Designing for Teacher Growth: A Comparative Study of the ScratchEd Platform and AI-Supported Learning Tools

Authors:

Mohamed Haggag Farrag Mohamed, Avantika Kolluru, Karen Brennan

Date Created:

2025-01-01

Course Title:

Professor:

Not specified

About Paper:

As AI technologies become more integrated into education, like ScratchEd, which foster identity formation, reflective teachers are increasingly turning to automated tools for dialogue, and a sense of professional belonging; and (2) feedback, instructional planning, and pedagogical guidance. emerging AI-based tools, which offer individualized, real-time, While recent research (2015–2024) highlights the promise of and context-adaptive support. Through a design case study of AI for personalized, scalable support in teacher professional the ScratchEd forum and autoethnographic reflections on the development, it has yet to adequately address other dimensions author’s engagement with AI tools, the study examines how these of professional learning, such as trust, collegial dialogue, and thenvironments differently mediate the process of teacher growth. co-construction of knowledge. This work asks: What happens to teachingwhenteachersstopturningtoeachotherandstartturning While results remain emergent, they suggest that AI tools may influence not only how teachers learn, but also how they to AI to support their learning? understand their roles and identities. This inquiry points to future To explore this question, the study juxtaposes two contrasting possibilities for designing professional development that balances modalities of teacher learning: (1) community-driven platforms personalization with community.

Abstract:

As AI technologies become more integrated into education, like ScratchEd, which foster identity formation, reflective teachers are increasingly turning to automated tools for dialogue, and a sense of professional belonging; and (2) feedback, instructional planning, and pedagogical guidance. emerging AI-based tools, which offer individualized, real-time, While recent research (2015–2024) highlights the promise of and context-adaptive support. Through a design case study of AI for personalized, scalable support in teacher professional the ScratchEd forum and autoethnographic reflections on the development, it has yet to adequately address other dimensions author’s engagement with AI tools, the study examines how these of professional learning, such as trust, collegial dialogue, and thenvironments differently mediate the process of teacher growth. co-construction of knowledge. This work asks: What happens to teachingwhenteachersstopturningtoeachotherandstartturning While results remain emergent, they suggest that AI tools may influence not only how teachers learn, but also how they to AI to support their learning? understand their roles and identities. This inquiry points to future To explore this question, the study juxtaposes two contrasting possibilities for designing professional development that balances modalities of teacher learning: (1) community-driven platforms personalization with community.

Source:

Harvard / Harvard College | Dunster House | Neuroscience | 2027 / 2025

Topics:

teacher, tool, learning, professional, scratched, support, designing, growth, platform, identity, dialogue, development

Co-authors:

@mohamedhaggagfarragmohamed410 , @avantikakolluru411 , @karenbrennan412