Featured Writing

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Published

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Eutsler, L., Rivera, B., Barnes, M., & Cummings, J. (2025). Artificial intelligence policies in K-12 school districts in the United States: A content analysis shaping education policy. Journal of Research on Technology in Education, 1–25. https://doi.org/10.1080/15391523.2025.2476589

Abstract

Generative artificial intelligence (AI) has been embraced by educators and students, making it one of the fastest-growing technologies in education. However, unethical uses of AI hinder its acceptance and potential use for good. From a sample of 9,229 K-12 school districts in the United States, this study systematically applied content analysis to search for AI policies from 191 districts, with a balance of district locale. In May 2024, 14.13% of school districts (n = 27) across 20 states and the District of Columbia had an AI policy. Latent Dirichlet Allocation (LDA) identified underlying patterns: academic integrity, responsible use of AI, teacher guidelines and permissions, data privacy and security, and educational enhancement and support. Implications inform the earliest stages of AI policy development in education.

Under Review

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Eutsler, L., Hayes, A. Heap, T., Knapp, E. J., Cockerham, D., Barnes, M., Strickland, J., & Mohammad, N. (revision 1 submitted). Closing the gap: Co-designing immersive literacy to tackle the fourth-grade slump. Blinded

Paper provided to committee using limited-access folders.

Abstract

This study examined third-grade teachers’ perspectives on the integration of an immersive literacy prototype within their literacy instruction, using a basic qualitative and participatory design approach. The research was motivated by the persistent fourth-grade slump, where some students experience a decline in reading achievement as they transition from learning to read toward reading to learn. Fourteen teachers spanning 13 states across the United States completed a survey capturing current literacy curricula, perceived barriers to literacy engagement, and needs for adopting innovative tools. Findings revealed substantial variation in literacy curricula, ranging from district-provided programs to teacher-created materials, with a blend of print and digital resources and, in some cases, no formal curriculum. While time was mentioned, teachers emphasized that a lack of literacy resources, particularly funding, appropriate materials, and access to relevant content, most hindered student engagement. Teachers viewed immersive technology as potentially valuable for increasing student motivation and literacy outcomes, but stressed the need for sustained training, technical support, administrative approval, and budget allocations to ensure successful adoption. These insights inform the design of more personalized and engaging reading experiences that address both student learning needs and the practical requirements for teacher uptake.

Publishable

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Rivera, B., Barnes, M., Eutsler, L. (2025). Artificial Intelligence Tools, Implementation, and Data Security in K-12 Education: A Scoping Review.

Abstract

This scoping review broadly evaluates the current research on Artificial Intelligence (AI) in K-12 education systems. It looks at literature to identify three specific areas: AI tools in education systems, how AI tools are being used, and what efforts are being made to protect student data. Together, the three areas will help inform this field and identify gaps for future research. The review found that ChatGPT was the platform most frequently identified by name. Uses of Generative AI could be categorized into administrative tasks, instructional affordances, and personalized learning. Concerns center on academic integrity, degradation of thinking skills, and equitable access.

Paper provided to committee using limited-access folders.

Rivera, B., Barnes, M., Eutsler, L. (2025). Exploring Librarians’ AI Acceptance and Concerns Through the Stages of Concern and TAM Models.

Abstract

The digital landscape is rapidly evolving, creating new ways to access and generate information. For librarians, the development of AI blurs the lines of data creation, curation, and access. As early adopters, librarians are in unique positions to influence how AI is integrated into K-12 education systems. This study examines the perceptions and concerns of this key stakeholder group by combining the survey instruments for the Technology Acceptance Model (TAM) and the Stages of Concern (SoC) framework. The instrument showed acceptable reliability across all subscales with a Cronbach’s alpha of .849 for the SoC items and .930 for the TAM items. Findings from this study identify how the TAM and SoC frameworks overlap and inform each other, providing nuanced insights into the preparedness of librarians and their viewpoints on AI’s place in K-12 learning environments. The findings of this study highlight the ongoing evolution of the role of the librarian as new technologies continue to emerge.

Paper provided to committee using limited-access folders.3

Class Work

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Barnes, M., Cummings, J., & James, S. (2024). Semantic Differential Survey on the New Texas Essential Knowledge and Skills for Computer Applications (TEKS). Click here to read

Course Work 6511 Quantitative Analysis

Abstract

Texas implemented new Texas Essential Knowledge and Skills (TEKS) for technology applications in the 2024-2025 school year for students in grades K-8. The updated TEKS were substantially different in that they are organized thematically rather than by grade level and creating new categories of learning strands. This paper utilized a modified STEM semantic differential survey to investigate K-12 teachers’ perceptions of these new standards. Analysis of survey responses (n=337) suggests that these skills can also be organized by behaviors with technology, cognitive behaviors with technology, and data literacy. A fourth scale focused on negative affect with technology, or disengagement with the new standards. Analysis did not show differences across academic divisions, indicating strong support across grade bands although age did increase likelihood of having a more negative outlook on technology. Texas Education Association recommendations for returning to technology as a separately taught class was not supported by the analysis of the data.

Barnes, M. (2024). Exploring Media Literacy through Hands-On Exploration: Art Assemblage. Click here to read

Course Work 6020 Lesson Plan

Abstract

This library lesson provided a hands-on opportunity to explore how perspective impacts visual messaging. Students watched a video of author-illustrator Aaron Reynolds discussing his inspiration for the illustrations in Creepy Carrots and how he used perspective in the illustrations of the book to enhance the readers’ emotional engagement. After this, the students rotated through stations where they checked out books, looked at a deconstructed copy of the book hung in the library, or built art assemblages out of found materials and documented 2 images of their creation – one from above and one from any other chosen angle. The images are collected in a digital book creation platform for whole-group review at the end of class.

Course Work 6250

Barnes, M. (2024). Soft systems analysis: Digital tool selection in the Classroom. Click here to read

Abstract

Every student is the center of a multi-tier educational system which makes decisions on their behalf. This includes decisions on which technology they have access to. This study utilizes Checkland’s Soft Systems Methodology analysis to uncover the layers of influence on digital tool selection and use in formal learning environments. A CATWOE analysis was performed by a practitioner-researcher to uncover Educators have multiple routes for digital tool discovery, each requiring various levels of interaction with wider parts of the educational technology systems in schools. Understanding the systemic complications impacting teacher’s ability to make the best choices for their students’ social, affective, and cognitive needs. Each layer offers potential stops in the digital tool selection process, with levels closer to the teacher having a higher likelihood of impeding selection compared to potential barriers in the wider learning ecosystem. This analysis is followed by a proposal for implementing immersive VR computers in a private K-12 school in Dallas, TX and a plan for measuring implementation success.

Barnes, M. (2024). Ethical Considerations on the Adoption of Educational Technology. Click here to read

Abstract

This paper looks at the intersection of cognitive neuroscience, educational technology, and neuroethics to explore the current state of technology integration frameworks. Cognitive neuroscience has made large gains in understanding how the brain physically develops. The development of the brains of students, and the relationship to cognitive process are both reinforcing and reimagining teaching in the classroom. Most frameworks used to analyze educational technology inclusion in the classroom do not consider students or the emerging findings of cognitive neuroscience. Finally, we apply the neuroethical frameworks to the educational technology frameworks presented.

Course Work 6000 Position Paper

Conference Presentations

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1. AECT 2025

   President's Award

   Kansas City, MO

   **Paper Presentation:** "AI District Policy Analysis: Informing Educational Technology Policy for Tomorrow’s Needs."
2. AECT 2025

   October 2025

   Kansas City, MO

   **Panel Presentation:** "Stepping Into the Spotlight: Librarians as Technology Leaders" Panel discussion on the role of libraries as technology leaders in K-12 education. Role: Moderator.
3. SITE 2024

   March 2024

   Las Vegas, NV

   **Best Practices Presentation:** "Information Literacy for Elementary" Best-practices presentation using a modeled inforamtion literacy library lesson for early childhood students.