Harnessing AI's Potential to Support Student Success and Teaching Excellence

Juan J. Araujo (Texas Woman's University, USA) and Sharla Snider (Texas Woman's University, USA)

Indexed In: SCOPUS

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Publication Status: E-Book and Print Version Available for Purchase

ISBN13: 9798337311227

ISBN13 Softcover: 9798337311234

EISBN13: 9798337311241

DOI: 10.4018/979-8-3373-1122-7

Description:

With the integration of AI in educational environments, AI has shaped the way schools operate and support students. Personalized learning platforms and tutoring systems have transformed the traditional schooling system for the better. However, the deployment of AI in school settings also raises critical questions around equity, privacy, ethical use, and the role of educators in a technology-enhanced landscape. Examining the impact of AI usage in schools is essential to understand both its potential to enhance educational outcomes and the challenges that must be addressed to ensure it serves all learners effectively and responsibly.

Harnessing AI's Potential to Support Student Success and Teaching Excellence explores the landscape of AI in education and how it has helped and hindered school settings. This book highlights both the transformative potential of AI, and the risks associated with its unchecked advancement, emphasizing the importance of responsible innovation in education. Covering topics such as education, AI, and technology, this book is an excellent resource for teachers, administrators, and policymakers searching for the right approach for such AI implementation.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Artificial Intelligence (AI)
Classroom Dynamics
Lesson Planning
Multilingual Classrooms
Pre-service Teachers
Special Education
STEM Education
Sustainable Development
Teaching

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Juan J. Araujo is Director and Professor in the School of Education within the College of Professional Education at Texas Woman’s University. He holds a Doctor of Philosophy in reading with a minor of anthropology from University of North Texas, a Master of Bilingual Education from Southern Methodist University and a Bachelor of Science in electrical engineering from New Jersey Institute of Technology. Dr. Araujo has been a co-editor/lead editor for the ALER yearbook from 2016-2020, and Co-editor with the LRI Journal for the past term. He has also been on the review boards with the Journal of Adolescent and Adult Literacy since 2013, on the LRA Review board from 2012-2016, and with the TESOL Journal from 2017 to the present. Methodological expertise includes case study, narrative inquiry, ethnographic, and survey research.

Sharla Snider is Professor and Division Head of Early Childhood Education in the School of Education at Texas Woman's University. She holds a Doctor of Philosophy and Master of Arts in Early Childhood Education from Texas Woman's University and a Bachelor of Science in Elementary Education from the University of North Texas. Dr. Snider has served in various faculty and administrative roles, including former interim Chair of the Department of Literacy and Learning. She has published in peer-reviewed journals, presented at major conferences, and secured over $1 million in external funding from sources including the U.S. Department of Education and Intel Corporation. She teaches at all levels in early childhood education, technology integration, and research methods, including direction of doctoral work. Methodological expertise includes case study, ethnographic, narrative inquiry, and mixed methods research.

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