Instruction - CIDDL

The Scaffold That Disappears: AI Tools for Executive Function in Science Classrooms

Picture a student who can explain biodiversity in a class discussion but cannot complete a three-step sample collection protocol without losing track of the sequence. Or a student whose curiosity about microorganisms is genuine right up until the moment arrives to document observations in writing. In both cases, the barrier is a lack of understanding. It is the weight of managing multiple demands at once: sequencing steps, monitoring progress, recording data, and switching attention between tools.
This is what executive function breakdown looks like during science instruction, and it is more common than most lesson plans account for.

Is AI Helping Students Think, or Doing It for Them?

Artificial intelligence is quickly becoming part of students’ everyday learning routines. They use it to generate ideas, summarize texts, solve problems, and even draft full assignments. But as AI becomes more embedded in classroom workflows, an important question often goes unasked: Is AI helping students think, or doing the thinking for them? This question matters because not all uses of AI support learning in the same way. In some cases, AI can extend students’ thinking, provide meaningful feedback, and open new possibilities for learning. In others, it can unintentionally reduce effort, bypass critical thinking, and limit opportunities for growth. The difference is not always obvious, but it is crucial for instructional decision-making.

Virtual Reality: Creating Safe Spaces for Students with Emotional and Behavioral Disorders

Students with emotional and behavioral disorders (EBD) often experience school environments as unpredictable and emotionally demanding. Many students struggle with regulation, peer conflict, and stress tolerance in high-stimulus settings. Educators cultivate safety through strong relationships, consistent routines, and explicit behavioral instruction. Virtual reality (VR) can extend these supports by creating controlled, repeatable environments for practice.

CIDDL at CEC 2026: Highlights from Salt Lake City

What an incredible week in Salt Lake City! From the opening workshop on Wednesday morning to the final blitz on Friday afternoon, CEC 2026 was full of energy, ideas, and conversations about where AI and special education are headed together. The CIDDL team is grateful for every attendee, presenter, and partner who stopped by our sessions, joined us at the Tech Playground, or connected with us from afar.

Shaping the Future of Special Education: CIDDL at CEC 2026

CIDDL is preparing to head to the Council for Exceptional Children (CEC)’s Annual Convention in Salt Lake City from March 11th to 14th. This convention provides special education personnel (e.g., teachers, administrators, and related service providers) with professional development through interactive sessions grounded in application to students with disabilities. It is a fantastic event that brings together special education professionals to “learn, share, grow, and connect.” The CIDDL team is bringing research and practice with technology and innovation to the conference through demonstrations in the Tech Playground and sessions focusing on technology integration and AI. Be sure to check out these sessions to explore how AI is shaping the future of special education and join the conversation on AI in education. Below, we will share the various sessions hosted by the CIDDL team. RSVP to them through our community and on the convention’s Whova app!

Beyond the Tool: Designing Coherent AI Systems in Education

When conversations turn to AI in education, the question I hear most often is, “If you could recommend one AI tool, what would it be?” It is a reasonable question. Educators are navigating full schedules, expanding responsibilities, and increasing learner variability in their classrooms. With new AI platforms emerging almost weekly, asking for one manageable starting point feels efficient and practical. In a field moving this quickly, there is also understandable pressure to adopt something just to avoid falling behind. But I often pause before answering. Instead of naming a tool, I ask, “What do you need?” That pause is intentional.

Ethical use of AI in IEP Development framework image

Navigating AI in IEP Development: A Framework for Ethical Practice

Research suggests GenAI can be a powerful support when used strategically. Studies by Rakap (2024) and Waterfield et al. (2025) found that educators using ChatGPT with proper guidance produced IEP goals of the same or higher quality while spending less time drafting. Some platforms even claim to reduce paperwork time by up to 90% (eSchool News Staff, 2025).

Summary of OECD Digital Education Outlook 2026

The OECD’s Digital Education Outlook 2026 shifts the focus from values to practice by asking a more operational question: given that generative AI is already present in educational systems, how can its use be steered to genuinely support learning and professional teaching practice? In this sense, the two reports are not in tension but complementary, with UNESCO articulating the “why” of educational AI and the OECD addressing the “how.”

three individuals working around a computer

Preparing Faculty for the Digital Era: Exploring the ISTE Faculty Standards

The International Society for Technology in Education (ISTE), in collaboration with Old Dominion University, has introduced the ISTE Faculty Standards for Digital Teaching and Learning Competencies (2025)—a framework that helps higher education faculty intentionally use technology across instruction, research, and service. The standards reflect the rapid evolution of academic work and outline what it means to be an effective digital educator in today’s institutions

Individuals sitting around a table with thier laptops open working and talking

AI Integration and the SAMR Framework: A Practical Lens for Instructional Design

Artificial Intelligence (AI) is poised to transform education at every level (CIDDL, 2024). However, this advancement raises a deeper question: “Is AI strengthening education, or is it pulling it away from its core purpose?”
UNESCO’s 2025 report, AI and the Future of Education: Disruptions, Dilemmas and Directions, addresses this global pivot point head-on. Bringing together scholarly voices, the report examines how AI challenges long-standing assumptions about teaching, learning, and the role of the human teacher. While some chapters point to unprecedented opportunities, others urge caution about the structural, pedagogical, and ethical risks that accompany rapid adoption.
I intentionally highlight three chapters—3, 4, and 5—that speak most directly to classroom practice, instructional design, and the evolving work of educators.

Category: Instruction