AI as a Lesson-Planning Partner in Preservice Teachers' Mixed-Reality Rehearsal

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Journal of Technology-Integrated Lessons and Teaching Cover. Volume 6, Issue 1, 2026.
Lesson PDF Lesson DOCX Internalization Slides Mursion Slides Microteaching Slides Internalization Activity Internalization Example Critical Friends Peer Feedback Thought Partner
Published: Jun 19, 2026
DOI: https://doi.org/10.13001/jtilt.v5i1.10327
Keywords:
Lesson Internalization, Mixed-reality simulation, Mursion, AI as a thought partner, Preservice Teachers, Instructional rehearsal, Instructional technology, AI Education, Peer feedback

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Nelson Cubas
University of Houston
Susie Gronseth
University of Houston
https://orcid.org/0000-0002-3535-3493

Abstract

This lesson helps undergraduate preservice teachers (PSTs) use artificial intelligence (AI) ethically and strategically during lesson preparation. PSTs engage in a structured cycle of lesson internalization, optional AI-supported planning, peer feedback, and mixed-reality teaching rehearsal. PSTs analyze provided digital citizenship lessons, complete a guided internalization worksheet, and decide when and how AI tools can support brainstorming, perspective-taking, organization, and instructional clarity. PSTs reflect on AI use and non-use through low-stakes planning and simulation observation tasks to build awareness of appropriate purposes, limitations, and ethical considerations when integrating AI into instructional planning.

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How to Cite
Cubas, N., & Gronseth, S. L. (2026). AI as a Lesson-Planning Partner in Preservice Teachers’ Mixed-Reality Rehearsal. Journal of Technology-Integrated Lessons and Teaching, 5(1), 100–109. https://doi.org/10.13001/jtilt.v5i1.10327
Issue
Vol. 5 No. 1 (2026): Journal of Technology-Integrated Lessons and Teaching
Section
Article
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Nelson Cubas, University of Houston

Nelson Cubas is a doctoral candidate in the Learning, Design and Technology program at the University of Houston. His research focuses on how emerging learning technologies such as artificial intelligence and mixed/reality experiences can strengthen pre-service teachers’ self-efficacy. He is especially interested in how large language models can support reflective teaching practices, streamline lesson planning, and promote continuous learning for both pre-service and in-service teachers. 

Susie Gronseth, University of Houston

Susie L. Gronseth, Ph.D., is clinical professor in the Learning, Design, and Technology program area in the College of Education at the University of Houston. She is also affiliated faculty in the Human-Centered Artificial Intelligence Institute in the C.T. Bauer College of Business and the Humana Integrated Health Systems Sciences Institute and coordinates the UH Population Health (UHPH) Affiliate Faculty program. Her research is characterized by a strong commitment to inclusivity, innovation, and interdisciplinary collaboration in focal areas of technology integration in teacher education, global perspectives on inclusive instructional design, and instructional systems technology applications in population health.