This volume provides five exploratory studies on the constraints and affordances of artificial intelligence (AI), specifically examining ChatGPT’s applications among preservice teachers preparing to teach multilingual learners. Through detailed analysis of classroom implementation, student perceptions, and pedagogical outcomes, this collection offers groundbreaking insights into how large language models can transform teacher preparation programs. Three studies present firsthand accounts of preservice teachers’ experiences with ChatGPT, revealing a pragmatic orientation where adoption hinges on student motivation, accelerated English language development, and ease of use. The remaining two studies investigate ChatGPT-produced text as an instructional tool, highlighting its potential for fostering critical analysis while emphasizing the necessity of thoughtful integration through careful teacher planning. This volume speaks directly to graduate students, teacher educators, educational technology specialists, TESOL professionals, and researchers in applied linguistics and AI ethics. It bridges multiple disciplines including educational technology, second language acquisition, teacher preparation, multilingual education, and artificial intelligence in education. The research presented in this volume contributes to ongoing conversations about technological innovation in classrooms, ethical considerations in AI implementation, and evolving best practices for preparing teachers to work effectively with multilingual populations in technology-enhanced learning environments. The chapters in this book were originally published as a special issue of Computers in the Schools.
