Abstract
“Even if the technology did not advance at all past tomorrow—and it will advance—it would still take years for us to absorb this disruption” (Mollick & Euchner, p.11, 2023). As an initial teacher educator, I experience both dread and excitement by this statement. For graduate teachers entering their first year of teaching, I imagine they might have a similar response—maybe even more of one than the other!
Current debates in English/Literacy education regarding AI integration swirl in equal measures. Irrespective of the concerns or potential benefits, there are implications for the pedagogies and practices for all teachers. Rapidly evolving classroom contexts have already inspired an avalanche of AI-generated lesson plans, assessment rubrics, and teaching resources, often without frameworks to evaluate their pedagogical validity. This article shares how a final English course in an education degree, both supported and stretched the students’ and teachers’ individual and collective learning. More importantly, working together to address problems of practice produced a co-constructed framework—one designed to guide teachers and students through the creation of AI-generated multimodal texts in classrooms.