The latest CIDDL Office Hours brought together educators, researchers, and technology developers to discuss the growing importance of AI Literacy in education. Led by Dr. James Basham, Professor at the University of Kansas and Director of CIDDL, the session explored how educators can integrate AI responsibly into classrooms and prepare students for an AI-driven future. Continue reading “CIDDL Office Hours: Exploring AI Literacy in Education”… The post CIDDL Office Hours: Exploring AI Li...| CIDDL
The brief begins with context on the background of rural special education, highlighting longstanding unequal access to services, evidence-based practices, and representation in research. Readers will learn how Dr. Hott’s work addresses these challenges by combining simple technologies with strong community partnerships to support instruction and behavioral interventions. The brief also shares how her team engages rural schools in meaningful research and coaching, and how teacher preparatio...| CIDDL
Artificial Intelligence (AI) is no longer a distant concept; it is already embedded in the ways students learn and teachers work. For educators, AI has the potential to significantly reduce the burden of lesson planning and grading, allowing more time to focus on meaningful engagement with students (Goldman et al., 2024). For students, AI provides personalized support in reading, writing, studying, and research (CIDDL, 2024). Banning AI in schools is not only unrealistic but also unwise, beca...| CIDDL
As the new school year begins, many special educators are once again juggling a familiar set of tasks: modifying assignments, preparing guided notes, breaking down complex presentations, and supporting students through homework completion. These tasks are essential, but they are also time-consuming. What if artificial intelligence (AI) could take on much of this workload, giving teachers back valuable time to focus on evidence-based practices and specially designed instruction? During a recen...| CIDDL
As Artificial Intelligence (AI) becomes increasingly integrated into daily life and educational settings, teacher preparation programs face a critical challenge: ensuring that pre-service educators are equipped to navigate, integrate, and critically assess AI in their practice. AI literacy refers to the ability to understand, utilize, and critically evaluate AI technologies, including their functionality, societal implications, and how to engage with them responsibly (Long & Magerko, 2020; Ng...| CIDDL
On August 19, 2025, CIDDL hosted an Office Hours session that brought together faculty, researchers, and practitioners to discuss one of the most pressing topics in education today: how to responsibly integrate artificial intelligence (AI) into teacher preparation and special education. Led by CIDDL Co-PI Dr. James Basham, the conversation highlighted both big-picture frameworks and low-lift classroom practices, making AI integration approachable for educators at all levels. Continue reading ...| CIDDL
The third post in the three-part series provides practical AI integration ideas for immediate use in courses, including low-lift syllabus updates, in-class activities, and practicum tie-ins that help candidates apply AI tools responsibly and effectively in real-world teaching scenarios. Continue reading “Practical AI Integration for Special Education Teacher Preparation (Part Three)”… The post Practical AI Integration for Special Education Teacher Preparation (Part Three) first appeared...| CIDDL