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AIandMentalHealth.pdfManuscripts
Groene, J. C. (2026). The Human-AI Stewardship Continuum: A developmental framework for institutional AI stewardship [Conceptual framework]. Manuscript submitted for presentation at the Association of American Colleges for Teacher Education Annual Meeting.
Groene, J. (2026). The space between prompt and pen: Using qualitative inquiry to interrogate AI writing and preserve student authorship [Conference proposal and instructional framework]. Conference on College Composition and Communication (submitted).
Groene, J. (2025). Co-Learning with AI: A longitudinal qualitative study of recursive authorship and instructional identity formation. Manuscript submitted for presentation and publication consideration, American Educational Research Association (AERA)
Groene, J. & ChatGPT (Evie). Becoming with Curiosity: A Case Study of Human-AI Coauthorship
Groene, J. Teaching AI with Integrity: A Higher Ed Syllabus Redesign Toolkit
Groene, J. AI as Research Partner: Rethinking the Human-AI Interaction in Qualitative Data Analysis
Groene, J., Possin, G., Adaptive Learning Institutions: Navigating the Systemic Transformation and Organizational Learning in AI Integrated Education, 2024
Groene J., Literacy as Social Justice
Groene, J. Maximizing Mathematical Conceptual Understanding with Language Opportunities Groene, J. The Arduous Undertaking:
Text Dependent Analysis Writing in Elementary Education. Groene, J., Sagrillo, J. Meta-Cognition: Miscue Analysis with Secondary Mathematics Students
Simulations
Groene, J. (2026). HACKED!: AI simulation experience [Educational simulation curriculum]. Resonance Consulting
Public Scholarship ⬇️
REFEREED PRESENTATIONS: I=International/N=National
N = National (Proposed)
Groene, J. (2025, Summer). AI Authorship in Education: Moving Beyond Reflection Toward True Partnership. Proposal submitted to AIED 2025.
I= Groene, J (2019, April). Miscue Analysis: Borrowing from Literacy for Mathematical Problem Solving Roundtable session presented at the annual meeting of the American Educators Research Association, Toronto, Canada.
NON-REFEREED PRESENTATIONS: I=International/N=National/R=Regional
R= Gray, J., Groene, J. (2023, March) The Appropriate Application of ChatGPT at Marian University.
Presented at Faculty Development for Sabre Hour. Fond du lac, WI
N/R= Groene, J (2022, May) CRP in the Mathematics Classroom. Presented at the Annual Meeting of Wisconsin Mathematics/NCTM Council. Green Lake, WI
R= Groene, J (2018, May) Using Technology to Remedy Discontinuity in Problem Solving. Presented at the Annual Meeting of Wisconsin Mathematics Council. Green Lake, WI
R= Groene, J (2017, June) Making Every Minute Count: Explicit and Implicit action language within Cognitively Guided Mathematical word problems. Roundtable presented at the annual meeting of the 36th Annual Wisconsin Literacy Research Symposium, Madison WI.
R= Groene, J (2014, February) Co-Presented at Wisconsin State Reading Association with WI RtI Center: Best Practices Demonstration of RtI, Milwaukee, WI
Selected Public Scholarship
Selected Public Scholarship
Groene, J. (2026, May 19). Part 2: Follow the money: AI in 3–5 years. The Liminal Space.
Groene, J. (2026, May 19). The need for psychology in the AI future. The Liminal Space.
Groene, J. (2026, May 7). We keep talking about AI like it’s either a god or a grocery list. The Liminal Space.
Groene, J. (2026, April 13). The problem wasn’t the AI. The Liminal Space.
Groene, J. (2026, March 24). We keep asking the wrong question about AI. The Liminal Space.
Groene, J. (2026, March 4). What happened when I tried to learn with AI. The Liminal Space.
Groene, J. (2026, February 24). AI literacy needs and a proposed solution. The Liminal Space.
Groene, J. (2026, January 27). Hacked! © pilot waitlist. The Liminal Space.
AI Systems & Futures Series
AI Systems & Futures Series
Groene, J. (2025, December 16). Blind spot 1: AI as a system. The Liminal Space.
Groene, J. (2025, December 22). Blind spot 2: Feeling safe because roles look stable. The Liminal Space.
Groene, J. (2026, January 9). Blind spot 3: Familiarity is being mistaken for readiness. The Liminal Space.
Groene, J. (2026, January 19). Blind spot 4: Expecting curiosity to compensate for exhaustion. The Liminal Space.
Groene, J. (2026, February 3). Blind spot 5: Training without redesign. The Liminal Space.
Abstract
Abstract
The COVID-19 pandemic significantly disrupted traditional education, necessitating a rapid shift to online and hybrid teaching models. This study initially aimed to investigate the impact of these changes on elementary literacy instruction. However, the findings predominantly reflect the broader experiences of teachers adapting their methodologies for remote learning during the pandemic. Grounded in the sociocultural theories of Vygotsky and Gee, this study how the shift to digital platforms influenced teaching practices, including literacy. The research employs a qualitative design, utilizing semi-structured interviews with ten elementary educators from various public and charter schools across the United States. These educators provided in-depth insights into the challenges and adaptations required for effective teaching during the pandemic. The participants' narratives revealed a broader focus on their overall teaching experiences and crisis management strategies. Key findings highlight significant challenges in maintaining student engagement and accurately assessing student development in an online environment. Although the integration of digital tools, flexible teaching methods, and culturally relevant pedagogies were discussed, they were often viewed as additional burdens rather than central strategies. The study revealed the complexity and resilience required of educators during this period, underscoring the importance of support systems for teachers. This study contributes to the broader understanding of teaching in crisis contexts, emphasizing the need for flexible, adaptive teaching approaches that can accommodate diverse learner needs. The critical role of technology in contemporary education is underscored, as well as the necessity for systemic support to aid educators in navigating unprecedented challenges. Insights from this study aim to inform best practices for teaching in online and hybrid learning environments, ensuring educators are better prepared for future educational disruptions. COVID-19 Pandemic Crisis Education Literacy Instruction Qualitative Research Remote Education Teacher Perspectives
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