Fostering Pre-service Teachers' AI Literacy: Lessons to Build Knowledge and Confidence

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Journal of Technology-Integrated Lessons and Teaching Cover. Volume 6, Issue 1, 2026.
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Published: Jun 19, 2026
DOI: https://doi.org/10.13001/jtilt.v5i1.10283
Keywords:
Artificial Intelligence, Educational Technology, Machine Learning, AI ethics

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Sohheon Yang
Indiana University Bloomington
https://orcid.org/0009-0003-8339-696X
Alyse Harris
Indiana University Bloomington
https://orcid.org/0009-0000-7499-3189
Leonardo Alba-Lopez
Indiana University Bloomington
https://orcid.org/0000-0003-1444-7156

Abstract

"Teaching with Technology" is an undergraduate course for pre-service teachers (PSTs) across all education majors. This paper details our approach to fostering PSTs’ Artificial Intelligence (AI) literacy and confidence by introducing foundational concepts, applications, and ethics. The curriculum integrates interactive digital tools to foster PSTs' engagement and critical thinking regarding AI. PSTs investigate concepts such as machine learning, create custom models using Teachable Machine, explore tools for AI education, discuss ethics, and develop AI guidelines for their future classrooms. Through hands-on activities, discussions, and reflection, PSTs deepen their understanding and demonstrate competency. Desired outcomes include increased AI literacy and confidence. Assessment includes observation of in-class activities and reflections.

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How to Cite
Yang, S., Harris, A., & Alba-Lopez, L. (2026). Fostering Pre-service Teachers’ AI Literacy: Lessons to Build Knowledge and Confidence. Journal of Technology-Integrated Lessons and Teaching, 5(1), 34–46. https://doi.org/10.13001/jtilt.v5i1.10283
Issue
Vol. 5 No. 1 (2026): Journal of Technology-Integrated Lessons and Teaching
Section
Article
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Author Biographies

Sohheon Yang, Indiana University Bloomington

Sohheon Yang is a Ph.D. student at Indiana University specializing in Instructional Systems Technology. Her teaching practice focuses on early childhood and teacher education, with a particular emphasis on technology integration. Recently, she has been facilitating numerous workshops for pre- and in-service teachers on AI education. Her teaching and research aim to foster learners’ agency.

Alyse Harris, Indiana University Bloomington

Alyse Harris is an experienced instructional designer and educational researcher. Her teaching and research bridges theory and practice, focusing on practitioner preparation, equitable technology integration, and literacy development. Alyse is currently a Ph.D. Candidate at Indiana University, Bloomington, in Instructional System Technology.

Leonardo Alba-Lopez, Indiana University Bloomington

Leonardo Alba Lopez is a fourth-year PhD student of the program in Instructional Systems Technology program at Indiana University Bloomington. His research interests focus on two primary strands. The first focuses on exploring phenomena surrounding emergent technologies, digital literacy, gamification, and assessment. The second examines issues in teacher education, specifically how preservice teachers make decisions about instructional materials and the integration of educational technology.