Abstract
This paper explores the integration of artificial intelligence (AI) tools as study supports in teacher education to advance digital literacy and future readiness. Focusing on Science of Teaching Reading (STR) certification preparation, it addresses the critical need to support first-generation teacher candidates in a high-stakes literacy exam by leveraging AI-driven resources. The study was conducted at a Hispanic-Serving university in the U.S. Southwest with a cohort of predominantly female, Mexican American teacher candidates. Using a reflexive action research design over three semesters, the project iteratively incorporated tools like ChatGPT and Grammarly into coursework and exam preparation. This approach enabled continuous reflection to improve both the candidates’ learning outcomes and the instructor’s teaching practice. Participants engaged with AI for content review, practice quizzes, and writing feedback, while the instructor guided discussions on responsible use and ethical considerations (academic integrity, autonomy, fairness). Findings suggest that initial apprehension about AI gave way to increased confidence and preparedness when AI use was balanced with personal effort and culturally responsive support. One of the innovations of this study was the use of contrapuntal exercises to complement AI usage, requiring candidates to pair AI-generated materials with their own non-AI demonstrations of mastery, ensuring both ethical balance and authentic learning. The study’s outcomes highlight that thoughtfully integrating AI can empower marginalized teacher candidates, reinforcing their STR competencies without compromising ethical standards. Implications include strategies for equitable, culturally responsive pedagogy that leverage AI literacy, thereby preparing future educators to navigate technology ethically and effectively in their classrooms.
Presenters
Heriberto GodinaAssistant Professor of Curriculum and Instruction, Educational Programs; Literacy and Bilngual Education, Texas A&M International University, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Science of Teaching Reading, Literacy, Teacher Candidates, ELLs
