The Evolving Role of AI in Education
Promising Transformation or Tool Overload?
When generative AI first entered classrooms, it promised a revolution. However, many educators now find themselves navigating an overwhelming array of tools. While education technology (edtech) vendors rapidly integrate AI into teaching, teachers are establishing clear boundaries: AI should be a time-saver, not a replacement for their professional judgment. Educators seek support for differentiation rather than decision-making, prioritizing tools that align with their teaching values and realities.
Addressing Time-Consuming Tasks
Consistently voiced among educators is the desire for AI to handle repetitive, time-consuming tasks that do not involve human interaction or judgment. Administrative duties and basic instructional support lead the list of preferences.
Irene Farmer, a first-grade teacher at Francis Wyman Elementary in Massachusetts, illustrates this with her experience incorporating AI in her classroom. When searching for a fun end-of-year activity involving Candyland, gummy bears, and phonics, she turned to ChatGPT for inspiration. While AI provided a creative idea, it was Farmer’s own expertise and understanding of her students that ultimately made it effective.
Others, such as Valentin Guerra, an instructional technology specialist at Pharr-San Juan-Alamo Independent School District in Texas, report that teachers rely on AI for creating rubrics, unpacking standards, writing choice boards, and generating parent flyers—tasks that detract from valuable student interactions.
The Promise of Personalization
AI’s most exciting potential may lie in its ability to personalize learning. Platforms like Diffit and MagicSchool AI are assisting educators in scaffolding reading materials, translating documents, and highlighting vocabulary—all within seconds.
“That’s a game-changer for differentiation,” says Kim Zajac, a speech and language pathologist at Norton Public School in Massachusetts. “AI’s capacity to customize content enables educators to meet each student at their individual level, significantly reducing the time needed for differentiation.”
For multilingual learners and students with special needs, AI shows particular promise. For example, educators at Burnt Hills-Ballston Lake Central School District in New York piloted Google’s Class Tools, which transcribes and translates teachers’ voices in real time. “It was worth its weight in gold,” remarks IT Assistant Director Mike Steinberg.
The Importance of Teacher Relationships
Despite the growing adoption of AI tools, teachers are setting firm boundaries regarding what AI can and cannot do—particularly when it comes to student-teacher relationships.
“At the end of the day, AI can alleviate repetitive tasks, but it cannot replace the essential human connection between teachers and students,” asserts Allison Reid, senior director of digital learning at Wake County Public Schools in North Carolina. “If saved time doesn’t facilitate meaningful engagement, what’s the point?”
Grading remains a point of concern, with many teachers opting to use AI merely for assistance rather than full automation. Steinberg notes that some educators utilize AI to highlight specific aspects of student work aligned with rubrics but refrain from allowing AI to assign grades. “Teachers are looking for guidance, not outsourcing,” he says.
In special education, Zajac emphasizes the importance of establishing boundaries for AI. “We don’t want AI making decisions about therapy or care paths; those must come from clinical judgment,” she explains. However, she appreciates AI that can transcribe, analyze anonymized data, and flag significant insights for human review.
Aligning Development with Educational Needs
One major misstep occurs when vendors create AI tools devoid of educator input. “When companies lack understanding of how schools operate or the pedagogical nuances involved, they often miss vital opportunities,” Reid remarks. She commends organizations that include educators on their advisory boards and advocates for diverse practitioner insights as development continues.
From Substitution to Transformation
“Currently, we’re mainly substituting AI for traditional tasks instead of transforming teaching methodologies,” says Chantell Manahan, director of technology at the Metropolitan School District of Steuben County in Indiana.
Teachers are calling for more integrated solutions that incorporate pedagogical knowledge. Manahan shares an example: “Can I ask the AI to analyze my lesson plan and check for SIOP (Sheltered Instruction Observation Protocol) adherence? If it’s not there, can it suggest modifications?” This would truly elevate teaching practices.
Mark Bannecker, an English teacher at North High School in Missouri, is developing AI-powered learning modules that guide students through skill-building exercises. “The AI can explain connotation, have students practice, and then prompt them with questions related to the text,” he notes. “This modular approach allows the AI to serve as a mentor while I focus on fostering soft skills that require human interaction.”
A Collaborative Future with AI
Educators envision AI as a supportive partner in the teaching process. “How can we merge our pedagogical knowledge, technical skills, and AI capabilities to strengthen the art and science of teaching?” Manahan asks. “AI will not replace the art; it can enhance the science, allowing teachers to concentrate on what truly matters.”
She sees potential in using AI as a collaborative tool within data-rich environments, such as personal learning communities. “Can we use AI to analyze student data, assess interventions, and recommend research-backed strategies?” she wonders.
Tiffany Norton, chief innovation officer for California’s Desert Sands Unified School District, supports this notion, emphasizing that AI should be tailored to meet specific needs rather than adopting a one-size-fits-all approach. “We began deploying tools slowly, starting with principals and district leaders. Teachers desire resources tailored to their subject areas,” she explains.
Lisa Watkins, Executive Director of Instructional Technology at Gwinnett County Schools in Georgia, echoes this sentiment. “We focus on essential skills rather than just tools. What do we want students to learn? That priority comes first,” she clarifies.
Ultimately, as Bill Bass, innovation coordinator at Parkway School District in Missouri, summarizes, “AI won’t replace teachers, but it can help us transcend limitations, automating mundane tasks and creating space for what matters most in education.”
Conclusion
The integration of AI in education holds significant potential, provided it aligns with the needs of educators and enhances the teaching-learning experience. By focusing on collaboration and personalization, AI can indeed become a powerful ally in the quest for effective and meaningful education.
Questions and Answers
- What is the primary concern of educators regarding AI in the classroom?
Educators primarily want AI to save them time on repetitive tasks while respecting their professional judgment and maintaining human connection with students.
- How can AI assist with personalized learning?
AI can help scaffold reading materials, translate documents, and customize content to meet the diverse needs of students, particularly those with multilingual and special education needs.
- What boundaries do teachers want to maintain when using AI?
Teachers want to retain control over student-teacher relationships and critical decision-making, particularly concerning grading and individualized education plans.
- Why is it important for AI tool developers to include educators in the design process?
Involving educators ensures that tools are relevant, effective, and tailored to real classroom needs, rather than being based on assumptions that may miss key pedagogical elements.
- What is the ultimate goal for the integration of AI in education according to educators?
The ultimate goal is to allow AI to support and enhance the teaching process, freeing teachers to focus on meaningful interactions with their students and the art of teaching.
