Contents
Foreword: Forty-Two: Questability and AIs Kent den Heyer ?vii
Acknowledgments ?xiii
Introduction Christopher H. Clark and Cathryn van Kessel ?
. ?A Technoskeptical Approach to Generative AI in Social Studies Education ? 2
Daniel G. Krutka and Marie K. Heath
2. ?What Do We Educators Want to (Re/De/Mis)Generate With AI? ?29
Tim Monreal, Vi Trinh, Tina Soliday, Dawnavyn James, Patrick Kane, Matthew Cress, and Daphanie Bibbs
3. ?Unpacking the AI Hype: Essential Understandings and Recommendations for Social Studies Education ?42
Rachel Moylan and Lindsay Gibson
4. ?Integrity, Confidentiality, and Equity: Creating Secure and Trustworthy AI-Driven Tools for the Common Good ?
Curby Alexander and Liran Ma
5. ?Critically Collaborating With Artificial Intelligence (AI) to Enhance Social Studies Educators' Instructional Practices ?77
Michelle Reidel, Ariel Cornett, and Elizabeth Barrow
. ?Integrating AI Literacy Within Social Studies: An Argument, a Framework, and a Call to Action ?99
Thomas C. Hammond, Zilong Pan, and Julie Oltman
7. ?In AI We Trust? ? 9
Christopher H. Clark and Elizabeth Reynolds
8. ?Preparing Social Studies Teachers to Apply ChatGPT as a Linguistically Responsive Tool for Multilingual Learners Through Teacher Research ? 3
Kevin Donley
9. ?Using or Eschewing AI for Mixed-Media Art Journaling in History Education ? 52
Leslie Smith Duss
. ?(Posthuman) ABCs of Artificial Alternative Intelligence(s) and Implications for Social Studies Education ? 5
Erin C. Adams and Bretton A. Varga
Concluding Thoughts ? 84
Christopher H. Clark and Cathryn van Kessel
Endnotes ? 9
Index ? 93
About the Editors and Contributors ?2 5
