Whenever she talks about teachers using artificial intelligence, University of Maine associate professor of special education Sarah Howorth likes to remind whoever she’s talking to that educators have always used technology to support student learning.

“Probably the most relatable example for most people is the use of calculators in math class,� Howorth says. “We’ve also had computers in schools for a couple of decades now. So throughout history, educators have adapted to the latest emerging technologies.�

While much of the public discussion around AI in education has focused on the potential negatives, such as cheating, information bias and concerns over technology replacing the human element of teaching and learning, Howorth and colleagues across the country are exploring some of the ways the technology can be used to help teachers and their students. The latest issue of the , which Howorth guest edited, features research on AI’s potential as a game-changing tool for educators, learners and families.

“The genie is already out of the bottle in terms of AI in schools,� Howorth said. “So the questions then become: How can we use AI to enrich learning for all students? And how can we use it to support teachers?�

The special issue of the journal is part of a project led by Howorth titled “Leading the Way: AI in Special Education Teacher Education,� which launched last year. It’s supported by a $9,000 grant from the (CEC), the largest professional organization focused on improving the educational success of youth with disabilities, as well as special gifts and talents. The project also includes a free based on the articles in the special issue. Howorth is featured in a to the series, which was produced by the Center for Innovation, Design and Digital Learning (CIDDL) at the University of Kansas.

For students with special needs, Howorth said AI can be beneficial. For example, a student with Attention Deficit Hyperactivity Disorder might be able to reduce their cognitive load by using an AI note taker to summarize classroom presentations and create action items for homework assignments. Generative AI can be used to level a text to a student’s reading ability, making assignments more inclusive, or to create social stories that teach students with autism about norms and how to communicate with others.

“AI is great for creating educational materials that appeal to students’ interests,� Howorth says. “If I’m a teacher and I have a student who’s really into horses, I can use AI to create stories and images of horses that I can incorporate into my lessons in ways that are more engaging for them. Students can also use AI tools to express their creativity and knowledge.�

At the same time, Howorth says it’s important for teachers to recognize when and how to use AI. She says a good rule of thumb for how to incorporate AI into instruction is to design assignments that can’t be completed with the technology alone. In other words, students should be able to show how and why they used AI to do the assignment. She notes that no technology can supplant the knowledge and skill of professional educators.

“We still need teachers to be teachers,� she says. “A skilled and compassionate human being is needed for effective instruction.�

91¸£Àû senior lecturer of education Tammy Mills has also been working through some of the complexities around AI with both undergraduate teacher education students and graduate students who are already working in schools. For example, she asks her students to prompt ChatGPT to produce things like lesson plans and assessments for student learning.  

“For the most part,� she said, “they’re not happy with the results, because they know best practices for instruction and assessment. They look at what ChatGPT comes up with and they can do it better.�

Like Howorth, Mills said she thinks AI will transform education. But she says it needs to be employed safely and ethically. She said she considers herself a co-learner along with her students as they figure out best practices together. 

“You have to recognize that whatever you put into AI is going to be reflected in what you get out of it,� said Mills. “We talk about privacy and making sure you’re not putting personal information about students into any AI tools. We also talk about making sure we’re being culturally sensitive and aware of the biases inherent in AI, so that when we use it we’re able to get something that represents the demographics of the learners.�

“If anything,� she adds, “it makes human knowledge and skill more important than ever. Teachers know their students’ strengths, preferences, needs and interests, and can use this information to support kids with a variety of technological and pedagogical tools.�

Contact: Casey Kelly, casey.kelly@maine.edu

What difference has 91¸£Àû made in your life and in helping you reach your goals?

91¸£Àû has given me the skills and experience to become an educator, and has put me on a path to help me grow into the teacher I feel every student deserves. The community that encompasses the university is made up of many people who believe in us as college students. Being believed in like this has given me the confidence and motivation to continue striving for whatever it is I want to do with my life.

Have you had an experience at 91¸£Àû that has changed or shaped the way you see the world? If so, tell us about it.

Throughout my undergraduate career, and for part of my graduate education I worked for Maine Bound Adventure Center, the university’s outdoor education center. It was here that I experienced many different ways of growth through varying outdoor recreational activities such as rock climbing, hiking, mountaineering, paddling and ice climbing. In this program, I was given an outlet that nowhere else I’ve experienced before could provide. It gave me a strong sense of community and allowed unlimited opportunities to learn, grow and share knowledge and experiences with others. It gave not only me but many people who experience Maine Bound a chance to find themselves in a way that is unparalleled by any other.

Have you worked closely with a professor or mentor who made your 91¸£Àû experience better? If so, tell us about them.

Danielle Pelletier is my supervisor for my student teaching internship through the MAT program. I would not have had such a positive experience with this pathway if it wasn’t for her. She is the kindest and most inclusive instructor I have had throughout my six years at 91¸£Àû. Danielle makes every student feel important, heard and appreciated, while also giving us the autonomy to lean into various facets of our program to grow in whatever ways we feel need strengthening. I also am working closely with my student teaching mentor teacher Elke Blauss, who is a science teacher at Telstar High School. If it wasn’t for her, I would not be able to receive my teaching certification and grow into the type of educator that I feel students deserve. She has been an absolute pleasure to work closely with, and I have learned what being a supportive and equitable teacher is thanks to her.

What advice do you have for incoming graduate students to help them get off to the best start academically?

Form close connections with your instructors and take advantage of their skill set and willingness to help you. Once you move away and/or graduate from the university you don’t have as much access to a diversity of resources. Lean into your internship experiences. These are the times when messing up, making mistakes and learning from your own experiences will help you in future careers. Finally, getting my MAT program fully funded was also a big academic reliever for me, it allowed for less stress financially and the ability to focus more on my classes and internships.

Why 91¸£Àû?

I started at 91¸£Àû in the fall of 2018 for my undergraduate degree. I wanted to move away from home, but not too far. I wanted to take advantage of outdoor recreation and a school that provided nature-based educational opportunities. 91¸£Àû is so central which provides many opportunities to travel and form connections with beautiful areas. In addition, the MAT program seemed like a seamless segue from learning about a subject that I am passionate about (B.S. in environmental science) to then learning how to teach variations of this subject.

Favorite 91¸£Àû memory:

I can think of so many! In my undergrad, leading trips and trainings for Maine Bound. In grad school, some of my students in the high school where I did my student teaching started a petition to get me to chaperone their April break trip to Washington, D.C. (which I totally couldn’t do, but the sentiment was so sweet!)

Special Thank You message:

Thank you to my advisor Dr. Rebecca Buchanan for being so responsive and kind, while letting me partake in this program in less-than-traditional sense. Also, thank you to my other mentor teacher Jo Stevens at Old Town High School, who has shared so much advice and role modeling in the realm of science education. Thank you to Erin Straine and Danielle Pelletier for making it work for me to teach at a distance placement away from the university. And another huge thank you to Danielle for getting many MAT students funding for part of their student teaching semester. Finally, I have so much appreciation for all the professors who let me take courses at 91¸£Àû without necessarily meeting the prerequisites. I could not have completed my program without this.

What difference has 91¸£Àû made in your life and in helping you reach your goals?

91¸£Àû is where I earned my bachelor’s degree, where I held one of my first “adult” jobs, and where I am now earning a degree that will enable me to pursue a career I am passionate about. It provided me with an affordable education and connected me with mentors that helped guide me through this chaotic stage of life.

Have you had an experience at 91¸£Àû that has changed or shaped the way you see the world? If so, tell us about it.

I worked in the Admissions office at 91¸£Àû as an admissions counselor and later as a graduate assistant for over a year-and-a-half. The folks in that office are some of the most supportive, professional and genuinely kind individuals that I have had the pleasure of calling my colleagues. My time in Admissions was clarifying, and I owe a lot to the people that work there.

Have you worked closely with a professor or mentor who made your 91¸£Àû experience better? If so, tell us about them.

I have had quite a few mentors in my time at 91¸£Àû. As an undergraduate, Dr. Caroline Bicks served as my Honors thesis advisor and Dr. Kathryn Swacha hired me to work for her as a project assistant. Both of these professors offered me guidance and opportunities during the 2020-2021 academic year, the height of the COVID-19 pandemic. Working with a haphazard senior, over Zoom, in such a challenging, uncertain time demanded a great deal of patience, and yet they provided it without complaint. For that, and more, I am truly grateful.

As a graduate student, Danielle Pelletier has been theÌýfearless leader of my seminar courses and Amy Hart has been my mentor teacher during my practicum andÌýstudent-teaching experience. Danielle’s positivity,Ìýprofessionalism and empathy produced a seminar environment where I felt comfortable discussing my hopes and fears about teaching and engaged in reflectiveÌýpractices that I will carry with me into the rest of my career. Her future education students will be immensely lucky to benefit from her knowledge and mentorship. For Amy, I do not have words to express my gratitude; I could not have had a more perfect mentor teacher. I don’t know how I would have made it without her boundless humor, generosity and honesty. She also gave me coffee and cookies, and a desk to call my own, which almost made me cry (but I didn’t, because that would be weird).

What advice do you have for incoming graduate students to help them get off to the best start academically?

Eat breakfast, exercise frequently, and go to bed early.

Favorite 91¸£Àû memory:

My favorite memories will be working with the students at Orono Middle School and Orono High School. They are truly remarkable, hilarious individuals. I will miss them all dearly, even though they drive me nuts sometimes.

Special Thank You message:

I owe extra special thank yous to Silvestre Guzmán at the 91¸£Àû Admissions office, Maia Zewert at The Lincoln County News, my high school English teachers. Extra extra special thank yous to my sister, Wei Wei Poole, and my parents, Matt Poole (Class of ’86) and Laura Eaton.

The talk, “Sunshine, Public Art, and Multiplication: The Design of an Interactive Mathematical Sculpture,â€� covered the invention and development of the SunRule, an interactive sculpture that harnesses the rays of the sun to help users explore multiplication and division. Dimmel and Pandiscio came up with the idea for the sculpture, which was designed and built in collaboration with associate professor of art Greg Ondo and sculpture studio technician Sam Hoey through 91¸£Àû’s MIRTA accelerator program.

The Balomenos lecture is named for the former chair of the Department of Mathematics at the University of New Hampshire, who died in a car accident along with his wife in December 1986. Each year, ATMNE selects memorial lecture speakers who exemplify Balomenos’ devotion to thinking carefully and deeply about the improvement of mathematics education.

Pandiscio and Dimmel also hosted a workshop at the ATMNE conference titled “Multiplication by Sunlight.â€� 91¸£Àû 30 educators who participated in the workshop were able to build their own hand-held versions of the SunRule and learn about the design and mathematical affordances of the devices.

In 2021, Warren graduated from SUNY Binghamton in New York with a bachelor’s degree in mathematics and a minor in biology. He moved to Maine in 2021 as well and began substituting teaching here. After working for a while, Warren enrolled in the MAT program at the University of Maine to get certified as a high school math teacher. Education and learning have always been passions for him and he continues to strive to become a better educator. Eventually, he plans to move back to New York to teach high school

A little more about Warren: He also loves reading, running, cooking, and being with friends and family.

Congratulations, Warren!

Entering college, Janelle Goff wasn’t planning on becoming a teacher. The Smyrna Mills, Maine-native attended Saint Joseph’s College of Maine for exercise science/pre-physical therapy, graduating in May 2021.

Like many college students, when the COVID-19 pandemic hit she attended classes remotely from home. Her mom — a 6^th grade math and science teacher at Mill Pond School in nearby Hodgdon — was also adapting to the world of remote learning and teaching. Being around her during that time inspired Goff to want to become a teacher.

“Watching my mom figure out how to teach remotely, how she connected with the students and eased their fears of what was going on in the world, how she supported them at all hours of the day when they needed just to talk or help with assignments, I was in awe of her and decided then that I wanted to switch to teaching,” Goff says.

At the end of her junior year of college, she started looking into how she could earn her teaching certification. That’s how she found the Master of Arts in Teaching program at the University of Maine. The program is designed for people who have a bachelor’s degree in a field other than education, and who want to become secondary education teachers (grades 7-12). Full-time students in the program can earn their master’s degree and become certified to teach in just 15 months.

“It was a perfect fit for me,” says Goff, who plans to graduate this May and become a middle or high school science teacher in Aroostook County.

Like all preservice teachers, MAT students must complete 600 hours of student teaching experience in a school setting prior to earning their degree and being recommended for teacher certification. Goff is currently doing her student teaching at Hodgdon Middle/High School.

All 91¸£Àû student teachers have to do a service project during one of their field placements. For her project, Goff decided to create a community closet at her school, where students can go to get donated clothing and personal items.

“As a teacher, you see a lot,” she says. “You see a lot of kids wearing worn-out shoes, shoes that don’t fit, pants that are too big or small, shirts that they have been wearing for four days in a row, and so much more. I wanted to give back to the students and allow them the opportunity to shop for clothes and not have to worry about the price tag.”

In deciding on a name for the space, Goff came up with “A Closet for Change,” which reflects her hope that even a small gesture such as this can have a big impact on her students and school.

“There’s been an outpouring of support,” Goff says. “Teachers and other members of the school community have been donating clothes and personal hygiene items ever since we opened.”

Describe the community closet you created for your service project. What kinds of items are in it? Who uses it and how does it work?

ÌýThe community closet is a place where students can go and be provided with clothes and personal items that they may need but may not necessarily be able to get at home. Some items found in the closet are shirts, pants, shorts, shoes, sweatshirts, jackets, hats, mittens, gloves, ties, socks, underwear, prom gowns, and personal hygiene items such as soap, body wash, shampoo, conditioner, deodorant, toothpaste, toothbrushes, and other personal items. It is open to any student from grades 7-12 during the school day. They go to the office secretary and ask to use the closet. She then points them in the right direction!

How did you go about getting the space?

Getting the space was easy. Once I proposed the idea to the assistant principal, she absolutely fell in love with it. Conveniently, we had a staff meeting the same day, so I proposed the idea to the whole staff at the meeting, and everyone loved it!

Tell us about your student teaching experience. How do you feel it has benefited you as you look forward to having a classroom of your own soon?

I have had a wonderful experience at Hodgdon Middle/High School teaching middle school science and English/Language Arts. I have gained invaluable experience with classroom management, lesson planning, and various ways to integrate technology into my science classes. I am energized and ready to have a classroom of my own soon.

What have been some of your favorite classes at 91¸£Àû and what made them special?

Some of my favorite classes at 91¸£Àû would be EHD 693: Educational Internship and EHD 590: Topics in Education. My internship allowed me to gain hands-on experience while working in a classroom. This was an invaluable experience that allowed me to find my perfect fit. Topics in Education was a class where I learned invaluable classroom management skills and social-emotional learning skills. It is important to have strong classroom management skills because they are truly the backbone of the classroom. Social-emotional learning is also important because having that personal connection with kids helps to make your classroom a safe place where kids can learn and express themselves.

Have you worked closely with any professors or mentors during your time at 91¸£Àû? If so, who and how have they helped you grow academically or personally?

Frank Page has been my internship supervisor this semester and he has supported me in every way. Anytime I have a concern or a question he is quick to respond and point me in the right direction.

How would you describe the academic atmosphere at 91¸£Àû?

The academic atmosphere at 91¸£Àû is something unlike anything else. Although a large school, every professor I have had is committed to my success along with the other students. The faculty in the College of Education and Human Development are there to support you and make sure that you are prepared for a career in education.

What difference has 91¸£Àû made in your life?

Although I have only been at 91¸£Àû for a year, the university has pushed me to be my very best, both in my personal and professional life. I believe that 91¸£Àû has set me up with all the necessary skills to succeed in the education profession.

Describe 91¸£Àû in one word.

Community.

How has 91¸£Àû helped you realize your goals?

91¸£Àû has helped me realize my goal of being a middle school or high school teacher in Aroostook County by placing me with amazing mentors in great school districts. I cannot thank 91¸£Àû enough for giving me these amazing opportunities to learn and grow as an educator!

Contact: Casey Kelly, casey.kelly@maine.edu.

Emily is a graduate student from Old Town, Maine. She graduated from the University of Southern Maine in 2013 with a bachelor’s in Russian Studies. After graduation, her love of international travel and languages led her to teach English in Hsinchu, Taiwan. Her positive experience teaching English abroad led her to pursue the MAT with a concentration in English at the University of Maine.

Emily’s main goals for continuing her education were to enhance her teaching strategies, plans for instruction, and assessment strategies so that she could serve her students to the best of her ability. She was able to see these goals come to fruition during the two teaching placements of her educational internship semester. She is excited to bring her love of teaching and literature to her future students in a high school setting.

Jillian graduated from Brandeis University in 2018 with a B.A. in biology and in women’s and gender studies. For the next two years, she worked in K-8 schools as a substitute teacher and then as an educational technician. She found building relationships with students and helping them learn to be very rewarding, and decided to pursue a career in education. She enrolled in the University of Maine College of Education and Human Development’s MAT program, and will graduate this summer with a concentration in physical and life sciences.