Natasha Anne Rappa

This study critically examines the integration and impact of large language models (LLMs), such as ChatGPT, on higher education. As generative artificial intelligence (GenAI) has become increasingly embedded in society, its influence in higher education has raised important questions about its potential as an epistemic authority and whether educators should embrace its use. Drawing on reflections from three teacher-educators at two Australian universities, this chapter explores the impact on learning posed by GenAI. Central to the discussion is the challenge of discerning truth/s, the ethical dilemmas that GenAI platforms present, and the changing landscape of education in which the technology serves as a tool and topic of critical exploration.

As prospective elementary school teachers, students in the department of elementary teacher education (PGSD) are equipped with the basics of teaching skills through microteaching courses. However, in Indonesia, no microteaching courses utilize technology to help students develop their teaching skills. Through collaborative research with Murdoch University and the University of Newcastle, students at the department of elementary teacher education at Universitas Negeri Surabaya (Unesa) were allowed to do microteaching by utilizing Microteaching 2.0 technology in the form of a Simulation Laboratory (SimLab). This article aims to describe the teaching skills that the Unesa PGSD bilingual students have successfully developed with the help of SimLab. The data was collected through Zoom recording, interviews during reflections, and questionnaires. The results showed that the response of avatar students in Microteaching 2.0 technology helped prospective teachers develop the ability to hold variations in learning, ask questions, and teach small groups or individuals. This research shows that students who want to become teachers need this technology to practice teaching before they work with real students.

This chapter examines how systemic language and literacy support for content-area teachers to enhance their students’ learning is realised in Singapore with a focus on science at the secondary level. It highlights theoretical underpinnings that inform the perspective of disciplinary literacy guiding this work and describes how disciplinary literacy is contextualised in Singapore against what is broadly understood as effective communication. It unpacks the nature and extent of systemic support for developing literacy in science with specific reference to the professional learning courses and school-based collaborative research. The chapter addresses the challenges encountered and discusses the implications which impact curriculum and pedagogy in the integration of disciplinary literacy practices to meet students’ needs in the learning of science.