Research

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

By info@ciddl.org | September 1, 2026

Posted in Research

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

By Yerin Seung | August 24, 2026

Posted in Research, Research and Practice

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

By Teddy Kim | August 18, 2026

Posted in Artificial Intelligence, Research

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

By info@ciddl.org | August 11, 2026

Posted in Research

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

By Yerin Seung | August 4, 2026

Posted in Artificial Intelligence, Office Hours, Research

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?

Support Students with Disabilities’ Independence with Mobile Devices

By Teddy Kim | July 27, 2026

Posted in Research, Research and Practice

This brief examines how mobile devices can support the independence of students with intellectual disabilities as they navigate college campuses and community settings. Drawing on Dr. Hester’s discussion of her collaborative work with Lori Cooney and Dr. Don McMahon, it explains how Google My Maps can be customized according to individual students’ destinations, preferences, support needs, and person-centered plans. The brief also considers how mobile technology can be incorporated into teacher preparation, how educators can develop more balanced perceptions of mobile devices, and what future research is needed to strengthen technology-supported transition and inclusive postsecondary education practices.

Episode 3: Rethinking AI Literacy Through Human Agency

By Teddy Kim | July 14, 2026

Posted in Artificial Intelligence, Research

This episode asks a related question: What does it mean to be AI literate while remaining an active human agent?

What Does the Research Actually Say About AI in K-12 Classrooms?

By Yerin Seung | July 7, 2026

Posted in Artificial Intelligence, Research

Artificial intelligence tools are entering classrooms faster than the research base evaluating them can keep up with. For educators, that gap creates a real dilemma: how do you make sound instructional decisions about AI when rigorous evidence remains so thin? This post summarizes a new report from Stanford’s AI Hub for Education, The Evidence Base on AI in K-12: A 2026 Review (Fesler et al., 2026), which offers one of the clearest pictures yet of what we currently know and, just as importantly, what we don’t.

Vibe Coding for Special Educators: Building Custom Classroom Tools Without Code

By info@ciddl.org | June 30, 2026

Posted in Artificial Intelligence, Research

What if the most powerful assistive technology tool for your classroom was not something you ordered from a catalog but something you built yourself, in an afternoon, without writing a single line of code?

CIDDL Research and Practice Brief: Digital Accessibility and Accessible Educational Materials

By info@ciddl.org | June 23, 2026

Posted in Research, Research and Practice

This brief explores what digital accessibility means in practice, why it matters for students with disabilities, and what teacher preparation programs and school leaders can do to build educator capacity in this area. Drawing on Cynthia Curry’s decades of experience and her current leadership of NCADEMI, the brief highlights the most pressing challenges schools face, and the opportunity to embed. accessibility into existing instructional initiatives, and practical resources educators and preparation programs can use to get started.

We, as a national center, aim to provide resources encouraging innovation across the field that supports, advances, and/or investigates the use of educational technology in higher education and birth through 21 learning environments. Check out this post to read more about Research within the CIDDL framework.

CIDDL Cizzles: How Can Video Games and Key Lime Pie Support Fractions Learning?

Author: Samantha Goldman; info@ciddl.org What might come to your mind when you’re eating a Key Lime Pie? CIDDL’s Christine Parsons and Dr. Ling Zhang bring contestant #1, Dr. Mattew Marino, …

September 2, 2021

Engage in Conversation: How Does Social Justice Intersect Educational Technology?

Author: Samantha Goldman; info@ciddl.org How does research on social justice intersect educational technology? An earlier CIDDL Research and Practice Brief may give us some insights into this topic. In this …

August 17, 2021

Micro-Credentials: Personalized Professional Development

Author: Samantha Goldman; info@ciddl.org In an earlier CIDDL Research and Practice Brief, we interviewed Dr. Richard Carter, an assistant professor at the University of Wyoming (UW), who researches the education …

July 28, 2021

Emerging Technology For Teaching And Learning Sign Language

Author: Samantha Goldman; info@ciddl.org In an earlier CIDDL Research and Practice Brief, we interviewed Dr. Lorna Quandt, who is an Assistant Professor in the Ph.D. in Educational Neuroscience (PEN) program at …

July 23, 2021

Building Effective Professional Learning Networks to Improve Engagement

Author: Ling Zhang; Richard A. Carter info@ciddl.org Extensive research suggests that effective professional development (PD) programs usually build on teachers’ previous knowledge, meet personal development needs, provide active learning opportunities, …

July 21, 2021

Categories