Chaminade University of Honolulu

Master of Arts in Teaching

Artificial Intelligence

Embracing the use of AI in education

Dr. Denise Dugan believes that AI will only continue to progress and evolve as new data flows in.
Dr. Denise Dugan believes that AI will only continue to progress and evolve as new data sets flows in.

Long before it was reduced to an uppercase two-letter acronym, artificial intelligence (AI) was already present in education with early systems focused on using simple algorithms to automate certain educational tasks. In the 1970s, the emergence of Intelligent Tutoring Systems (ITS) was designed to provide personalized instruction based on individual student needs, more commonly known today as Individual Educational Plans. These days, OpenAI dominates the conversation and headlines.

“AI has been in education in some iteration for decades now,” says Denise Dugan, Ph.D., Assistant Professor of Special Education and Elementary Education. “The danger of AI these days is that current students have too much reliance on it, rather than simply using it as another available resource.”

In an op-ed to the “Chicago Tribune,” Chaminade Provost Lance Askildson opines that recent advances in artificial intelligence have given rise to hyperbolic predictions of the decline of many human roles and professions.

“In fact, purported AI platforms such as ChatGPT will never be meaningful replacements for writers, educators or people in general,” Askildson writes. “To understand why this is true, it is critical to remind ourselves of what ChatGPT is and how its architecture and capabilities relate to the science of human learning and the arts of writing and teaching, respectively.”

The conversation around AI didn’t just begin in 2023. The U.S. Department of Education initiated a project exploring the use of generative AI in 2020, partnering with Digital Promise to collect information and insights. Recently, the outcomes of that work were released by the U.S. Department of Education Office of Educational Technology. Titled “Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations,” the new report addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education.

The report further describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks. This paper also explains AI in education and gives a pros-and-cons summary, and suggests districts develop a policy defining parameters for AI use in education.

During an educator workshop hosted by Hawaii Education Association, Dugan and Chaminade students Abigail Eli ’23 Gabe Zapata-Berrios ’24 were among the attendees who discussed not only the ethical dimensions of AI, but also its legal ramifications.

“I can see how AI is having an impact on educators and students,” says Eli, who is pursuing her master’s in counseling psychology at Chaminade and is one of three Community Homeless Concerns liaisons with the Hawaii Department of Education in the Nanakuli-Waianae Complex Area. “I think it could be beneficial for our Waianae students who struggle with the concept of writing. I think they can learn from seeing something that’s well written.”

Starting his student teaching in Kailua, Zapata-Berrios has experimented with AI in his own studies, using it, for example, to create lesson plans, which typically take a lot of time.

“AI will write a complete lesson plan in less than 10 seconds,” Zapata-Berrios says. “This lesson plan is typically pretty good as a first draft. If I want I can ask the AI to revise it for me or I can just take that draft and revise it myself. I would always recommend revising it yourself because AI is not perfect.”

Abigail Eli '23 is now pursuing her master’s in counseling psychology at Chaminade.
Abigail Eli ’23 is now pursuing her master’s in counseling psychology at Chaminade.

While academic dishonesty tops the list of educators’ concerns about AI in education, teachers also worry that increased use of AI may mean learners receive less human contact. It’s a valid point that Askildson succinctly affirms in his letter to the editor, noting that “the science of human learning has shown us that students learn not only through their abilities of reasoning, interpretation and creative expression—which ChatGPT lacks— but also with the help of teachers who engage them in a two-way dialogue accompanied by feedback that is adjusted to their understanding and overall needs.”

From a student’s perspective, the use of AI in education comes with both benefits and potential pitfalls. Some view AI-powered tools as a way to provide additional support to students with diverse learning abilities, making education more inclusive. It can then assist in addressing specific challenges students may face.

Others are skeptical about its accuracy and its susceptibility to spread misinformation and disinformation. It’s also biased since AI can only be as smart or effective as the quality of data it is provided, and algorithms can be manipulated and skewed.

“Some of the teachers we heard from said they wanted to stay away from AI all together, that it was too controversial,” Dugan says. “They were afraid of plagiarism and cheating, and not being able to detect it. But I say AI is here to stay; it’s not going to go away and it will only progress.”

“AI is going to keep growing and infiltrating more parts of our lives,” adds Zapata-Berrios. “It’s already all over the place and constantly analyzing and improving. It will become more prevalent in classrooms, however, I don’t think it will become something that the students use to outsource their thinking. I think it’ll be present without the students knowing it’s there.”

Passion for Montessori Lands Alumna Coveted Research Position

Emily Yerington, MAT '19, smiling at the camera with a floral background

Emily Yerington, MAT ‘19, has fond memories of the Montessori school she attended as a child. Now, she’s on a mission to add to the body of knowledge about the educational philosophy—known for its focus on student-guided learning—as part of a journey that’s taken her from Chaminade to Harvard.

Yerington enrolled at Chaminade’s Master of Arts in Teaching (MAT) program with a concentration in Montessori education after seeking more information from several universities that offered what she was looking for: a graduate degree with both Montessori and state teaching credentials. “I didn’t know much about Chaminade’s program,” said Yerington, who was living in Washington, D.C. at the time. “But they personally reached out to me, answered all my questions, and made sure it was a good fit.”

As part of Chaminade’s MAT program, Yerington attended class online and then participated in summertime sessions on Chaminade’s campus with other members of her cohort. She said those in-person opportunities really made a difference, allowing her to get field experience, learn more about the educational passions of her peers and build strong relationships with her professors.

Emily Yerington, MAT '19, wearing a Chaminade shirt and smiling at camera

Among those professors: Dr. Elizabeth Park, the director of Chaminade’s Early Childhood and Montessori programs, who couldn’t be prouder of all Yerington has accomplished since graduating from the university. She said it has been especially wonderful to see someone who was educated in the Montessori approach pursue research questions about Montessori education. “Seeing how she approaches learning was just very striking for me. This philosophy really works,” Park said.

The Montessori approach to education, developed by Italian doctor Maria Montessori, seeks to put children at the center of their learning. “She believed every child had their own pace of development,” Park said. “She also really believed in the importance of helping students become independent.”

It’s an educational philosophy that Yerington has seen the benefits of firsthand.

After graduation from Chaminade, Yerington started teaching at a public Montessori school in her neighborhood. It gave her the real-life knowledge she needed to take her next step: returning to school to pursue research into the effectiveness of Montessori education. She applied to a master’s degree program at Harvard, seeking references from Chaminade professors, and was accepted. She recently graduated with her Master’s of Education in Human Development and Psychology degree.

Emily Yerington, MAT '19, sitting with a student teaching

And after completing that program, focusing on Montessori educational practices along the way, Yerington landed a coveted research position under a Harvard professor at the Boston Children’s Hospital’s Nelson Laboratory, where she is currently studying cognitive function in children from infancy to age three. The goal: to develop an assessment at the earliest years of development, when interventions are most effective.

Yerington is also planning to pursue doctoral studies to further delve into research of Montessori programs, especially now that more are offered in public schools. “Now that we have more of these programs, I want there to be more evidence about how effective or ineffective they are,” she said.

While Yerington said she’d never heard of Chaminade before she found its MAT program with a Montessori concentration and applied, she is so happy she attended. “I tell everyone how much I loved Chaminade,” Yerington said. “I’ve been to three universities, one of which is probably the most well-known in the world. But I was absolutely best supported at Chaminade.”

She added, “That level of support, it came from everyone. It’s a high-quality education.”

That’s music to Park’s ears.

“I feel like a proud mom,” she joked. “Emily is so incredible, and I am so happy we were able to contribute to her success, even just a little bit. I cannot wait to see what she does next in her research.”

If Teaching is Your Passion, Save Time and Money with Our New 4+1 Program

Over the past decade, there has been a consistent increase in the number of students enrolling in graduate programs. For some, it is a requirement in their job field. For others, it is the desire to earn more money, those with master’s degrees earn on average 23% more than those with bachelor’s degrees. Others are just looking for a way to stand out from the crowd. No matter the reason, making the decision to pursue an advanced degree means committing to more school and paying more tuition. It also means delaying entry into the workforce.

Imagine being able to complete both your bachelor’s and your master’s in only five years. Our new 4+1 Program does just that. This new program offers students the opportunity to obtain their bachelor’s and their Master of Arts in Teaching (MAT) in just five years. Meaning, students save on a year of tuition and can enter the job force sooner.

“Although many students desire to or consider pursuing an advanced degree, they are often put off by the idea of an extra two years of school. For many students the option may not even be financially feasible,” says Education Dean, Dr. Dale Fryxell. “However, thanks to accelerated programs, like our new 4+1 Program, more students are able to pursue advanced degrees.”

Normally, deciding to pursue your master’s means committing to an additional two years of school. Students will often decide to enter the job force before returning to school to obtain their M.A. or M.S. With an accelerated program, such as our New 4+1 Program, students are not only able to complete their education quicker and enter the workforce sooner; they are starting their careers better prepared than many of their colleagues.

“An advanced degree is an asset to any person entering the job force,” says President, Dr. Lynn Babington. “It’s a way to stand out amongst the rest.”

The 4+1 Program allows students to pursue their undergraduate degree in any field, as long as they minor in Education. Once a student completes their undergraduate studies with their education minor, they will be eligible to apply for the MAT graduate Program and, thanks to this accelerated program, graduate with their master’s after only one year.

For ‘Outstanding Graduate’ Melissa Cortez, Aiding Needy Families in Lima, Peru, was Life-Changing

Melissa Cortez, who’s earning a Master of Arts in Teaching (Elementary Education) degree at Chaminade University, received an education of a different sort when she volunteered to construct houses for needy families in Lima, Peru.

She learned about a vastly different way of life by witnessing the gratitude, generosity and steadfast faith in God that impoverished South Americans possess in abundance.

Accordingly, Cortez – who will be honored in December as the Division of Education’s “Outstanding Graduate” – received much more than she gave on a life-changing, 12,000-mile, roundtrip journey.

“It was good to experience what the less fortunate experience,” said Cortez, a sixth-grade teacher at Damien Memorial School in Kalihi. “We left our phones and laptops behind. We traded all we knew for a simple life.”

Selecting Cortez and a small group of Mainland educators for the two-week home-building project was the Congregation of Christian Brothers, a religious order that sponsors Damien and other Edmund Rice Catholic schools in the U.S. and Canada.

The humanitarian mission’s primary focus, Cortez explained, was “standing in solidarity with those who are marginalized by poverty and injustice.” Peru is so overpopulated, she said, that families often live in small, flimsy houses high above the flatlands where there’s a lack of running water and electrical service.

“The Brothers dedicate their whole lives to helping these people,” Cortez said. “Every day they’re going up into the hills, getting to know the families, seeing what hardships they’re going through. They’re building solid and positive relationships with the people, especially those who are suffering – those who truly need help.”

Melissa Cortez in Lima, PeruCortez and her team assisted two families. The father of one family has a lung disease and can’t afford proper medical care. The other father is afflicted by seizures – caused by worms in his brain – and can no longer support his wife and two young boys.

When the volunteers finished their strenuous construction work each day, they wrote down their thoughts in journals.

“The Brothers asked us to reflect on what we did, the people we met,” Cortez said. “But the question wasn’t: What did we do for the less fortunate today? The question was: What did the less fortunate teach us today? The less fortunate taught us to be grateful. They taught us to have faith.”

Although Cortez only spent a fortnight in Peru, she left as a changed person.

“I realized that a lot of things I take for granted on a daily basis are luxuries to these people,” she said. “But they have an unwavering faith in God and they have their families. That’s really all they need to survive.”

The Master of Arts in Teaching program offers licensure in Early Childhood Education, Elementary Education, Secondary Education and Special Education.

Alumna Lorna Gomes ’05 Finds Her Life’s Calling in Elementary Education

At one point in her life, Chaminade University alumna Dr. Lorna M. Gomes ’05 thought her future belonged in the financial industry. Accordingly, the Sacred Hearts Academy graduate earned a bachelor’s degree in business management and launched a banking career. But something was missing.

“I had always wanted to teach,” Gomes said, “so I decided to return to college to pursue this dream. The Chaminade program was convenient to my lifestyle because classes were online and in the evening.”

Lorna GomesWhile earning her master’s degree in Early Childhood Education, Gomes served as a student teacher at Lanikai Elementary Public Charter School – now called Kaʻōhao School – in Kailua. Today she teaches language arts, mathematics and social studies to fourth graders at Kaʻōhao, where she also worked as a curriculum coach and media coordinator.

This dedication to helping students succeed prompted School Director Ed Noh to recognize Gomes as an “outstanding teacher.”

“Dr. Noh consistently includes me in school-wide decisions,” Gomes said, “and I am currently a grade-level chair as well as a mentor to a University of Hawaii student teacher. I have been on numerous hiring committees and the strategic planning committee. This is my 14th year here.”

At the encouragement of a previous school director, Gomes earned a doctorate in Education Leadership in 2014 from the University of Hawaii at Manoa. Her dissertation focused on “helping reluctant readers become better readers.”

Reflecting on her time at Chaminade, Gomes said the Division of Education program “allowed me to feel successful in pursuing my master’s degree, and I did make some nice friendships that I still maintain today.”

“The collegial atmosphere with small classes were definitely highlights,” Gomes said, adding that she was especially influenced by Dr. Margaret Mize’s children’s literature class.

“I just would like to encourage anyone considering a higher education degree to give Chaminade a look,” Gomes said, “because it is a fine institution with excellent professors!”

Chaminade University’s Master of Arts in Teaching program is part of the Division of Education, and offers state-approved licensure in early childhood education, elementary education, secondary education and special education.

Knowledge Learned at Chaminade Helps Nakoa ‘15 Earn Milken Foundation ‘Teacher of Promise’ Award

“Old school” chalkboards and erasers remain fixtures in many classrooms. But Chaminade University graduate Peter Kai Mana Nakoa ‘15, an instructor at Nānākuli Elementary School, knows the future of education is digital, not analog.

The knowledge Nakoa gained through Chaminade’s Master of Arts in Teaching (MAT) program helped him earn the prestigious “Teacher of Promise” accolade in March from the California-based Milken Family Foundation. Milken awards are often called “the Oscars of teaching.”

Peter Kai Mana Nakoa (MAT ‘15)Nakoa, affectionately known by his students as “Kumu Kai Mana,” is also the first Hawaiian Language Immersion Education teacher to win this award.

Since graduating from Chaminade, Nakoa has assumed additional leadership roles at his school on Oahu’s Leeward Coast. This includes joining a cohort that’s integrating technology into the classroom to support a Digital Common Core Curriculum. He’s also part of an instruction and assessment group that determines what curriculum will be implemented at the school.

Nakoa credits MAT with providing a solid foundation in the latest teaching methods.

“I was able to apply what I learned in my classes and use it with my current students at the time and get real results and data that I could then use to drive my instruction,” Nakoa says.

Another benefit of his Chaminade education, Nakoa says, was learning how to adapt teaching methods to multiple grade levels.

“Because I teach combination and multiple grades at one time, learning how to differentiate my instruction really does help me to address all benchmarks and standards for all my students, regardless of their grades,” Nakoa says.

And that, he says, “has become a key to ensuring that all my students succeed and holomua (progress).”

The Master of Arts in Teaching (MAT) program is part of Chaminade’s Division of Education. MAT is designed for students who graduated with a Bachelor’s degree and and seek licensure to teach. MAT includes these state-approved licensure programs: Elementary Education with Licensure, Secondary Education with Licensure (with an emphasis in Math, Science, English or Social Studies), Special Education, and Early Childhood Education with Licensure. Chaminade’s undergraduate and graduate education degree programs are accredited by the Hawai’i Teacher Standards Board. The Montessori Program is accredited by the Montessori Accreditation Council for Teacher Education and affiliated with the American Montessori Society.