What Teacher Education Should Look Like in the Age of AI

Shannon M. Kane, Ed.D., is an Assistant Clinical Professor of Literacy in the Department of Teaching, Learning, Policy, and Leadership at the University of Maryland. She serves on the American Association of Colleges for Teacher Education (AACTE) Programmatic Advisory Committee on Innovation and Technology, which developed the association’s AI Framework. Her research examines how preservice and early-career teachers take up generative AI tools for planning and instruction, what that means for multilingual learners, and the critical judgment teachers need to use these tools well. This work builds on her broader research on how teachers develop as literacy practitioners, including critical literacy, classroom discourse, and the role of technology in teaching. She is co-editor of GenAI in K-12 Language and Literacy Education (under contract) and designed and teaches Education in Beta, a University of Maryland general education course on technology, AI, and the future of education. Before entering teacher education, Dr. Kane worked in international development and joined the inaugural cohort of DC Teaching Fellows, going on to serve as a classroom teacher, instructional coach, curriculum developer, and school principal. She holds a doctorate in Reading, Writing, and Literacy from the University of Pennsylvania.

Alyson Klein is a veteran education writer who has covered K-12 schools for more than a dozen years. She covers the latest developments in educational technology, including topics such personalized learning, data privacy, digital curricula, cybersecurity, and teacher professional development. She is also the lead writer for Technology Counts, Education Week’s annual report about the state of educational technology.