Preparing Educators to Teach and Create With Generative Artificial Intelligence

Paula MacDowell; Kristin Moskalyk; Katrina Korchinski; Dirk Morrison

doi:10.21432/cjlt28606

Authors

Paula MacDowell University of Saskatchewan https://orcid.org/0000-0002-5456-5571
Kristin Moskalyk University of Saskatchewan https://orcid.org/0009-0008-4502-0618
Katrina Korchinski University of Saskatchewan https://orcid.org/0009-0008-8866-2127
Dirk Morrison University of Saskatchewan https://orcid.org/0000-0002-6402-2204

DOI:

https://doi.org/10.21432/cjlt28606

Keywords:

AI literacy, teacher education, instructional design, AI education, generative AI

Abstract

Teachers skilled in using generative artificial intelligence (GAI) have advantages in terms of increased productivity and augmented instructional capabilities. Alongside the rapid advancement of GAI, teachers require authentic learning opportunities to build the confidence and expertise necessary for engaging with these technologies creatively and responsibly. This article provides an illustrative case of preparing preservice and in-service teachers with the knowledge, skills, and mindsets to teach and create with GAI. Using a self-study method to investigate professional practices, we analyzed the curriculum, instruction, and assessment in an upper-level undergraduate course in multimedia design and production. Thirty-five teachers engaged in experiential activities focussed on developing artificial intelligence (AI) literacy, alongside a collaborative assignment to co-author an open-access textbook, Teaching and Creating With Generative Artificial Intelligence. To support equitable and inclusive access to the educational benefits offered by AI, the Student Artificial Intelligence Literacy (SAIL) framework was developed. SAIL facilitates student AI literacy through curriculum engagement and three distinct types of interactions: cognitive, socio-emotional, and instructor-guided. Building on lessons learned from the COVID-19 pandemic regarding the issues with technology training for teachers in Canada, five recommendations are offered to facilitate the meaningful integration of AI literacy in teacher education programs.

Author Biographies

Paula MacDowell, University of Saskatchewan

Paula MacDowell is an Assistant Professor in the Department of Curriculum Studies at the University of Saskatchewan in Canada. Her area of specialization is using extended reality (XR) and AI to empower people to learn, connect, and create in meaningful ways. She is recognized for her research in educational technology and design for pro-social and environmental change.

Kristin Moskalyk, University of Saskatchewan

Kristin Moskalyk is an Instructional Designer and Ph.D. student in the College of Education at the University of Saskatchewan in Canada, specializing in educational technology and design. With expertise in enhancing education through innovative methodologies, her research focuses on integrating AI-adaptive algorithms into virtual reality to personalize the learning experience.

Katrina Korchinski, University of Saskatchewan

Katrina Korchinski holds a Master of Education specializing in educational technology and design (ETAD). Her research interest centres on supporting secondary student writing using AI tools. She has worked as a secondary English language arts and history teacher for 17 years.

Dirk Morrison, University of Saskatchewan

Dirk Morrison is an Associate Professor in the Department of Curriculum Studies at the University of Saskatchewan in Canada. His research interests include instructional design, distance and e-learning, educational technology in higher education, non-formal and informal online learning environments, and the effects of information and communications technology (ICT) on culture and society.

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