Educator Preparation and Development Programs (EPDPs) face the dual challenge of adapting their own practices while preparing future teachers for classrooms increasingly shaped by generative AI. Frameworks are needed to guide EPDPs and researchers in these efforts. Graham et al. (2013) early research found that EPDPs sustained innovation requires strategy, structure, and support. To better apply Graham’s framework to sustained innovation related to GenAI, the current study used interviews with leaders at three EPDPs. In the revised framework, “strategy” reflects EPDPs’ vision for GenAI and policies that address ethics, equity, bias, privacy, and honesty. “Structure” involves EPDPs’ ability to provide and develop the infrastructure and governance needed to promote GenAI integration in ethical and meaningful ways to benefit all learners. “Support” includes providing professional learning that builds faculty and student skills, dispositions, and confidence in AI integration. Each of the three dimensions can be placed on one of three following Stages of Innovation. (1) Awareness/Exploration: Building understanding through learning and experimentation but no little meaningful integration. (2) Early Integration: Adopting AI to improve efficiency and incrementally enhance teaching, with emerging systematic supports. (3) Transformative Implementation and Growth: Using AI to transform teaching and learning in ways not otherwise possible, sustained by permanent committees, partnerships, and customized tools. The presented framework can guide researcher and EPDP leader efforts in understanding and developing strategy, structure, and support and progress from initial awareness to transformative practice.

Authors:
Jered Borup, George Mason University, United States

About the Presenter(s)
Dr. Jered Borup is an Associate Professor in George Mason University’s Division of Advanced Professional Teacher Development and International Education.

See this presentation on the full schedule – Sunday Schedule

Bookmark