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The article presents a case using self-study to examine curriculum, instruction, and assessment in a multimedia design and production course. Thirty-five teachers developed AI literacy through experiential activities and co-authored an open-access textbook. A Student Artificial Intelligence Literacy (SAIL) framework supports equitable access via cognitive, socio-emotional, and instructor-guided interactions, and five recommendations are offered for teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparing-educators-to-teach-and-create-with-generative-artificial-intelligence/597055/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparing-educators-to-teach-and-create-with-generative-artificial-intelligence/597055.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address for teacher education programs?","Question",{"text":112,"@type":113},"It addresses the need for authentic learning opportunities so teachers can build confidence and expertise to teach and create with generative AI in a creative and responsible way.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the authors investigate professional practices?",{"text":117,"@type":113},"They used a self-study method to analyze curriculum, instruction, and assessment in an upper-level undergraduate multimedia design and production course.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the Student Artificial Intelligence Literacy (SAIL) framework?",{"text":121,"@type":113},"SAIL is a framework developed to facilitate student AI literacy through curriculum engagement and three interaction types: cognitive, socio-emotional, and instructor-guided.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597055,1792601729,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| Volume 50 (4) | Special Issue 2024 |\n| --- | --- |\n\nPreparing Educators to Teach and Create With Generative Artificial Intelligence  \nPréparer les éducate urs à enseigner et à créer avec l’intelligence artificiellegénérative  \nPaula MacDowell, University of Saskatchewan, Canada Kristin Moskalyk, University of Saskatchewan, Canada Katrina Korchinski, University of Saskatchewan, Canada Dirk Morrison, University of Saskatchewan, Canada  \nAbstract  \nTeachers skilled in using generative artificial intelligence (GAI) have advantages in terms of increased productivity and augmented instructional capabilities. Alongside the rapid advancement of GAI, teachers require authentic learning opportunities to build the confidence and expertise necessary for engaging with these technologies creatively and responsibly. This article provides an illustrative case of preparing preservice and in-service teachers with the knowledge, skills, and mindsets to teach and create with GAI. Using a self-study method to investigate professional practices, we analyzed the curriculum, instruction, and assessment in an upper-level undergraduate course in multimedia design and production. Thirty-five teachers engaged in experiential activities focussed on developing artificial intelligence (AI) literacy, alongside a collaborative assignment to co-author an open-access textbook, Teaching and Creating With Generative Artificial Intelligence. To support equitable and inclusive access to the educational benefits offered by AI, the Student Artificial Intelligence Literacy (SAIL) framework was developed. SAIL facilitates student AI literacy through curriculum engagement and three distinct types of interactions: cognitive, socio-emotional, and instructor-guided. Building on lessons learned from the COVID-19 pandemic regarding the issues with technology training for teachers in Canada, five recommendations are offered to facilitate the meaningful integration of AI literacy in teacher education programs.  \nKeywords: AI education, AI literacy, generative AI, instructional design, teacher education  \nCJLT/RCAT Vol. 50 (4)  \nRésumé  \nLes enseignants qui maîtrisent l’intelligence artificielle générative (IAG) voient leur productivité et leurs capacités d’enseignement augmenter. En cette période d’évolution rapide de l’IAG, il est nécessaire d’offrir aux enseignants de réelles possibilités d’apprentissage en ce sens afin qu’ilsacquièrent la confiance et l’expertise nécessaires à l’utilisation créative et réfléchie de ces technologies. Cet article présente un cas de figure illustrant l’acquisition par des enseignants en formation initiale et en poste de connaissances, de compétences et de l’état d’esprit nécessaires pour enseigner et créer à partir des outils d’intelligence artificielle. Nous avons analysé le programme ainsi que le type d’enseignement et d’évaluation d’un cours de premier cycle en conception et production multimédia, avec l’objectif d’étudier les pratiques professionnelles à partir d’une méthode d’auto- évaluation. Trente-cinq enseignants ont participé à des activités d’apprentissage par l’expérience axées sur le développement d’une culture de l’intelligence artificielle (IA), parallèlement à une collaboration en vue de la rédaction d’un manuel en libre accès, intitulé Teaching and Creating With Generative Artificial Intelligence (Enseigner et créer avec l’intelligence artificielle générative). Le cadre SAIL (Student Artificial Intelligence Literacy) a été créé pour favoriser un accès équitable et inclusif aux avantages éducatifs offerts par l’IA. SAIL facilite l’apprentissage de l’intelligence artificielle grâce à une implication dans le programme d’études et à trois types d’interactions distinctes : cognitive, socioémotionnelle et guidée par l’enseignant. À partir des leçons tirées de la pandémie de COVID-19 concernant les problèmes deformation à la technologie des enseignants au Canada, cinq recommandations sont proposées pour faciliter l’intégration réel","cbCaiaKUrItUwxeP","https://ap.wps.com/l/cbCaiaKUrItUwxeP","pdf",653020,23,"English","# Abstract\n# Introduction\n## Student AI Literacy (SAIL) framework\n## Constructivist learning environment","[{\"question\":\"What problem does the article address for teacher education programs?\",\"answer\":\"It addresses the need for authentic learning opportunities so teachers can build confidence and expertise to teach and create with generative AI in a creative and responsible way.\"},{\"question\":\"How did the authors investigate professional practices?\",\"answer\":\"They used a self-study method to analyze curriculum, instruction, and assessment in an upper-level undergraduate multimedia design and production course.\"},{\"question\":\"What is the Student Artificial Intelligence Literacy (SAIL) framework?\",\"answer\":\"SAIL is a framework developed to facilitate student AI literacy through curriculum engagement and three interaction types: cognitive, socio-emotional, and instructor-guided.\"}]","Preparing Educators to Teach and Create With Generative Artificial Intelligence | PDF",1792084286,58]