An Introduction to Preparing Teachers to Teach Online CIDDL 2025-05-10 | In this presentation, Professor Michael Barbour explores the evolution of K-12 online learning before and after the COVID-19 pandemic. Drawing from decades of experience, he discusses the historical progression of distance education, from correspondence courses to digital platforms, and highlights critical gaps in teacher preparation for online instruction.Key topics include:- History of K-12 distance learning- Pre-pandemic online learning landscape- Challenges during COVID-19 school closures- Six recommendations for improving teacher education programsEssential viewing for educators, administrators, and anyone interested in the future of digital learning. Learn how we can better prepare teachers for the increasingly digital classroom.
CIDDL Office Hours: Research on the Screen Time Question CIDDL 2026-09-21 | In this CIDDL Office Hours session, Dr. James Basham and Dr. Matthew Marino discuss screen time in education and why it should be understood beyond simple measures of duration. The session highlights differences between purposeful and passive screen use, implications for students with disabilities, and how educators can better interpret screen-time research and apply it in practice.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
Can You Trust It? Verification in the Age of AI CIDDL 2026-08-04 | Dr. Jennifer Lohoefener and Daniel Neugent from the Institute for Information Sciences (I2S) discussed privacy and security concerns in AI education. They highlighted five common scenarios: uncertainty in privacy, data breach discovery, adopting new tools with unclear policies, accountability for AI misuse, and scope creep in data collection. They emphasized the importance of asking hard questions about data points collected, data retention, and breach response plans. Dr. Lohoefener noted the need for professional development and ethical guidelines to address these issues. They also discussed the rapid evolution of AI and the importance of not rushing to adopt new technologies without proper vetting.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
December: Applying AI Tools in Special Education: Strategies for Implementation and Impact CIDDL 2026-07-14 | This session explores practical ways to implement AI tools that directly enhance student learning and engagement. Participants will examine how AI can be integrated into assistive technologies, communication supports, and adaptive learning environments to meet the individualized needs of students. Examples will include tools such as Diffit and MagicSchool AI for differentiating content and NotebookLM for personalized learning. Through real-world classroom scenarios, the session highlights how educators can use AI to promote access, independence, and progress for students with disabilities. Emphasis will be placed on selecting appropriate tools, aligning them with instructional goals, and evaluating their effectiveness in authentic learning contexts.
March: Ethics, Data, and Decision-Making: Building AI Literacy in Special Education CIDDL 2026-07-14 | AI isn’t just about new tools—it’s about new responsibilities. This session tackles the essentials of AI literacy for educators: understanding data privacy, recognizing bias, and teaching students how to use AI responsibly. Participants will learn frameworks to evaluate AI tools in terms of ethics, transparency, and alignment with IDEA and FERPA requirements.
February: Responsible AI Use in Education: Implementing Safe, Ethical, and Informed Practices CIDDL 2026-07-13 | AI tools become part of classroom practice, understanding how to implement them responsibly is essential for protecting students and supporting effective learning. This session explores practical approaches to integrating AI while addressing critical issues, including privacy, data security, and algorithmic bias. Participants will learn how to evaluate tools for compliance with IDEA and FERPA, maintain ethical data practices, and teach students to use AI safely. Examples will include creating personalized GPTs with ChatGPT, such as High Leverage Practices (HLP) GPT. Through applied examples, participants will gain strategies to balance innovation with caution, ensuring AI enhances learning without compromising trust or integrity.
April- Designing the Future: Preparing Students with Disabilities for an AI-Driven World CIDDL 2026-07-13 | As AI transforms every sector of society, students with disabilities must be equipped to thrive within it. This session looks at the intersection of AI, transition planning, and workforce readiness. It highlights how educators can use AI tools to foster self-determination, digital literacy, and career preparation aligned with the evolving demands of the Fourth Industrial Revolution.
May- AI for Instructional Design: Enhancing Planning, Differentiation, and Progress Monitoring CIDDL 2026-07-13 | This session focuses on how educators can use AI tools to streamline instructional planning while improving responsiveness to student needs. Participants will explore how AI can support lesson design, scaffolded materials, formative assessments, and individualized supports aligned with IEP goals. Examples will include generating leveled texts, creating visual supports, developing exit tickets, and analyzing student progress data to inform instruction. Emphasis will be placed on using AI as a decision-support tool—enhancing professional judgment rather than replacing it—to improve efficiency, instructional quality, and student outcomes.
June: Translating State AI Guidance into Classroom Practice: What Special Educators Need to Know CIDDL 2026-07-13 | This session will connect these emergent state themes to practical strategies special educators can implement today: interpreting guidance language through a classroom lens, aligning AI uses with individualized learning plans and accessibility needs, and using policy signals to inform local decisions about professional learning, tool selection, and support structures. Participants will explore how state guidance (e.g., inclusion of students with disabilities across themes like personalized learning and accessibility) can frame district and school practices that balance innovation with ethical and responsible considerations.
Research and Practice Brief: Digital Accessibility and Accessible Educational Materials CIDDL 2026-06-18 | In this CIDDL Research and Practice Brief, Philip Garza sits down with Cynthia Curry, Project Director of the National Center on Accessible Digital Educational Materials and Instruction (NCADEMI) at Utah State University. Cynthia shares what digital accessibility really means for students with disabilities, why teacher and administrator preparation programs need to embed it into existing curricula, and how schools can build systems that ensure students have equitable access to educational materials from the start.Topics covered include the most pressing accessibility challenges facing schools today, what educators and leaders need to know about accessible educational materials and assistive technology, how emerging AI tools are raising the stakes for procurement decisions, and the practical resources NCADEMI offers for preparation programs and districts ready to act.NCADEMI’s primary resource hub is available at https://ncademi.org. Key resources include:https://ncademi.learn.usu.edu/courses/ncademi. Nine core accessibility skills applicable to anyone creating digital content, with additional tool guides being added regularly.ncademi.org/provide/directory/. Approximately 50 products with publicly available accessibility information, accompanied by guidance on how to interpret accessibility conformance reports and what questions to ask vendors.If you are interested in learning more, please check out these other resources:ncademi.org/audiences/prep-programsncademi.org/create/basicsncademi.org/sustain/roadmapncademi.org/provide/edtech/procurementncademi.org/sustain/quality-indicatorsLearn more about CIDDL and additional resources: ciddl.orgThe contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
CIDDL Office Hours: Cell Phone Bans and Special Education CIDDL 2026-06-05 | In this Office Hours, Dr. Trey Vasquez discusses the growing trend of school cell phone bans and their implications for students with disabilities. Viewers will learn how mobile devices can serve as assistive technology, why blanket bans may create unintended barriers, and how educators can support responsible, purposeful technology use in classrooms and beyond.Pre-read Blog by Dr. Trey Vasquez: ciddl.org/what-new-national-evidence-on-school-phone-bans-means-for-special-education-personnel-preparation Related Blog: ciddl.org/why-mobile-devices-matter-in-special-education-supporting-independence-transition-and-participationThe contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
CIDDL Office Hours: The CIDDL Design Studio CIDDL 2026-06-01 | In this Office Hour, CIDDL community members Dr Basham and Dr. Vasquez announce the launch of CIDDL AI Studio, a free six-week collaborative experience for educators, researchers, and district leaders ready to move beyond AI tool demos and build real AI literacy together.They share how a 15-week graduate AI course sparked the idea, how The Coming Wave by Mustafa Suleyman anchors the studio's discussions, and what participants can expect: a sprint-based design process built around real problems of practice. They also walk through two student projects from their course, including a researcher network mapping tool and a custom AI syllabus accessibility analyzer, as examples of what the studio aims to produce.The first cohort is limited to 25 participants and is completely free. Open to higher education faculty, K-12 leaders, and classroom educators.Sign up or learn more: info@ciddl.orgThe contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
Reality, Augmented: How AR is Transforming Special Education CIDDL 2026-05-22 | What if the tool that finally reaches the student who has struggled for years doesn't sit on a desk, it floats in front of their eyes?In this presentation, Philip Garza and Rachel Barker from the University of Central Florida break down what augmented reality (AR) is, how it works in special education settings, and what the emerging research says about its potential for students with disabilities.Topics covered:– What AR is and how it differs from VR– The Reality Virtuality Continuum (Milgram & Kishino, 1994)– A brief history of AR in educational contexts– How AR supports executive function, scaffolding, and learner presence– Implications for teacher preparation and inclusive classroom designThis talk was developed as part of doctoral research at UCF's College of Community Innovation and Education.📌 Presented by Philip Garza & Rachel Barker | University of Central Florida#AugmentedReality #SpecialEducation #EdTech #InclusiveEducation #UCF #AR #AssistiveTechnology #spedup The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
CIDDL AI Studio Hot take CIDDL 2026-05-21 | We are launching CIDDL AI Studio, an education-focused AI literacy experienceArtificial intelligence is rapidly reshaping how humans learn, work, communicate, create knowledge, and make decisions. Yet most conversations about AI in education remain narrowly focused on tools, efficiency, or fear. The CIDDL AI Studio was designed differently. Hosted by the Center for Innovation, Design, and Digital Learning (CIDDL), this 6-week national studio experience brings together faculty members, doctoral students, educational leaders, educators, and innovators to critically explore the social, ethical, and human dimensions of AI through collaborative inquiry and applied design.
CIDDL Community Relaunch CIDDL 2026-05-20 | Join our CIDDL Community: a collaborative space to learn, test, and share innovative approaches to teaching and learning through real-world strategies, tools, and peer connection. community.ciddl.org
How to Custom GPT: A Guide for Practitioners CIDDL 2026-05-19 | In this CIDDL Webinar, Dr. James Basham, Dr. Matt Marino, and Dr. Trey Vasquez discuss how educators and leaders can create customized GPTs to support teaching, leadership, and workflow efficiency. The conversation explores practical examples from K–12 and higher education, including policy support, instructional coaching, classroom differentiation, and AI-powered teaching assistants.The video also highlights important considerations around privacy, FERPA, data sharing agreements, and responsible AI use while offering practical tips for building and refining custom GPTs across platforms like ChatGPT and Gemini.#aiineducation #customgpt The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
CIDDL Office Hours: CIDDL Needs Assessment CIDDL 2026-05-08 | In this Office Hour, Cheryl Lemke shares emerging findings from CIDDL’s 2026 Needs Assessment, highlighting what higher education faculty and teacher preparation programs need as AI, educational technology, and assistive technology continue to shape the field. The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
Advancing Writing Outcomes Through AI: Implications for Special Education Teacher Preparation CIDDL 2026-05-05 | This CIDDL Research and Practice Brief features Dr. Samantha Goldman, Assistant Research Professor at the University of Kansas, discussing the role of AI-supported writing and prompt engineering in special education teacher preparation.Dr. Goldman shares insights on how artificial intelligence can support writing instruction, reduce barriers for students with disabilities, and provide immediate, actionable feedback to improve student outcomes. The conversation also highlights the importance of preparing educators to integrate AI responsibly, emphasizing AI literacy, ethical use, and the role of the teacher in guiding learning.This brief explores practical strategies for using AI to support writing development while promoting student independence and strengthening instructional decision-making in teacher preparation programs.Learn more about CIDDL and additional resources: ciddl.orgThe contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
CIDDL Office Hours: Designing Assessment for AI Integration CIDDL 2026-04-23 | Drs. James Basham and Matt Marino discuss reframing AI in assessment as a collaborative "thought partner" rather than a threat to integrity. The session emphasizes the shift toward authentic, process-based assessments that build AI literacy and ensure accessibility, moving beyond unreliable AI detectors to focus on meaningful human-AI collaboration.Read More: ciddl.org/ai-and-educational-assessment-101The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F250003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
Hot Take: AI Tools for Executive Function in Science Classrooms CIDDL 2026-04-17 | In this CIDDL Hot Take, we tackle one of the most common misconceptions in science instruction: when students with disabilities struggle during inquiry-based labs, the problem is rarely motivation. It's executive function, and the right AI tools can change everything.From AI-generated checklists that make procedures visible, to browser-based accessibility extensions that remove literacy barriers without lowering expectations, this video explores how cognitive scaffolds built into instruction from the start help all learners focus on the science, not the procedure.Read the full blog to explore the classroom scenarios, the research behind the design, and practical strategies you can use tomorrow.Join the conversation and share how you're supporting executive function in your classroom.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.#SpecialEducation #AIinEducation #ExecutiveFunction #UDL #EdTech #Accessibility #CIDDL #ScienceInstruction #InclusiveClassrooms
Generative AI and IEP Goal Development: Implications for Special Education Teacher Preparation CIDDL 2026-04-06 | This brief explores how generative AI can support IEP goal development without diminishing quality. Drawing on Danielle Waterfield’s mixed-methods research examining IEP goals written with and without ChatGPT, this brief highlights implications for teacher workload, ethical AI use, professional development, and the future of AI in special education. Teacher educators will gain insight into how AI can function as a support tool rather than a replacement for professional expertise.Read more here: ciddl.org/generative-ai-and-iep-goal-development-implications-for-special-education-teacher-preparation
CIDDL at CEC 2026: Highlights from Salt Lake City CIDDL 2026-03-30 | In this CIDDL Hot Take, we break down the biggest insight from Salt Lake City: AI in special education isn’t about the tools, it’s about how we implement them. From executive functioning supports to IEP development and classroom instruction, educators are leading the way in making AI meaningful for students with disabilities.Check out our full blog recap to explore key takeaways, emerging trends, and new CIDDL resources designed to support responsible AI integration. ciddl.org/category/thought-leadership-resources-for-faculty-using-technologyJoin the conversation and share how you’re using AI in your practice. The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
Hot Take: AI, Data, and Ethics: A Guide for Educators CIDDL 2026-03-25 | What should educators know before using AI in their practice? This guide from CIDDL explores key considerations around ethics, data, and decision-making when integrating AI into teaching and learning. Learn how to evaluate AI outputs, protect student data, and make informed, responsible choices that support effective instruction—especially for students with disabilities.
Hot Take: AI and IEP Goal Development: Implications for SPED Teacher Preparation, RPB CIDDL 2026-03-05 | In this CIDDL Hot Take, we highlight a recent Research and Practice Brief featuring Danielle Waterfield’s study, IEPs in the Age of AI. Her research examined IEP goals written independently by special education teachers and those developed with the support of ChatGPT. The findings suggest that AI-assisted goals were comparable in overall quality to teacher-written goals, raising important considerations about how generative AI may function as a support tool in IEP development.This conversation explores implications for special education teacher workload, professional responsibility, ethical AI use, and teacher preparation programs. As AI tools become more visible in educational settings, understanding how to integrate them thoughtfully and responsibly remains a priority.Watch the full Research and Practice Brief, visit: youtu.be/INUkR4ebEmAThe contents of this website were developed under a cooperative agreement with the U.S. Department of Education, #H327F20008. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.
CIDDL Office Hour: Using AI for IEPs—What’s Smart, What’s Responsible, and What’s Next? CIDDL 2026-03-04 | Dr. Olivia Coleman discussed the increasing use of AI in IEP development, citing a 2024-2025 survey showing 57% of teachers use AI. AI aids in student data assessment, pattern identification, and IEP component drafting. While AI can enhance efficiency and quality, it raises legal, ethical, and privacy concerns. Dr. Coleman emphasized the need for responsible AI use, proposing a six-part guiding framework: professional responsibility, AI fluency, prompt crafting, individualization, transparency, and continuous learning. She highlighted the lack of specific district training on AI and the importance of using AI to improve IEP quality and teacher training, not just for efficiency.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
AT: Policy to Practice for Students With Low Vision and Blindness CIDDL 2026-02-02 | In this recorded webinar, presenter Allie Futty translates the 2024 OSEP Dear Colleague letter and accompanying Myths & Facts document into actionable practices specifically for students with visual impairments. The session explains why AT guidance differs for this low-incidence, highly heterogeneous population and offers practical considerations for assessment, implementation planning, and ensuring consistent AT access from early childhood through transition. Educators, service providers, and school teams will gain a clearer understanding of how to improve AT decision-making and support legal, instructional, and developmental needs for learners with visual impairments.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
AT Multi-Tiered System of Supports (AT-MTSS): Improving AT Delivery CIDDL 2026-02-02 | Assistive Technology (AT) is essential for helping students access learning and participate meaningfully, yet implementation often remains unclear. In this recorded session, Dr. Don McMahon and Dr. Lauren Tucker introduce an AT-MTSS framework that dispels common myths, clarifies responsibilities, and empowers educators to make informed decisions about AT. The presentation offers a practical look at how meaningful AT consideration works in schools and how teacher preparation programs and PK-12 teams can strengthen AT access and inclusive practices.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
AT and rural settings: A scoping review of the literature CIDDL 2026-02-02 | In this recorded webinar, Dr. Deborah Rooks-Ellis and Dr. Joanna Ryan discuss how rural contexts shape educational access, the current research landscape, barriers and gaps, and implications for educator preparation and practice. The session offers a practical look at how AT can be integrated in rural settings, why rurality matters for policy and implementation, and strategies, programs, and practitioners can apply now, while pointing to future research needs and opportunities.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
Effects of AT Instruction on Pre-Service Teachers CIDDL 2026-02-02 | This recorded session presents findings from a systematic review examining how assistive technology (AT) instruction is delivered in teacher preparation programs and the effects on pre-service teachers’ skills, knowledge, and perspectives. Drawing on 14 studies published between 2000 and 2022, the presenters highlight instructional approaches (e.g., hands-on activities, demonstrations, case-based learning), reported outcomes, and persistent gaps in the literature. The session underscores the growing need for all educators—not only special educators—to be prepared to implement AT as inclusive classrooms expand, and identifies future directions for research, program design, and practice within higher education.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
CIDDL Office Hours: The Future of AI Integration CIDDL 2026-01-20 | Join us for this CIDDL Office Hours session featuring Joe Sabato, who will unpack what responsible AI leadership looks like in higher education. Learn how campuses can balance innovation with ethical guardrails, build clarity for faculty and students, and create inclusive AI governance structures. If you’re navigating AI adoption, policy, or culture on your campus, this session will give you practical insights and a clear framework to move forward.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
Hot Take: Summary of UNESCO AI and the Future of Education CIDDL 2026-01-20 | Is AI transforming education—or threatening its core purpose?This blog post highlights key classroom insights from UNESCO’s 2025 AI & Education report.Watch to rethink the future of teaching.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
Hot Take: CIDDL Office Hours - The Future of AI Integration CIDDL 2026-01-20 | How should universities lead AI responsibly?Key lessons on ethics, governance, and human-centered AI from latest CIDDL Office Hours.A must-watch for higher ed leaders.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
Hot Take: AI Integration and the SAMR Framework CIDDL 2026-01-13 | This video introduces one of the CIDDL's blog posts titled "AI Integration and the SAMR Framework."Link to the blog post: ciddl.org/ai-integration-and-the-samr-framework-a-practical-lens-for-instructional-design
CIDDL Office Hours: Smarter Data Analytics with AI CIDDL 2025-12-03 | During this CIDDL Office Hours session, Cheryl Lemke, President and CEO of the Metiri Group, a consulting firm dedicated to advancing effective uses of technology in education, walked participants through a practical, seven-step workflow for using generative AI to analyze open-ended student and educator responses. The session highlighted how AI can streamline thematic analysis, accelerate reporting, and support evidence-based decision-making, while still relying on human judgment to ensure accuracy and fairness.
Research and Practice Brief: Special Education Teachers’ Use of Generative AI CIDDL 2025-11-17 | AJ Naatz, a doctoral candidate at the University of Wisconsin-Madison, discussed his research on special education teachers' use of generative AI. Using an exploratory survey, he found that 80% of respondents either never used AI or used it monthly, with only 5% using it daily. Key factors influencing AI adoption were teachers' attitudes and contextual factors like admin support and access to technology. Naatz emphasized the need for structured time and professional development to build positive attitudes towards AI. He also highlighted the importance of ethical AI use and suggested tools and resources to explore AI's potential.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
Hot Take: Teaching AI Literacy: Efforts, Challenges, and Emerging Practices CIDDL 2025-11-05 | How should we teach AI Literacy in education?In this CIDDL Hot Take, you can explore what it really means to teach AI literacy—from early childhood to higher education. It highlights key research, classroom practices, and Google’s AI Quests initiative to show how educators can help students not just use AI, but think with it and about it.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
CIDDL Office Hour: Countdown to TED 2025: Getting Ready Together CIDDL 2025-11-03 | The meeting focused on the upcoming CIDDL presentations at the Council for Exceptional Children's TED conference in Kansas City. Key sessions include Dr. Basham's keynote on AI in education, a panel on leveraging open-source and AI tools in STEM and teacher education, and a discussion on AI policy updates. The team emphasized the importance of using the Eventscribe app for schedules and encouraged participants to network and engage in social activities. Tips for maximizing the conference experience included planning ahead, attending sessions, and building professional networks. The session concluded with a Q&A on conference logistics and networking strategies.The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
Hot Take: Campus AI Exchange CIDDL 2025-10-24 | Discover the Campus AI Exchange, a hub for AI integration in higher education. Explore its framework, the four pillars of AI integration, and an interactive map of universities with AI policies and governance.Learn more through CIDDL’s blog post or visit the Campus AI Exchange directly!Link: campusaiexchange.comThe contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
Research and Practice Brief: AI Literacy in Teacher Education with Dr. Victor Lee CIDDL 2025-10-17 | As AI reshapes classrooms, how can we prepare future educators to use it ethically and effectively? In this Research and Practice Brief, we talk with Dr. Victor Lee, an Associate Professor at Stanford University and a national expert in AI & education, about what AI literacy really means for teacher preparation.We explore common misconceptions, the importance of co-designing curriculum, integrating AI into all aspects of pedagogy, and where the field is headed.Watch to gain critical insights, ethical considerations, and a future-ready vision for integrating AI into teacher preparation.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
CIDDL Office Hours: Harnessing AI for Grading and Progress Monitoring CIDDL 2025-10-17 | In this CIDDL Office Hours, Dr. Sean Smith and Dr. Sam Goldman introduce AI SCORE, an AI-powered writing tool that provides instant, formative feedback to help students improve their writing and teachers monitor progress. The session highlights how the system integrates with Google Classroom, supports struggling writers and students with disabilities, and promotes responsible, inclusive use of AI in education.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
Hot Take- The Future of Accessible Classrooms: How AI Is Opening Doors in Special Education CIDDL 2025-10-15 | CIDDL highlights the blog post titled "The Future of Accessible Classrooms: How AI Is Opening Doors in Special Education." Check out our website to read more: ciddl.org/the-future-of-accessible-classrooms-how-ai-is-opening-doors-in-special-education The contents of this website were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer.
CIDDL Office Hours: AI for IEP Development CIDDL 2025-10-09 | Dr. Olivia Coleman and Danielle Waterfield discussed the integration of AI in IEP (Individualized Education Program) development. They highlighted the challenges of IEP development, including a lack of training, time-intensive processes, and inconsistent quality. They presented a study using ChatGPT to generate IEP goals, finding similar quality to teacher-generated goals. AI can assist in documentation, goal development, and data synthesis, potentially saving time for teachers. However, they warned of potential risks such as loss of individuality, biases, data privacy, and over-reliance on AI. A framework and decision tree for ethical AI use in IEP development was proposed, emphasizing professional responsibility, prompt crafting, and individualization.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
The Goal Setting Challenge (GSC) App: Supporting Self-Determination Through Technology CIDDL 2025-10-03 | The Goal Setting Challenge (GSC) app is a technology-based tool designed by Dr. Karrie Shogren and the Kansas University Center on Disabilities (KUCD) team to help students with and without disabilities build self-determination skills. In this presentation, Dr. Karrie Shogren explains why self-determination is vital for improving educational and life outcomes, how the GSC app supports goal setting and planning, and what teachers and students can gain from integrating it into classrooms. Learn how this app empowers students to take charge of their futures through engaging, research-based lessons.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
Hot Take: Barriers and Enablers of Technology Integration in Special Education CIDDL 2025-09-30 | CIDDL highlights the blog post, Barriers and Enablers of Technology Integration in Special Education, based on the article by Starks & Reich (2023). Check out our website to read more: ciddl.org/barriers-and-enablers-of-technology-integration-in-special-education-implications-for-teacher-educators
CIDDL Office Hours: Exploring AI Literacy in Education CIDDL 2025-09-30 | In this CIDDL Office Hours session, Dr. James Basham and participants explore the growing importance of AI Literacy in education. Viewers will gain insights into how teachers can responsibly integrate AI into classrooms, balance human decision-making with AI tools, and prepare students for an AI-driven future. The discussion covers practical strategies, ethical considerations like privacy and bias, and real-world applications for supporting students, including those with disabilities. This session is perfect for educators, researchers, and policymakers seeking to understand how AI can enhance teaching while maintaining trust and safety.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
Research and Practice Brief: Technology Innovations in Rural Special Education CIDDL 2025-09-18 | Dr. Brittany Hott discussed her research on technology innovations in rural special education at the University of Oklahoma. She highlighted an innovation in education research grant focused on explicit coaching protocols, leveraging simple technologies like hotspots and iPads. Hott emphasized the importance of community ties and face-to-face interactions, noting that the network of involved districts grew from five to 77. She stressed the need for evidence-based practices, data-informed decisions, and a strengths-based model in rural education. Dr. Hott recommended resources like the American Council on Rural Special Education and networking with rural communities.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
CIDDL Office Hour: Practical AI Applications for Educators CIDDL 2025-09-08 | Sean Smith from the CIDDL team discussed the integration of AI tools in education, particularly for special education teachers. He highlighted tools like DiffIt, Brisk, and NotebookLM, which automate tasks such as creating study guides and guided notes, freeing up time for more effective instruction. Smith emphasized the importance of AI in supporting evidence-based practices and high-leverage strategies. He also mentioned the need for teacher education to incorporate AI literacy. The session concluded with an invitation for live interaction and further questions.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
Hot Take: Beyond Performance: AI Integration for Meaningful Learning CIDDL 2025-09-03 | Is AI helping students truly learn, or just boosting their performance? In this video, we highlight a blog post summarizing insights from new research and share strategies for integrating AI in meaningful ways. Check out the full blog, Beyond Performance: AI Integration for Meaningful Learning, to learn more. http://ciddl.orgThe contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
CIDDL Office Hour: Welcome Back! Start the Semester with CIDDL Updates. CIDDL 2025-08-20 | Watch the recording of our August 19th AI Office Hour, where we discussed practical ways to bring AI into teacher preparation and special education programs. In this session, the team explored real-world applications, answered participant questions, and shared strategies faculty can use right now to build AI literacy in their courses.Highlights from this session:Key updates on AI in education and special education preparationExamples of low-lift syllabus and classroom activitiesAudience Q&A on using AI responsibly in higher educationUpcoming CIDDL resources and opportunities to engageThis recording is part of CIDDL’s ongoing effort to support faculty, researchers, and leaders in navigating the rapidly evolving role of AI in teaching and learning.Learn more and access additional resources at ciddl.orgThe contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
Hot Take- Preparing Special Ed Personnel for an AI Future: A Back-to-School Guide for Departments CIDDL 2025-08-12 | As the new academic year begins, university departments of special education welcome new cohorts of future teachers and researchers. This year, however, they face a rapidly shifting landscape, one in which artificial intelligence (AI) is becoming a central force in classrooms, research, and policy.Whether it’s adaptive reading programs, predictive analytics for progress monitoring, or AI-assisted IEP drafting tools, these technologies are no longer hypothetical. They’re shaping daily decisions in special education practice. The question for higher education is no longer, “Should we address AI in our programs?” but “How will we ensure our graduates are ready to lead in an AI-driven educational world?”The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
Hot Take: Preparing Special Education Personnel for an AI Future (Part One) CIDDL 2025-08-05 | This three-part series will highlight technology integration with a focus on AI for the next generation of special education professionals. The first post will provide an overview of the changing technology landscape in special education, including how AI is reshaping instructional planning, accessibility tools, and professional expectations for both teachers and researchers.The contents of this video were developed under a cooperative agreement with the US Department of Education, # H327F20008. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Tina Diamond, Ph.D., Project Officer. | CIDDL.org
