Abstract
This session describes a study exploring how pre-service teacher (PST) candidates majoring in Elementary Education integrate Artificial Intelligence (AI) tools into their lesson planning process and reflect on their teaching practices. Conducted over the Spring 2025 semester, the study examines how novice PSTs, new to lesson planning, use AI in lesson design. PSTs design literacy lessons for struggling elementary readers, utilizing AI tools for personalized and differentiated instruction. Participants employ a process writing framework including practicing voice-to-text, editing/proofreading, and using generative tools to brainstorm ideas, incorporate suggestions, and refine their drafts, while ensuring academic integrity. Throughout the study, they engage in iterative lesson revisions based on feedback, aiming to improve their teaching strategies. PSTs are surveyed and have their lesson plans analyzed at multiple points throughout the study to evaluate their effectiveness in using AI as a lesson planning tool. The final phase involves a course survey where PSTs assess their use of AI tools and reflect on their self-assessment and growth. This study is part of a larger, multi-institutional analysis involving researchers from small, medium, and R1 institutions. The broader study aims to develop an instructional design framework incorporating AI in lesson planning, focusing on pre-service teacher education. By examining AI’s impact on both lesson design and teacher self-reflection, this research will deepen our understanding of how technology can enhance teacher preparation and literacy education. It will also contribute to shaping an instructional design framework for teacher education programs across diverse institutions.
Presenters
Lisa Delgado BrownAssistant Professor of Education, Education/Literacy, University of Tampa, Florida, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Pre-Service Teacher Education, Lesson Planning, AI Tools in Education
