Generative AI has the potential to support teachers with writing instruction and feedback. The purpose of this study was to explore and compare feedback and data-based instructional suggestions from teachers and those generated by different AI tools. Essays from students with and without disabilities who struggled with writing and needed a technology-based writing intervention were analyzed. The essays were imported into two versions of ChatGPT using four different prompts, whereby eight sets of responses were generated. Inductive thematic analysis was used to explore the data sets. Findings indicated: (a) differences in responses between ChatGPT versions and prompts, (b) AI feedback on student writing did not reflect provided student characteristics (e.g., grade level or needs; disability; ELL status), and (c) ChatGPT’s responses to the essays aligned with teachers’ identified areas of needs and instructional decisions to some degree. Suggestions for increasing educator engagement with AI to enhance teaching writing is discussed.

As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the effects of a mobile-based graphic organizer (MBGO) with embedded self-regulated learning strategies and strategy instruction on the persuasive writing of middle school students in an inclusive classroom. After given opportunities to practice writing in the content areas, students with and without disabilities who used the MBGO on an iPad to compose persuasive essays significantly outperformed students with and without disabilities in the control group for number of transition words and writing quality. Limitations of the study and future research suggestions are discussed.

With increasing emphasis by policymakers, there has been an increase in access to technology within schools across the globe. However, recent survey findings suggest that teachers may not be integrating technology into their writing instruction in meaningful and effective ways. Variability in technology integration can be attributed to teacher attitudes about technology. This study seeks to understand teacher attitudes and perceptions regarding writing instruction and use of technology. Interviews of 47 middle school teachers revealed that most teachers considered themselves to be technology users who perceived their students’ writing skills to be deficient, yet spent little time on writing instruction in content areas. Teachers indicated that barriers to using technology included that it was too time-consuming; they had limited access; and they perceived access to be a competition. However, teachers revealed that technology was positive for students with disabilities, differentiating instruction, and providing twenty-first-century learning opportunities. These findings suggest that teacher attitudes and perceptions play an important role in technology integration. In addition to increased access to technology, school divisions should provide pre-service and in-service training and time for reflection so that teacher attitudes that impede technology integration can be positively manipulated to improve technology integration in the classroom.

Despite a lack of conclusive evidence, many researchers in the field view computer-assisted instruction (CAI) as an opportunity for improved instruction for students with disabilities. This study examined the effects of a CAI program, Lexia Strategies for Older Students (SOS)™ on the word recognition skills of four, upper elementary students with mild disabilities. This study used a multiple-probe design across three targeted reading skill conditions per student. Findings revealed that some students were able to meet mastery of basic word reading skills with Lexia SOS alone, while others needed additional direct instruction. Student perceptions of Lexia SOS were positive. Results have particular implications for instruction in classrooms beyond the primary grades (K-3) when the focus of the curriculum shifts away from basic decoding instruction. Directions for future research are discussed.

This mixed methods study explored elementary and secondary educators’ perceptions of their school district’s responsiveness to intervention (RTI) initiative. Teachers and administrators were surveyed regarding (a) the perceived feasibility and effectiveness of educational practices that are inherent within RTI models, (b) perceived knowledge of basic RTI concepts, and (c) perceived preparedness to implement specific components of RTI within their district. A majority of respondents reported that educational practices common to RTI models (e.g., progress monitoring, evidence-based instruction) were both feasible for the classroom and effectively implemented at their school. In addition, most understood the basic principles of RTI. However, responses indicated that educators need more specific guidance about how to implement. Lack of understanding of RTI and need for guidance for implementation were particularly pronounced at the high school level. Findings from the current study are consistent with the existing RTI literature. We conclude with recommendations for professional development of RTI and implications for practice specifically at the secondary level.

Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback. A technology-enabled practice for providing real-time feedback is bug-in-ear (BIE) coaching. This article provides a step-by-step guide for BIE coaching.