Educator Preparation Programs (EPPs) at colleges and universities face an important challenge in ensuring new educators are equipped with both the technological fluency and pedagogical expertise needed to create transformational learning in today's classrooms.
Ball State University's Teachers College has emerged as a leader in new teacher training. As signers of The Alliance for Innovation in Teacher Education pledge, Ball State has adopted an innovative approach for integrating ISTE+ASCD's AI for Tomorrow's Teachers module into their curriculum. Ball State recognizes that preparing future educators requires more than traditional methods—it demands innovative approaches that investigate how instructional contexts that support technology integration can lead to conceptual changes in teachers’ instructional practice.
In this conversation, we explore Ball State University's journey toward AI innovation with Dr. Susan Tancock, associate dean for undergraduate and graduate studies and professor of elementary education, and Dr. Jon Clausen, professor of educational technology. They are joined by Carolyn Sykora, who directs ISTE+ASCD's higher education programs.
What initially drew you to sign the ISTE+ASCD Alliance for Innovation in Teacher Education pledge?
Dr. Jon Clausen: Signing the pledge in 2022, we were coming out of the pandemic, but we were also challenged through accreditation to think carefully about how we prepared candidates to use technology. To reflect a program-deep, program-wide approach, we were implementing a series of initiatives– including working with faculty across campus to embed a series of Canvas modules aligned with the ISTE Standards. Signing the alliance pledge and joining a network of other like-minded EPPs served as a catalyst and signaled to faculty our commitment toward technology infusion and integration. Because we don’t have a required edtech course for teacher candidates, having an external pledge helps signify the importance of innovative technology integration in teacher preparation.
Dr. Susan Tancock: Our dean at the time was excited to sign, but we also recognized that we needed to do more than just sign. We needed to put resources behind it to make it a reality, which we did. During COVID, it became clear that strategies for teaching with technology are essential. Early in the pandemic, one of our faculty put up a module about online teaching, and it got over a thousand registrations in a few days. We realized people weren’t feeling prepared to use technology. We needed to do a better job of getting everyone ready to use technology more effectively. The Teachers College team stepped up to elevate the importance of technology. The pledge was a perfect way for us to do that.
Why is it important that pre-service teachers learn about AI and strategies for teaching with AI before they reach the classroom?
Jon: Because AI has been so rapidly adopted, a lot of the focus has been on fears and concerns. Modules like these help pre-service teachers move past the concerns, so that they become more thoughtful about the “how” and “why” of using AI. We want pre-service teachers to think critically about how they are using it–what types of data they are putting in, who owns that data, how private it is, and other ethical questions. When just focusing on AI for efficiency, it’s easy to lose sight of those important issues. Pre-service teachers need to be thoughtful and considerate about ‘how’ they are using AI to ensure that the “why” is aligned to support meaningful learning.
Susan: Our candidates say they need support in differentiating instruction, and AI is a fantastic resource for that. But to use AI well, you have to ask the right questions, refine those questions, and provide the right level of context. For AI to return great outputs, you first need to skillfully create the prompts, so we are teaching our candidates how to be critical users of AI on the input side. But even when you get great outputs from AI, you still need to critically evaluate it. Is it accurate? Is it appropriate for the grade level? Does it disadvantage certain populations of students? All of those decisions require critical thinking. The module upskills preservice teachers and gets them ready to use AI in critical, safe, and meaningful ways.
We want pre-service teachers to think critically about how they are using AI–what types of data they are putting in, who owns that data, how private it is, and other ethical questions.
Carolyn, you work with hundreds of EPPs. From your perspective, what makes Ball State's approach to implementing the pledge principles and the AI for Tomorrow's Teachers module particularly special?
Carolyn Sykora: Ball State is bringing the pledge to life in three key ways. First, the faculty got on board early with the AI module that we created in partnership with Microsoft. They were part of the pilot program. They provided expert feedback that helped us shape the module. Second, they had an early core of enthusiastic faculty that used the module with a large segment of their pre-service candidates. Third, Ball State is implementing a community of practice for faculty around AI and technology integration. This collective effort builds a shared vision for preparing for the future of learning where AI plays a growing role.
Picking up on that mention of the community of practice, can you walk us through how you came up with the ‘faculty first’ approach? What will success look like?
Susan: I wanted to take the AI for Tomorrow’s Teachers module myself, but had trouble fitting it into my schedule. I knew I wasn’t alone in this scheduling challenge. So I thought about ways we could collectively build the module into our workday. We established communities of practice, where our faculty take the module alongside their peers, which means they are more likely to dive in, discuss, and complete it. We get together to engage in facilitated conversations about how we can apply the learning to our courses, which include multiple fields–social studies, mathematics, early literacy, etc. Later this spring, participants will revise an assignment, a project, or their entire course to apply lessons from the module. We’ll culminate with a showcase where people share their insights.
Jon: We recognized the value of this opportunity to use AI for Tomorrow’s Teachers as a baseline of knowledge across faculty. We had a group complete the pilot, and they have been vocal advocates for it. We leveraged that momentum to launch a larger community of practice. The goal this year is to capture a wide variety of ideas from faculty for integrating AI into their courses–everything from how they intend to use AI, how they will model AI use for their teacher candidates, and the opportunities they will provide candidates to use AI in meaningful and ethical ways for teaching and learning within their own future classrooms.
Carolyn: What I find so inspiring about this approach is that, yes, you have the vertical integration from how faculty use AI themselves to how they model AI for their candidates to how their candidates use AI in their classrooms. But you also have the horizontal integration and cross-pollination of learning from each other across departments. Ball State is bringing together faculty across subject areas and departments to create both program-wide and program-deep learning.
The goal this year is to capture a wide variety of ideas from faculty for integrating AI into their courses.
What advice would you give to a dean or faculty member at an EPP that hasn’t yet signed the pledge or taken the AI for Tomorrow’s Teacher module?
Susan: If you want to be part of a community that is really thinking and pushing the limits of technology integration and AI, you should join. You will be affirmed, challenged, and pushed to grow all in the best ways possible.
Jon: Get buy-in and support from your deans and associate deans. It is vital. There are always competing demands and having support of leadership helps make this work visible and keeps it a priority.
Carolyn: What makes the alliance unique is that we always lead with a systemic change approach. The collective brain trust helps us unlock new possibilities and solutions for innovation and change.
Finally, what is one word that describes your thoughts, feelings, ideas around integrating AI in teacher preparation?
Jon: Encouraged.
Susan: Hopeful.
Carolyn: Super-charging.
To learn more about ISTE+ASCD’s teacher preparation initiatives, visit the Teacher Preparation web site and watch this short video.
Author's Note: This blog post was created in collaboration with Microsoft.
