10. Using AI-powered Applications to Enhance Peer Feedback in the Online Classroom; Sima Ahmad and Elena Novak
Elodie Jones is a Professor in the Department of Advanced Education Programs at Fort Hays State University.
Betsy Crawford is an Associate Professor in the Department of Teacher Education at Fort Hays State University.
Matthew Clay is an Associate Professor of Teacher Education at Fort Hays State University, where he teaches science methods courses.