Document Type
Conference Paper
Publication Date
4-10-2026
Presentation Format
In person
Department
Teacher Education
Abstract
Generative Artificial Intelligence (GenAI) is transforming education by reshaping curriculum design, individualized learning, and professional collaboration. This interpretive study examines how 70 preservice teachers engaged with GenAI through structured learning experiences focused on lesson planning, content development, and reflective practice. Participants, all fourth-year PK–Grade 5 and intervention specialist candidates at the University of Dayton, completed a co-taught seminar led by methods professors in science, social studies, language arts, and mathematics. Data sources included initial reflections on GenAI’s role in education, documentation of prompt exploration, and ongoing reflections during the seminar. Thematic analysis revealed a shift in preservice teachers’ understanding from viewing GenAI as a simple lesson-planning tool to recognizing its potential for differentiation, assessment, and parent communication. Participants demonstrated increasing sophistication, ethical awareness, and confidence in using GenAI to enhance instruction. Findings indicate that intentional professional development enhances preservice teachers’ GenAI literacy and confidence, supporting thoughtful integration of emerging technologies into teaching practice. The study advocates for embedding GenAI training within teacher education programs to cultivate innovation, ethical practice, and inclusivity in future classrooms.
Citation: Gold, L. A., Winn, V., & Marshall Arnold, J. (2026). Exploring the Impact of Generative AI on Curriculum Design and Instruction: A Study with Preservice Teachers. Journal of Teaching and Learning With Technology, 14(1). https://doi.org/10.14434/jotlt.v12i1.41670
Keywords
Artificial Intelligence (GenAI), preservice teachers, lesson planning, Teacher Education, professional development, literacy, educational technology, reflective practice, instructional design, educational innovation
Disciplines
Curriculum and Instruction | Education | Educational Technology | Elementary Education | Elementary Education and Teaching | Higher Education and Teaching | Scholarship of Teaching and Learning
eCommons Citation
Gold, Lindsay A.; Winn, Vanessa; and Arnold, Jackie M., "Exploring the Impact of Generative AI on Curriculum Design and Instruction: A Study With Preservice Teachers" (2026). Thomas C. Hunt Building a Research Community Day. 75.
https://ecommons.udayton.edu/sehs_brc/75
Included in
Curriculum and Instruction Commons, Educational Technology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons
