Using a teacher inquiry method, we present the results of our investigation as to how candidates in teacher education integrated multimodal theory and practices into program assignments. One hundred ten candidates (N=110) participating in three sections of a graduate literacy course served as the data source for the inquiry. Our inquiry’s purpose was to investigate the candidates’ beliefs about the efficacy of multimodal compositions in classroom teaching, and the extent to which they used artificial intelligence tools when completing them. We required candidates to complete three multimodal projects using conventional and/or AI supported composition strategies. When analyzing the data, we prepared a frequency count to determine the percentage of hand-composed versus AI-produced artifacts for each multimodal project, and we conducted a thematic analysis of their written reflections and online discussion posts to identify recurring patterns and themes about the use of multimodal compositions. Results of our inquiry revealed that the candidates enthusiastically endorsed the use of multimodal compositions in classroom teaching, and they believed that such practices to be particularly effective and inclusive when teaching emergent bilingual students and students with reading difficulties. Candidates also expressed concern that multimodal compositions might foster an overemphasis on the product of student compositions rather than the processes involved when learning new concepts and skills. We conclude by asserting that by employing multimodal forms of expression in classroom teaching, our candidates will be better able to support and advance their students’ learning.
I am a Professor and Coordinator of the Literacy Education at Pace University in Pleasantville, New York, where I teach courses on literacy topics to preservice and practicing teachers. I am an active member of the Literacy Research Association, and the American Educational Reading... Read More →
Wednesday October 21, 2026 10:30am - 11:20am EDT Garden Room
The profession of teaching is changing at an unprecedented speed. Teachers are tasked with adapting to a changing technological and instructional landscape, increased mental health concerns of students, and politicization of their work; understanding the ways in which teachers conceptualize their professional identities can help to address persistent challenges such as teacher retention and aligning teacher education with the current context of teaching. This presentation describes findings from a mixed-methods study investigating how teachers construct and express their professional identity through Instagram posts. The methodology combines qualitative content analysis of Instagram posts with focus group discussions to provide rich, contextualized data on teacher professional identity development. Turning to Instagram as a source of information about teachers’ professional identities reflects the ubiquitous nature of social media in the lives of teachers, yet the approach and questions are novel because most social media research about teachers has focused on the ways in which they adopt tools or learn new instructional techniques.
Anne Burns Thomas is a Professor in the Foundations and Social Advocacy Department in the School of Education at SUNY College at Cortland. A former middle school teacher, her research interests include the nature of support for new teachers in urban schools, urban teacher education... Read More →
Wednesday October 21, 2026 11:30am - 12:20pm EDT Garden Room
This presentation will explore the CAEP accreditation process, emphasizing flexibility, strength, and balance. Attendees will learn how to adapt to shifting state and federal policies, build strong assessment systems, and maintain equilibrium across standards. Practical strategies for addressing standards will be shared.
