#1027: Positioning AI in Teacher Education: Comparing a Designerly Stance with an Instructional Assistance Stance

We examine two contexts of preservice teachers’ (PSTs’) engagement with artificial intelligence (AI) tools. In one case, PSTs generated lesson plans using large language models and wrote critical reflections about the process and product. In the second case, PSTs designed and trained a machine learning tool for analyzing sound. The findings illustrate affordances of framing AI in ways that highlight the role of interaction between humans and machines in a process of design and critique.