Research - CIDDL

Infographic on a Decade of Special Education Technology: Trends, Tools, and Research Gaps (2014–2024).

A Decade Behind: What Ten Years of Special Education Technology Research Tells Us About the Gap Between Innovation and Evidence

K-12 education technology spending reached $14.8 billion in recent years and is projected to climb to $132.4 billion by 2032 (Merod, 2023). Artificial intelligence, augmented reality, and virtual reality tools are now common in many classrooms. Yet the research base supporting their use with students with disabilities has not kept pace. A ten-year review of the Journal of Special Education Technology (JSET) makes the gap concrete and points toward what the field needs to do next (Carreon et al., 2026).

Building AI Literacy in Teacher Education

Generative artificial intelligence has rapidly entered higher education and K-12 settings, yet teacher candidates and faculty may have limited guidance for using AI professionally, ethically, and instructionally. Dr. Michelle Kelley and Dr. Taylar Wenzel identified gaps in AI literacy and in how teacher education programs prepare candidates for a dual role: using AI for their own professional practice while also learning how to guide K-12 students in responsible AI use. Their work addresses this challenge through professional inquiry, assignment redesign, transparent expectations for AI use, and discipline-specific approaches to AI literacy.

Research on the Screen Time Question

Screen time is often treated as a relatively homogeneous, duration-based construct, despite substantial differences in how, why, and in what contexts screens are used (Kaye et al., 2020). During this CIDDL Office Hours session, Dr. James Basham and Dr. Matthew Marino challenged that framing and discussed why understanding screen use in education requires a much more nuanced approach.

person looking at their cell phone at their desk with a laptop

Before the Phone Call: Using AI Simulation to Practice Family Engagement Conversations

Strong family-professional partnerships depend on communication, equality, trust, and respect (Blue-Banning et al., 2004), yet educators may have limited opportunities to rehearse these practices. Simulation in teacher preparation offers one way to practice, receive feedback, and reflect before higher-stakes interactions.

From Local Problems to Community Solutions: Join the Fall 2026 CIDDL AI Community Challenge

What could students improve in their community if artificial intelligence became a thought partner rather than an answer machine?
The Center for Innovation, Design, and Digital Learning (CIDDL) invites students and teachers in Grades 7–12 to answer this question through the Fall 2026 AI Community Challenge. Teams across the nation will identify a consequential local issue, investigate its causes, and design an evidence-informed solution with support from artificial intelligence (AI). The challenge places human reasoning at the center of every submission.

Virtual Classrooms, Real Skills: Utilizing Mixed-Reality Simulations in Special Education Teacher Prep

Many teacher preparation programs are constantly seeking innovative methods to equip preservice teachers with the real-world skills they need before stepping into a physical classroom. One of the most promising emerging technologies doing just that is Mixed-Reality Simulation (MRS).

Reimagining Learning Through AI and Extended Reality

The brief begins with context on the growing role of artificial intelligence (AI) and extended reality (XR) in supporting students with disabilities and the opportunities and challenges these technologies present for educators.

Designing AI-Integrated Learning Experiences for Pre-Service Teachers: A Real-Classroom Example

Artificial Intelligence (AI) is no longer a futuristic concept but a present reality that is reshaping how we teach and learn. Dr. James Basham, Yerin Seung, and I recognized that for pre-service teachers, developing a proactive attitude and the ability to leverage AI are fundamental competencies they must possess before entering the field. We designed our course to move beyond mere tool usage, aiming to foster a deep-seated AI literacy that balances technological benefits with pedagogical integrity. This post explores how we integrated AI into our curriculum to prepare the next generation of educators for a tech-driven classroom.

Virtual Reality for Career Exploration: Expanding Transition Opportunities for Students with Disabilities

The start of a new academic year gives faculty an opportunity to revisit how they prepare future educators for meaningful practice. Back-to-school planning often focuses on syllabi, course routines, assignments, and expectations. Faculty in special education and leadership preparation programs can also use this season to ask a broader question: How are we preparing future professionals to use technology to support student independence beyond the classroom?

Beyond AI Adoption: Why Asking Better Questions About Privacy and Security Matters

Artificial intelligence (AI) has quickly become part of conversations about teaching and learning. Much of the discussion has focused on what AI can do for education—personalizing instruction, increasing accessibility, reducing teachers’ workload, or supporting student learning. As these opportunities continue to expand, schools are increasingly faced with another challenge that receives far less attention: How do we know whether an AI tool is trustworthy enough to use with students?

Category: Research