Posts by Collection

Bridging Practice and Professional Growth: Teachers’ Literacy Perceptions and the Potential of a Literacy Symposium

Published in The WERA Educational Journal (under review), 2026

This manuscript examines teachers’ perceptions of literacy and explores how a literacy symposium can serve as a vehicle for professional growth and instructional development.

Recommended citation: Alsaka, R., Darragh, J., Wang, J., and Udekwu, L. (2026). Bridging practice and professional growth: Teachers' literacy perceptions and the potential of a literacy symposium. Manuscript under review at The WERA Educational Journal.

Talking to the Machine: Pre-Service Teachers’ Prompting Strategies and Decision-Making in Using Generative Artificial Intelligence

Published in Australasian Journal of Educational Technology (under review), 2026

This study investigates the prompting strategies and decision-making processes that pre-service teachers employ when using generative AI tools in educational contexts.

Recommended citation: Cheah, Y. H., Hsu, H.-P., Lu, J., & Alsaka, R. (2026). Talking to the machine: Pre-service teachers' prompting strategies and decision-making in using generative artificial intelligence. Manuscript under review at Australasian Journal of Educational Technology.

Preservice Teachers and Artificial Intelligence: Unpacking Their Conceptualizations, Use, and Justifications

Published: October 01, 2025

Presented at the 2025 Association for Educational Communications and Technology (AECT) Annual Convention. This paper examined how preservice teachers conceptualize artificial intelligence, the ways they integrate AI tools into their academic and professional practices, and the justifications they provide for their AI use decisions.

A Systematic Review of the Use of AI in Language Education: A Global Lens

Published: October 02, 2025

Presented at the 2025 Association for Educational Communications and Technology (AECT) Annual Convention. This systematic review synthesized research on the use of artificial intelligence in language education contexts across global settings, examining trends, findings, and implications for instructional practice.

K-12 Teachers’ Social Media Use for Professional Learning: A Cross-Cultural Comparison Study

Published: October 03, 2025

Presented at the 2025 Association for Educational Communications and Technology (AECT) Annual Convention. This study examined how K-12 teachers across different cultural contexts use social media platforms for professional learning and development, comparing patterns, motivations, and outcomes across settings.

Kaleela: A User-Centered Approach to Arabic Language Learning Through Digital Innovation

Published: October 04, 2025

Presented at the 2025 Association for Educational Communications and Technology (AECT) Annual Convention. This paper presented the Kaleela project, exploring how user-centered design principles and digital innovation can support Arabic language learning for non-native speakers, with implications for language education technology design.

Preservice Teachers’ Prompting Practices and Decision-Making in Using Generative Artificial Intelligence

Published: April 01, 2026

Presented as part of the Instructional Technology Special Interest Group 52 (SIG 52) program at the 2026 American Educational Research Association (AERA) Annual Meeting. This paper was recognized with the Best Paper Award from Instructional Technology SIG 52, AERA.

EDCI 321 / ED 321: Literature for Children

Undergraduate Course — Instructor of Record, University of Idaho, Department of Curriculum and Instruction, 2023

An undergraduate course for preservice teachers exploring children’s literature through a critical and pedagogical lens. Students develop skills in selecting, analyzing, and integrating literature across grade levels and content areas.

EDCI 409: Integrated Elementary Methods Practicum II

Undergraduate Practicum — Instructor of Record, University of Idaho, Department of Curriculum and Instruction, 2024

An undergraduate practicum course for preservice teachers completing field placements in elementary schools. Students integrate instructional methods, classroom management, and educational theory in supervised teaching contexts.

EDCI 201 / EDCI 550: Contexts in Education

Undergraduate and Graduate Course — Instructor of Record, University of Idaho, Department of Curriculum and Instruction, 2024

A course exploring the historical, philosophical, social, and cultural contexts that shape education in the United States. Students examine how schools function within broader societal structures and develop critical frameworks for understanding teaching and learning.

EDCI 301: Learning, Development, and Assessment

Undergraduate Course — Instructor of Record, University of Idaho, Department of Curriculum and Instruction, 2025

An undergraduate course for preservice teachers examining theories of learning and human development and their relationship to assessment practices in educational settings. Students explore developmental frameworks, formative and summative assessment strategies, and evidence-based approaches to supporting diverse learners.