arXiv subjects

Yulia Lapicus

Publications and source records attributed to Yulia Lapicus.

3 recordsLinked to original sources

arXiv2026

Generative AI in K-12 Classrooms: A Midyear Implementation Report

This mid-year report summarizes teacher use of Colleague AI across 12 Washington State school districts from September 1 to December 31, 2025. Produced jointly by Colleague AI and AmplifyLearn.AI at the University of Washington, this report aggregates platform data and district-provided administrative records to provide an early look at how teachers engaged with AI during the first half of the 2025-26 school year. The districts vary in size from small districts with a few thousand students to large districts with up to thirty thousand students. The districts are rural, suburban, and urban. Only a subset of districts were able to provide mid-year administrative data, and findings that link teachers' use of Colleague AI to student characteristics should be interpreted as preliminary signals.

cs.CY↗

arXiv2025

AI as a Teaching Partner: Early Lessons from Classroom Codesign with Secondary Teachers

This report presents a comprehensive account of the Colleague AI Classroom pilot, a collaborative design (co-design) study that brought generative AI technology directly into real classrooms. In this study, AI functioned as a third agent, an active participant that mediated feedback, supported inquiry, and extended teachers' instructional reach while preserving human judgment and teacher authority. Over seven weeks in spring 2025, 21 in-service teachers from four Washington State public school districts and one independent school integrated four AI-powered features of the Colleague AI Classroom into their instruction: Teaching Aide, Assessment and AI Grading, AI Tutor, and Student Growth Insights. More than 600 students in grades 6-12 used the platform in class at the direction of their teachers, who designed and facilitated the AI activities. During the Classroom pilot, teachers were co-design partners: they planned activities, implemented them with students, and provided weekly reflections on AI's role in classroom settings. The teachers' feedback guided iterative improvements for Colleague AI. The research team captured rich data through surveys, planning and reflection forms, group meetings, one-on-one interviews, and platform usage logs to understand where AI adds instructional value and where it requires refinement.

cs.HC↗

arXiv2025

Emerging Patterns of GenAI Use in K-12 Science and Mathematics Education

In this report, we share findings from a nationally representative survey of US public school math and science teachers, examining current generative AI (GenAI) use, perceptions, constraints, and institutional support. We show trends in math and science teacher adoption of GenAI, including frequency and purpose of use. We describe how teachers use GenAI with students and their beliefs about GenAI's impact on student learning. We share teachers' reporting on the school and district support they are receiving for GenAI learning and implementation, and the support they would like schools and districts to provide, and close with implications for policy, practice, and research. Given the rapid pace of GenAI development and growing pressure on schools to integrate emerging technologies, these findings offer timely insights into how frontline educators are navigating this shift in practice.

cs.HC↗