Rate My Professor Kristen Gregory

Kristen Gregory is an Associate Professor in the Department of Elementary Education and Middle Grades Education in East Carolina University's College of Education. She instructs undergraduate and graduate courses in curriculum, assessment, and educational research. Her expertise includes educator professional development, community college faculty development, professional learning communities, disciplinary literacy, critical disciplinary literacy, classroom assessments, research methods, and self-study methodology. Gregory's recent scholarly interests focus on the integration of artificial intelligence and technology in education, including mobile learning, humanoid robots in early childhood settings, and the use of tools like ChatGPT in online discussions. She serves as a guest editor for the special issue "The Impact of Artificial Intelligence on Teaching and Learning" in the journal Education Sciences, alongside colleagues Xi Lin and Ken Luterbach.

Gregory's research contributions have garnered significant recognition in teacher education and literacy studies. She received the 2021 Cynthia L. Peterson Outstanding Journal of College Reading and Learning Article Award for her co-authored article "Trades-Based Literacy: Community College Faculty’s Exploration of Disciplinary Literacy" with Tom Bean. Key publications include highly cited systematic reviews such as "The use of mobile learning in PK-12 education: A systematic review" (2017, Computers & Education, 474 citations), "The use of mobile learning in science: A systematic review" (2016, Journal of Science Education and Technology, 335 citations), and "Humanoid robots supporting children’s learning in an early childhood setting" (2018, British Journal of Educational Technology, 137 citations). Additional notable works are "Examining preservice teachers’ perceptions of planning for culturally relevant disciplinary literacy" (2021, Journal of Teacher Education) and "A Case Study Investigating the Utilization of ChatGPT in Online Discussions" (2024, Online Learning). As part of the ECU PrepareCS team, she contributes to a two-year grant-funded project aimed at strengthening computer science integration in teacher preparation, involving Canvas modules, professional learning communities, and research on educator self-efficacy. Her work advances pedagogical decision-making and professional learning practices across pre-service, in-service, and K-12 contexts.