Partner-positioned teachers built students' AI literacy, while assistant and substitute teachers' transparency centered on gaming scores¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? AI literacy instruction stood out in partner classrooms more than in assistant or substitute classrooms, where transparency about AI related to gaming scores rather than learning about AI. → Hillary Greene Nolan 2024
Evidence¶
Hillary Greene Nolan 2024¶
Hillary Greene Nolan, Ph.D, Merijke Coenraad, Ph.D, Viki Young, Ph.D. (2024). Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, Center for Inclusive Innovation. https://digitalpromise.dspacedirect.org/items/4f2d86a3-9b66-4538-a5ad-977bb8fbacf7 doi:10.51388/20.500.12265/226
q2 · i? · qualitative · r2
Qualitative interview finding. Partner teachers taught students how the AI works, e.g., one explained "I think it's helped the 7th and 8th graders to learn the formula in order to break the formula, and to add their voice," and projected flawed 4-scored essays to show AI limits.
"AI literacy, or learning about AI and how it works, stood out as an emphasis in the classrooms of teachers who positioned AI as a partner more than those who positioned it as an assistant or substitute."
Discussion¶
Related Claims¶
- Trust in AI varied by positioning: partners saw bias and assigned their own grades, while substitutes trusted AI scores as actual grades — related
- Instructional coaches co-constructed implementation plans rooted in Kotter's framework to create the climate for change and make the change happen for an AI literacy tool — related
- The focus of teacher-student interactions differed by AI positioning: learning for partners, score-increasing for assistants, completion for substitutes — related
- Teachers who positioned AI as a partner remained instructional leaders, weaving the tool into rich instruction and using score data to decide what to re-teach — related
- Among 24 Topeka teachers, half positioned the AI as a teaching partner, 29% as a grading assistant, and 21% as a substitute teacher — related
- Educator AI training and readiness remain limited, with only about half of teachers trained on AI and resistance increasing at higher grade levels — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
partner-positioning-builds-student-ai-literacy |
title |
Partner-positioned teachers built students' AI literacy, while assistant and substitute teachers' transparency centered on gaming scores |
description |
Partner-positioned teachers built students' AI literacy, while assistant and substitute teachers' transparency centered on gaming scores |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hillary-greene-nolan-2024 |
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