Artificial Intelligence in Special Education Teacher Preparation: A Recorded Webinar Series
Authors: Samantha Goldman; info@ciddl.org
CIDDL’s latest recorded webinar series highlights the authors of the special issue on Artificial Intelligence of the Journal of Special Education Preparation (JOSEP). JOSEP is a peer-reviewed, open-access journal dedicated to transforming research into practical applications for preparing special education teachers and leaders. The journal is published in partnership with and funded by Ball State University Libraries and the Teacher Education Division of the Council for Exceptional Children. It is edited by Dr. Andrew M. Markelz, with associate editors Drs. Argue Chitiyo, Benjamin S. Ridden, Margaret (Peggy) Weiss, and Naima Bhana Lopez. This blog post highlights several articles featured in this special issue.
Download the webinar supplemental, a one-page document with links to each video, article citations, and extras provided by the authors (e.g., links to slides and other resources).
Rethinking How We Prepare Teachers in the Age of AI: A Note from Guest Editor Dr. Sarah Howorth
Dr. Sarah Howorth, an associate professor at the University of Maine and guest editor of the Journal of Special Education Preparations, introduces the special issue on artificial intelligence (AI) in special education teacher preparation. She highlights AI's potential to revolutionize special education by enhancing the educational experience and making it more inclusive, effective, and adaptive for all learners. However, she also includes cautionary notes on the integration of AI. Howorth emphasizes the importance of rethinking teacher preparation and collaboration among educators, researchers, and technologists to fully harness AI's educational potential.
[embedyt] https://www.youtube.com/watch?v=rx5oBJ07BKs[/embedyt]
Teaching in the Era of Artificial Intelligence: Reimagining Activities and Assignments in Preservice Special Education Teacher Education Programs
Dr. Susan S. Johnston, Dr. J. Matt Jameson, Dr. Breda O'Keeffe, and Ashley Raines discussed the integration of AI text generators in education, referencing their article in the Journal of Special Education Preparation. They proposed a framework to guide AI use in special education, emphasizing critical thinking and evaluation. Specific assignments included reimagining annotated bibliographies and case assessments, ensuring pre-service teachers evaluate AI-generated content critically. They noted improvements in AI's sophistication over time and stressed the importance of self-reflection and ethical AI use in teacher preparation programs.
[embedyt] https://www.youtube.com/watch?v=PJwdNaHiRxY[/embedyt]
The Past, Present, and Future Use of Artificial Intelligence in Teacher Education
Drs. Maggie Mosher, Lisa Dieker, and Rebecca Hines discussion explores the integration of AI in education, highlighting its potential to personalize learning and support teachers. They emphasize AI's role in analyzing student data to tailor educational experiences, aiding in grading, and providing real-time translations. They share about AI tools such as iKnow and ZB and Ray-Z can support the learning of students with disabilities. However, AI is not a panacea; human oversight is crucial. AI can also transform teacher training, offering personalized professional development and virtual classrooms for practice. The conversation stresses the importance of AI literacy for teachers and the ethical use of AI to enhance, not replace, the human connection in education.
[embedyt] https://www.youtube.com/watch?v=WG1It9N9GI8[/embedyt]
Early Adopters: Navigating AI Integration in Special Education Teacher Preparation
Dr. Tara Kaczorowski, an associate professor at Daemon University, discussed her co-authored article on integrating AI into teacher preparation programs. The team, including Angela Stockman, Dr. Andrew Hashey, and John Kaczorowski, highlighted AI's potential to streamline curriculum development and support diverse learning needs. They emphasized the importance of crafting clear and specific AI prompts using the CRAFT acronym (Call to Action, Role, Audience, Format, Technicalities, Sociocultural Lens). Kaczorowski also introduced tools like Packback for academic writing support and Vosaic or GoReact for video analysis in teaching practices, noting the need for human oversight to mitigate AI biases.
[embedyt] https://www.youtube.com/watch?v=U57CzitLRAI[/embedyt]
Exploring the Integration of Artificial Intelligence into Special Education Teacher Preparation through the TPACK Framework
The TPACK framework, discussed by Dr. Adam Carreon, Dr. Sean J. Smith, and Samantha R. Goldman, integrates technological, pedagogical, and content knowledge to enhance teaching practices. Content knowledge involves expertise in subject areas, pedagogical knowledge focuses on instructional strategies, and technological knowledge includes using digital tools. In this webinar, they explore how AI can be integrated within the framework. Examples include using AI for tech support, developing ideas for accommodations to support students with disabilities, and differentiating classroom activities. Tools like Copilot and LUDIA were demonstrated to illustrate AI's role in enhancing teaching. The discussion emphasized the need to integrate AI meaningfully into education, especially within special education, to foster independence and personalization.
[embedyt] https://www.youtube.com/watch?v=coEp6zP4BB0[/embedyt]
Using an Artificial Intelligence (AI) Agent to Support Teacher Instruction and Student Learning
The discussion focused on the development and implementation of AI agents, ZB and Ray-Z, to support teacher instruction and student learning, particularly for children with autism. The team, which includes Dr. Lisa Dieker, Dr. Rebecca Hines, Dr. Ilene Wilkins, Dr. Charles Hughes, Dr. Karyn Hawkins Scott, Dr. Shaunn Smith, Dr. Kate Ingraham, Dr. Kamran Ali, Dr. Tiffanie Zaugg, and Sachin Shah, highlighted the project's evolution from a physical robot to a virtual platform, emphasizing the importance of emotional responsiveness and personalized feedback. Key findings included increased student engagement, improved on-task behavior, and the use of biometric data to monitor student stress. Challenges included internet connectivity and the need for unbiased AI. The project, funded by a federal grant, aims to make the tools accessible and free for educators and parents.
[embedyt] https://www.youtube.com/watch?v=mauLSwx75Kc[/embedyt]
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