Educational Technology Commons^™

Integrating Ai-Llms Into Educational Practices: A Study On Pre-Service Teachers' Readiness And Concerns, Jayrome L. Núñez, Wendell A. Lived, Jomar M. Urbano, Mark Anthony F. Jamisal, Mariecres B. Hontiveros

FDLA Journal

The integration of Artificial Intelligence (AI), particularly Large Language Models (LLMs), into educational practices has become increasingly relevant, influencing pre-service teachers' preparedness and engagement. This study examines the readiness and concerns of pre-service teachers in adopting AI-LLMs for teaching, filling a gap in literature on AI's role in teacher education. Using a cross-tabulation analysis of survey data from 685 respondents across different educational majors and academic levels, the study highlights variations in AI adoption, familiarity, and ethical considerations. Findings indicate that AI engagement grows with academic progression, with Secondary Education majors demonstrating higher adoption rates than Elementary Education majors. While …

From Mirrors To Maps: Reimagining Supervision Through Coaching, Reflection And Metaphor, Meg Norris, Sungeun Min, Andrew S. Miness, Tracy Driehaus

Education Faculty Research

No abstract provided.

Vol 18 Issue 3 List Of Reviewers

Journal of Educational Technology Development and Exchange (JETDE)

Vol 18 Issue 3 List of reviewers

Vol 16 Issue 2 List Of Reviewers

Journal of Educational Technology Development and Exchange (JETDE)

List of reviewers of Vol 16, Issue 2

Teaching Cybersecurity And Ai Across Borders: From Foundations To Ethics, George Antoniou

Faculty and Staff Publications & Presentations

This presentation examines how interdisciplinary course design in AI and cybersecurity can expand undergraduate research while directly supporting career readiness. At Lynn University, the Foundations of Cybersecurity & AI course was updated to serve as the entry point for both Cybersecurity and Data Analytics majors. The course integrates case studies, digital forensics and cloud security labs, and applied exercises with AI-enabled defense-in-depth strategies. Students build core technical competencies while engaging in course-based research that mirrors industry practice. As part of a Fulbright grant, a complementary course, AI & Ethics, was developed for the University of Tirana. Proposed as a mandatory …

Secondary World Language Teachers’ Perspectives On Gamification-Based Assessments, Taryn Thompson

Walden Dissertations and Doctoral Studies

The problem that was addressed through this study was that there was a gap in the literature about secondary world language teachers using gamification-based assessments and the influence on student learning. The purpose of this basic qualitative study was to explore teachers’ perspectives on the benefits and challenges of gamification-based assessments. The study was grounded in the unified theory of acceptance and use of technology, digital game-based language learning, and Krashen’s second language acquisition theory. To secure a sample of 12 participants for this study, purposeful and snowball sampling were employed, wherein potential secondary world language teachers were solicited through …

Viewing Ai From The Bottom: A Feminist Political Economic Critique Of A Technocentric Pedagogy, Micky Lee, Benita Dederichs

Feminist Pedagogy

A feminist political economic (FPE) perspective has a more profound concern than cheating: it argues that AI is not a neutral tool. AI constitutes social relations that prevent certain populations from fully participating in political, economic, and civic lives while obscuring unbalanced power relations produced and reproduced in a capitalistic society. This commentary first points out how AI may reinforce gender- and race-biased job stratification in the high-tech industry; and how AI disempowers women of color by locking them in a passive position. It offers some advice of what feminist educators could do to empower students.

“It Would Just Show The Teachers Don’T Care”: Exploring Student Perceptions Of Introductory Communication Courses And Instructor Value In The Ai Era, Brandi N. Frisby, Joe C. Martin, Jessalyn I. Vallade, Renee Kaufmann

Basic Communication Course Annual

As generative AI grows in popularity, so do the concerns regarding whether this technology has the capability to effectively teach written and oral communication skills, thereby affecting the perceived value students place on introductory communication courses (ICC). This study sought to address that concern by asking students to provide qualitative and quantitative responses on (a) the effect of generative AI on their development of essential communication skills, (b) the value of the ICC in the face of generative AI capabilities, and (c) perceptions of instructors’ use of generative AI for instructional responsibilities. Results highlight students’ preference for human instruction over …

Artificial Intelligence In Education: The Power And Dangers Of Chatgpt In The Classroom, Muhammed Parviz

Journal of Educational Research and Practice

The integration of artificial intelligence (AI) in education has accelerated significantly in recent years, fundamentally shaping pedagogical practices and learning experiences. Among these advancements, OpenAI’s ChatGPT stands out as a sophisticated language model capable of generating human-like text. This capability opens new avenues for educational applications, such as personalized learning experiences and automated assessments. By embedding ChatGPT into e-learning platforms, educators can provide instantaneous feedback and foster interactive language learning. However, the deployment of ChatGPT in educational contexts presents challenges, particularly ethical issues related to data privacy and the potential for inherent biases in AI models.

In this context, the …

Surprises From The Shadows: Confronting Intrusions From Bots & Generative Ai In Survey Research, Vincent Cho, Sofia I. Duenas

Journal of Educational Research and Practice

Unbeknownst to many researchers, online surveys can be vulnerable to attacks from bots and generative artificial intelligence (AI), which can generate hundreds of fraudulent responses instantly. Confronting this challenge to data integrity, we employed an adaptive approach to test the effectiveness of various anti-fraud tactics (e.g., CAPTCHA; honeypot questions; question pairs; open-ended questions) and to distinguish between good-faith human respondents versus bots or fraudsters. Findings revealed that bots with generative AI capabilities bypassed some conventional defenses, including CAPTCHA, and effectively supplied human-like responses to open-ended questions. Other tactics, like removing response incentives and verifying IP addresses, showed promise but came …

Whose Histories Will A Genai Tool Generate? Prompting Chatgpt-4 For Diverse History Lesson Plans For The Cold War Space Race, Robert W. Maloy, Sai Gattupalli, Torrey Trust

The Councilor: A National Journal of the Social Studies

This paper explores strategies for teachers to use in prompting ChatGPT-4 to develop diverse history lesson plans for the Cold War Space Race. Prior research showed that when given a single, broadly phrased “design a lesson plan” prompt, chatbots are less likely to generate material about experiences of African Americans, women, and other historically marginalized groups. We tried two alternative prompting strategies: a) Change the wording of the prompt to incorporate James Banks’ Levels of Multicultural Content Model, and b) Change the source of the content for the prompt by using teacher-curated materials from an open online wikispace, resourcesforhistoryteachers that …

9th Gsep Research Symposium - 2025

GSEP Research Symposium

The Ninth Annual GSEP Research Symposium, themed "Building Bridges to Elevate Humanity: Innovations and Insights in Education and Psychology", was hosted by the Pepperdine University Graduate School of Education and Psychology (GSEP) on June 19–20, 2025, at the historic Château d’Hauteville in Switzerland and virtually via Zoom.

This hybrid symposium convened a vibrant global community of students, alumni, faculty, and scholars to share research that addresses real-world challenges, advances scholarly inquiry, and builds pathways for inclusive collaboration and leadership. Spanning a wide array of topics—from artificial intelligence and mental health to trauma-informed practices, educational equity, social justice, and cross-cultural leadership—the …

Open Distance Learning’S Transformative Potential To Bridge Educational Disparities While Fostering Inclusive Growth, Khalid Ghoulam

Higher Learning Research Communications

In recent years—during and after COVID-19—the demand for flexible and accessible education surged across the continent, prompting numerous institutions to adopt and expand their Open Distance Learning (ODL) initiatives. This paper provides a comprehensive overview of ODL programs in African universities while exploring the state of ODLs and examining institutional strategies, technological advancements, and ODL’s impact on student accessibility and success. Using case study analyses, which contain data from African universities from various regions, this paper highlights current ODL insights and future directions. This paper also discusses ODL best practices and implementation challenges, and delves into the socioeconomic and cultural …

A Mixed-Methods Examination Of Interprofessional Preschool Virtual Simulations For Speech-Language Pathology And Occupational Therapy Graduate Students, Danika Pfeiffer, Ashley Lankford, Alexandra Durfee, Casey Branson

Teaching and Learning in Communication Sciences & Disorders

Interprofessional education (IPE) is a required prerequisite of interprofessional practice (IPP), the most collaborative service delivery model for speech-language pathologists working in both health care and educational settings. This exploratory, mixed methods study was conducted to examine the impact of an experiential IPE training program on graduate speech-language pathology (SLP) and occupational therapy (OT) students working together in a preschool classroom for children with developmental disabilities. Eight SLP and five OT students participated in a 2-hour in-person workshop and two 1.5-hour virtual simulations using ViewPoint technology. The training program provided instruction related to: three of the Interprofessional Education Collaborative’s (IPEC) …

The Impact Of Year-Long Teaching Symposium On Faculty Implementation Of Evidence-Based Education Approaches, Julie A. Honaker, Joan Besing, Radhika Aravamudhan, Loretta Nunez

Teaching and Learning in Communication Sciences & Disorders

On May 17-28, 2021, the American Speech-Language-Hearing Association (ASHA) launched a two-week teaching symposium on Foundational Communication Sciences and Disorders (CSD) science courses and innovation in teaching and learning: speech, language, and hearing sciences. Participants also joined asynchronous threaded discussions and a series of synchronous peer-based online discussions. Ninety-four participants completed a teaching symposium pre-assessment and two post-assessment surveys, and quantitative and qualitative results were reviewed across all time points. All 94 participants indicated motivation to use evidence-based strategies to improve teaching and students’ learning after participation, reinforcing the need for continued review and faculty engagement in these topics.

Becoming Again: Dialogues On Identity Formation Among Second-Career Educators In Initial Certification Programs, Michelle White, Tracy Driehaus, Mark Wolfmeyer

Education Faculty Research

No abstract provided.

Balancing The Digital Classroom: Examining Teachers’ Reliance On Technology In A Rural School District, Victoria Poisel

Master's Theses & Capstone Projects

When the Wi-Fi goes down in a technology-dependent classroom, learning often grinds to a halt. This inquiry-based research study examined how teachers’ reliance on digital tools affects their ability to deliver effective instruction in a small, rural school district in northeast Washington. Sparked by the researcher’s firsthand experience during a three-week district-wide internet outage, the study explored how technology dependence influences instructional resilience and adaptability when access is disrupted. Conducted at Selkirk School District, the research included seven core subject teachers across grades 6-12 and combined survey data, reflective journaling, and a review of current literature on technology integration and …

Inspiring Girls To Fill The Blank Space In Stem: The Impact Of An After-School Coding And Robotics Club On Elementary Female Students' Engagement And Self-Efficacy In Computer Science, Lisa Guenther Wilbanks

Theses and Dissertations

The purpose of this action research was to describe how participation in an after-school coding and robotics program influenced elementary female students’ engagement and self-efficacy in computer science. According to a 2023 report from the National Science Foundation, in 2020 women earned only 21% of computer science degrees and 24% of engineering undergraduate degrees in the United States. As two of the fastest growing fields, the lack of female perspectives and experiences will continue to limit innovation in these areas. Studies show that gender gaps in engagement and self-efficacy in STEM begin long before students enter college and the workforce, …

Tutoring Online During The Covid-19 Pandemic: Use Of Critical Incidents To Improve Practice, A.E. Dreyfuss, Jose Armando Sanchez Diaz, Barakat Adigun, Helen Baraki, Thalyia Thompson

Publications and Research

Developing expertise in the practice of online tutoring is presented by peer tutors who provided support to students with synchronous sessions with the onset of COVID-19. The experiences and learning of peer tutors were probed through the use of critical incidents (Flanagan, 1954), and how weekly training meetings provided support to them, creating a collaboration among the tutors and the training manager.

The Impact Of Project-Based Learning On Future First Generation College Students’ Oral Communication Skills, Presentation Skills, Confidence Levels, And College And Career Readiness, Mandana Marashi

Theses and Dissertations

The purpose of this action research was to evaluate the impact of a project-based learning innovation course on high school students’ oral communication, presentation skills, confidence levels, and college and career readiness in a college and career readiness program housed at a university in the Mid-Atlantic region. Effective oral communication and presentation skills have been continuously emphasized by national organizations and employers to be critical skills for success in students’ academic and professional lives. However, teaching oral communication and presentation skills to high school students has been neglected, which has negatively affected students’ college and career readiness, particularly for students …