Year

2026

Season

Summer

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Education

Committee Chairperson

Dr. Diane Yendol-Hoppey

Second Advisor

Dr. Suzanne Ehlrich

Third Advisor

Dr. Kristine Webb

Fourth Advisor

Dr. Sheree Cagle

Department Chair

Dr. David Hoppey

College Dean

Dr. Daniel Dinsmore

Abstract

This action research study explores how teacher-facing generative artificial intelligence (GAI), specifically Google Gemini, can support educators in UDL-aligned instructional planning within a Title I elementary school. Although AI is often discussed in terms of student-facing applications, less is known about how GAI can assist teachers with lesson planning, differentiation, and the demands of sustaining inclusive Tier I instruction. Guided by a conceptual framework integrating Universal Design for Learning (UDL) and technology integration perspectives, the study engaged four educators in collaborative inquiry through AI Visioning Workshops, reflections, interviews, and planning artifacts.

Data were analyzed through iterative coding, analytic memoing, and cross-case comparison. Findings indicate that GAI functioned most effectively as a drafting partner, supporting teachers in generating initial ideas while requiring ongoing revision to ensure alignment with standards, learner needs, and instructional rigor. Teachers developed increasingly specific prompting strategies, engaged in cycles of evaluation and refinement, and used professional judgment to calibrate their classroom outputs. Tensions emerged between efficiency and depth, and between expanded instructional possibilities and the need to maintain control over instructional quality.

The study suggests that GAI can support UDL-aligned planning when embedded within collaborative professional learning and grounded in teacher expertise. These findings contribute to ongoing conversations about ethical and equitable AI integration by emphasizing augmentation rather than substitution and highlighting the importance of human-centered approaches to innovation in education.

Download

Share

COinS
 

Accessibility Statement

This item was created or digitized before April 24, 2027, or is a reproduction of legacy material created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the Library provides accessible versions of archival materials by request. If you are experiencing difficulty accessing the information on the site due to a disability, please submit a request through the following form for assistance.