BC TEAL 2026 Annual Conference

Given the increasing attention to and application of Artificial Intelligence (AI) in education, investigating its ethical use is timely. AI safety concerns are not limited to deep fakes. They also include the ethical application of AI in classrooms such as bias, fairness, transparency, and academic integrity. The studies which have investigated using AI in education tend to lack ethical recommendations for educators. To address this gap, this study, informed by the Seoul Declaration for safe, innovative, and inclusive AI, will aim to review the application of AI in education and offer recommendations for educators to ethically employ it. First, the historical background of AI and the current landscape of AI in K-12 and higher education in international contexts will be explained. Then, the application of AI in Education will be reviewed, and ethical concerns will be examined. Finally, best practices for K-12 and post-secondary educators to implement AI in class will be offered.

Avenue transitioned to Moodle 4.5. As a result, instructors and administrators have access to a cleaner interface, improved navigation and new tools designed to support more efficient course design and delivery. This practical demonstration focuses on tips and tricks that help educators quickly adapt to Moodle 4.5 while making the most of Avenue’s teaching and learning environment.


Session participants will explore key interface changes, smarter ways to organize courses, content and efficiencies that will improve the Avenue learning experience for both instructors and learners. The session also includes navigation shortcuts, activity setup efficiencies and accessibility enhancing design choices. These can make Avenue courses easier to manage for educators and more intuitive for students.


Designed for educators with varying levels of Moodle experience, this session emphasizes what’s new, what’s different and what’s useful right now. Participants will leave with practical knowledge and strategies they can immediately apply in their Avenue courses to enhance usability, learner engagement and instructional efficiency.

This study examines how emotional and material entanglements shape the identities of six immigrant women teachers living across Canada. Drawing on qualitative interviews and visual narratives and analyzed through a material-discursive framework (Barad, 2007; Deleuze & Guattari, 1978/2020), the research explores how objects—such as jewelry, coins, and handwritten notes—act as emotional anchors that mediate belonging, literacy practices, and professional identity. Through these affective-material encounters, participants narrate how their emotional connections to objects sustain their resilience, foster multilingual literacy practices, and bridge transnational ties between home and host countries. The findings reveal that literacy development among immigrant educators extends beyond textual practices to include embodied, affective, and material dimensions of meaning-making. By highlighting the agency of emotions and objects in shaping self-perception and pedagogical engagement, this research contributes to new materialist perspectives in applied linguistics and immigrant teacher education. It advances understandings of literacy as a relational practice embedded in emotional and material life, challenging skills-based paradigms and offering implications for inclusive literacy policies and practices that honour teachers’ transnational experiences.