University of Kwazulu-Natal

Elate Position Statement Exploring Incorporating And Questioning

Bonisiwe Shabane
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elate position statement exploring incorporating and questioning

As English language arts (ELA) teacher educators committed to growing students’ passion for reading, writing, and thinking critically, we acknowledge the impact that emerging digital technologies have on educational practices. Generative artificial intelligence (GenAI) is one such technology that has sparked both excitement and concern. GenAI, driven by deep learning algorithms, enables machines to produce language that resembles human-written text (Fitria, 2023). GenAI platforms, such as ChatGPT and Gemini, have led to intense debate on various topics, including education, health care, and ethics (Dwivedi et al., 2023). In education, GenAI can assist in or perform a wide range of tasks, including writing, language translation, and lesson planning. However, concerns have been raised regarding its potential to generate misinformation, exacerbate existing racial, gender, and linguistic biases, extend and reinforce dominant social and economic ideologies, and diminish the need for human interactions in...

Striking a balance between embracing the opportunities presented by GenAI and mitigating its potential pitfalls is crucial (Chan, 2023). Educators must stay vigilant and curious as GenAI platforms evolve. Awareness of the affordances and constraints of the technology will allow educators to equip students with the skills necessary for recognizing biases and reliable information (Ali et al., 2021). Teacher educators, especially, must share in the challenge of disseminating informed knowledge about GenAI to future teachers, particularly given NCTE’s commitment to addressing new technologies and antiracism in tandem (NCTE, 2021). Specifically, teacher educators should emphasize that it is vital to maintain a human-centered approach to education, stressing the significance of human connections, creativity, and critical thinking skills that cannot be replaced by GenAI (Shneiderman,... This statement is the product of two years of ongoing conversation, writing, presentation, and productive, collaborative disagreement between the 14 members of the NCTE Commission on Digital Literacies and Teacher Education (D-LITE) AI working...

Members of the D-LITE commission previously authored NCTE’s Beliefs for Integrating Technology into the English Language Arts Classroom (2018), a position statement that deeply informs our approach to critically exploring the use of new... We have all worked to critically and thoughtfully explore and incorporate generative AI into our work with preservice and inservice teachers and have published and presented on this subject in NCTE journals and conferences... As GenAI is a new technology, particularly in English education, we do not position ourselves as AI experts but, rather, as scholarly explorers investigating this evolving technology and drawing on our own and others’... We offer this position statement with ten recommendations for incorporating, addressing, and exploring GenAI in ELA teacher education. These recommendations are meant as starting points, not endpoints. We encourage teacher educators to mess around (Ito et al., 2010) with GenAI and seek students’ input on what works.

We also encourage teacher educators to learn about AI, to explore the way the physical technologies needed for it to operate harm the planet, the economic imperatives that drive its development and govern its... We encourage teacher educators to explore AI in its totality, working and learning with and about it, and inviting their students along for these journeys. We provide these statements as informed, evolving beliefs with suggestions for practice, knowing they likely will change as GenAI itself evolves. We offer these ideas as an invitation to other teachers and teacher educators to think along with us. As with the many technologies that have preceded GenAI—from pencils, pens, and paper to typewriters, word processors, and voice-to-text dictation—our response to, implementation of, and instructional choices surrounding our use of GenAI will be... We return to NCTE’s Definition of Literacy in a Digital Age (2019), which reminds us that “a literate person possess[es] and intentionally appl[ies] a wide range of skills, competencies, and dispositions” and that “[t]​​hese...

Given the rapidly changing nature of GenAI platforms, it is essential to recognize that this work is ongoing and involves a necessary and continual evolution of our approaches to curriculum, assessment, and teaching practice. In doing so, we, along with our students, will learn how to engage with GenAI in increasingly critical, ethical, and agentive ways—an endeavor, at heart, that we see as truly grounded in humanity and... This qualitative study examined elementary education preservice teachers’ (PTs’) enactments of culturally responsive and sustaining pedagogies within their respective field placements. Data collection occurred across three semesters, including participant interviews, field observations, and teaching artifacts. Analysis indicates that the PTs’ field placement context(s) shaped the affordances and limitations each preservice teacher encountered during student teaching. This study suggests that PTs need support from multiple stakeholders to adopt and enact culturally sustaining pedagogies, and it raises questions about what more teacher education programs can do to support PTs once they...

Experiences with children’s literature can serve as bibliotherapy by building readers’ empathy, understanding, and comfort with disabled characters. However, elementary generalist teacher candidates rarely experience this learning in teacher education coursework focused on pedagogy. This exploratory formative design/development study found that teacher candidates’ self-reported comfort choosing children’s literature depicting disability significantly increased following reading and meeting an author of literature depicting disability. Specifically, despite concerns about navigating texts with outdated or offensive terminology, teacher candidates felt that their students could connect with these characters. Implications for teacher education are discussed. This essay explores an in-class activity designed to prepare preservice teachers (PSTs) to leverage critical literacies as they navigate political social media claims about English/reading instruction in a methods of middle school ELA course.

PSTs investigated content produced by social media teacher influencers ascribed to the “Science of Reading” (SOR) movement using Gee’s (2014) “tools of inquiry” for discourse analysis. While PSTs shared greater critical perspectives of social media content after the activity, they also struggled to identify the political underpinnings of instructional claims. The author reflects on this activity and offers suggestions for teacher educators as they prepare PSTs for twenty-first-century political and pedagogical influences. Using the metaphor of my grandmother’s garden and her endless pockets of tools, this praxis-focused discussion offers practical guidance for educators to effectively and strategically navigate complex political contexts and restrictive mandates. The goal is to equip and empower teachers so that they and students might flourish, despite figurative briars and rocky terrains, just as my grandmother’s plants did. In this ELATE position statement, issued on November 21, 2024, the authors contextualize GenAI as an issue of literacy, offering specific considerations for incorporating, addressing, and exploring this technology in ELA teacher education.

More broadly, the authors encourage us to question how teacher education can navigate these increasingly complex technologies and the attendant literacies while responding to the political implications of both. By clicking Continue, you agree to LinkedIn’s User Agreement, Privacy Policy, and Cookie Policy. By clicking Agree & Join or Continue, you agree to the LinkedIn User Agreement, Privacy Policy, and Cookie Policy. Looking to create a page for a business? Get help NCTE Standards for the Initial Preparation of Teachers of English Language Arts 7–12 (Initial Licensure), July 2021 These new standards are approved for immediate use as the required standards for CAEP program review.

Teacher preparation programs are encouraged to begin implementing these standards and revising their assessments accordingly. Guidelines for the Preparation of Teachers of English Language Arts, 2006 Edition, Prepared by the NCTE Standing Committee on Teacher Preparation and Certification This document outlines the nature of effective language arts pedagogy and... Resolution on Social Justice in Literacy Education (November 2010) ELATE Position Statement: Exploring, Incorporating, and Questioning Generative Artificial Intelligence in English Teacher Education (November 2024) Beliefs about Methods Courses and Field Experiences in English Education (Revised May 2020) In this ELATE position statement, issued on November 21, 2024, the authors contextualize GenAI as an issue of literacy, offering specific considerations for incorporating, addressing, and exploring this technology in ELA teacher education.

More broadly, the authors encourage us to question how teacher education can navigate these increasingly complex technologies and the attendant literacies while responding to the political implications of both. Associate Professor, English Language Arts Education Center for Technology and Innovation ~ 3rd Floor Carl A. Young, a former middle grades and high school English language arts teacher, is associate professor of English language arts (ELA) education in the Department of Teacher Education and Learning Sciences (TELS) in the College... Dr.

Young serves as Program Coordinator for Undergraduate Middle Grades ELA and Social Studies (MSL) Education and as Program Coordinator for both MAT and MEd ELA Education. In addition to administrating programs, advising students, and serving on the faculty for the MSL, MAT ELA, and MEd ELA programs, Dr. Young also teaches and advises students in the Literacy and English Language Arts (LELA) Doctoral Education Program. His research focuses on effective methods for teaching ELA, especially with regard to digital literacies and emerging technologies, including a current focus on Artificial Intelligence (AI) and civic literacy and engagement. In addition, he teaches courses and conducts research addressing effective strategies for teaching composition, literature for young adults, reading comprehension, action research, and more. Selected publications have appeared in English Education, English Journal, Contemporary Issues in Technology and Teacher Education, Journal of Literacy Research, and Learning & Leading with Technology.

Dr. Young is also the co-editor of and a contributing author to Research on Technology in English Education (Information Age, 2013) and Applying the Flipped Classroom Model to English Language Arts Education (IGI Global, 2017),... He co-founded the Voices of North Carolina Professional Development Initiative and the New Literacies Teacher Leader Institute (NLI). He also developed and led the New Zealand Global Explorations into Cultural Awareness and Education Summer Global Studies Program and was a visiting scholar for the Institute of Civic Studies and Learning for Democracy... Dr. Young has received several teaching awards at NC State, including the College of Education Board of Governors Award for Teaching Excellence, the Alumni Association Outstanding Teacher Award, and the College of Education Outstanding Teacher...

Doctor of Philosophy English Education University of Virginia Master of Arts in Teaching Secondary English Education University of Virginia As English language arts (ELA) teacher educators committed to growing students’ passion for reading, writing, and thinking critically, we acknowledge … Conference on College Composition and Communication, March 2021 Rationale and Purpose This position statement affirms the need to develop accessible … OVERVIEW This position statement was written for K–12 teachers in order to focus on the role and importance of literacy … OVERVIEW The purposes of this position statement are threefold and of equal importance: to clarify the meaning of …

OVERVIEW Purpose: Drama occupies a legitimate place in literacy classrooms and has the potential to democratize instruction, amplify students’ meaning …

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