Dr. H. Justin Ballenger is an Assistant Professor of STEM Education at Morehouse College’s Division of Continuing and Professional Studies. Concurrently, he serves as the Co-PI for the NSF – Institute for African American Mentoring in Computing Sciences (IAAMCS) and Research Lead for the NSF – National Data Science Alliance (NDSA). Dr. Ballenger’s work focuses on broadening participation in STEM education and data science. He spearheads initiatives to expand research infrastructure and foster collaboration in AI integration and data science education, particularly among Historically Black Colleges and Universities (HBCUs). As an active member of advisory teams for governmental bodies including the White House Office of STEM & Technology Policy and NASA TOPS, Dr. Ballenger is committed to promoting opportunity and success for the nation’s future leaders through innovative education strategies and partnerships.
Generative artificial intelligence (AI) is rapidly transforming many aspects of society, and education is no exception. The emergence of tools like ChatGPT and DALL-E has sparked widespread debate about the role of AI in the classroom, raising questions about everything from personalized learning to academic integrity. While some fear the potential negative impacts of these technologies, others see them as powerful tools for enhancing teaching and learning. One thing is certain: AI is here to stay, and Teacher Preparation Programs (TPPs) have a critical responsibility to prepare future educators for the new realities of the AI-augmented classroom.
Integrating AI into teacher education programs is not simply an option but a necessity for ensuring quality K-12 education and supporting broader workforce development goals. The AI revolution demands a fundamental shift in how we think about teaching and learning. AI is no longer a futuristic concept confined to science fiction; it is rapidly changing how we access and process information, personalize learning experiences, and assess student understanding. TPPs must adapt to remain relevant and equip future educators with the skills and knowledge to navigate this evolving landscape effectively.
Incorporating AI topics into teacher education curricula within TPPs can empower future educators to harness the power of AI for good. This includes developing AI literacy, exploring the ethical implications of AI in education, and mastering AI-enhanced pedagogies. AI-literate educators will be better prepared to support students in an AI-driven world, fostering critical thinking skills and preparing them for the future workforce. Moreover, they can play a crucial role in creating a pipeline of diverse AI professionals by fostering AI literacy in K-12 students from all backgrounds.
The Promise and Peril of AI in Education
However, the integration of AI into education is not without its challenges. Generative AI presents unique challenges to traditional notions of critical thinking and information literacy. TPPs must prepare future educators to guide students in navigating the complexities of AI-generated information, including issues of bias, accuracy, and provenance. Teaching students how to evaluate information critically, identify misinformation, and use AI responsibly, can ensure that AI serves as a tool for empowerment rather than a source of confusion or manipulation.
In addition to curriculum reform, TPPs also have a vital role to play in conducting research on the effective and equitable integration of AI into instruction. This research can inform pedagogical practices, address ethical considerations, and ensure that AI technologies benefit all students. Studying the impact of AI on various learning environments and student populations will support the development of evidence-based best practices for AI in education.
Recent legislation focused on AI and data science education underscores the importance of TPPs embracing AI education and research. The CHIPS & Science Act, HR 1050 – the Data Science and Literacy Act of 2023, and HR 6582 – To establish the Digital Literacy and Equity Commission, and for other purposes, all highlight the growing national focus on AI education, data literacy, and workforce development. Incorporating AI into teacher preparation programs and conducting research on AI in education is an essential element of meeting the goals of this legislation and ensuring that the United States remains competitive in the global AI landscape.
Beyond these immediate concerns, TPPs must grapple with the broader societal implications of AI in education. For instance, AI has the potential to help level access to learning opportunities for historically disadvantaged groups such as students in rural schools and low-income areas, ethnic minorities, English-language learners, students with learning disabilities, and other historically marginalized groups. However, the subscription model associated with many generative AI tools raises concerns about equity and access. Will all students have equal opportunities to benefit from these powerful technologies, or will we see a widening gap between the “haves” and “have-nots”?
Moreover, the increasing prevalence of AI in the classroom necessitates a deeper reflection on the evolving role of the teacher. As education transitions from a teacher-led model to a more learner-directed approach, TPPs must lead the way in understanding how AI will impact teaching practices, student learning, and interpersonal relationships. This includes researching the pedagogical implications of AI, developing new strategies for teacher-student interaction in AI-augmented environments, and addressing the ethical considerations surrounding AI’s role in shaping young minds. TPPs can guide the development of AI-assisted learning and develop effective practices for integrating AI into the curriculum that support students’ academic development and overall well-being.
Recommendations for Colleges of Education
To effectively prepare teachers for the AI-augmented classroom, TPPs should consider the following recommendations:
- Integrate generative AI topics into teacher education curricula. This includes AI literacy, ethics, and AI-enhanced pedagogy.
- Invest in faculty development to increase AI readiness among faculty and support them in conducting research on AI in education.
- Foster partnerships with K-12 schools, technology companies, and other stakeholders to support the effective integration of AI into the classroom.
The Urgent Need for Action
The AI revolution presents both challenges and opportunities for education. TPPs can help to ensure that AI serves as a tool for educational equity and excellence by embracing AI in teacher education and leading the way in AI-related research. TPPs must act now to prepare future educators for an AI-augmented world. This includes developing students into critical thinkers to ensure a diverse and capable future workforce that is empowered to thrive in a world increasingly shaped by AI.