Artificial intelligence changes teaching work.
It is in overwhelming majority (90%) of the educators interviewed by the Edweek Research Center in December.
And almost all – 97 percent – they expect AI to change the work to teach at least a little over the next five years, according to the survey of national representatives with 990 teachers, directors and administrators of the district.
It is not yet clear if rapid development technology will have a positive or negative impact on teaching and learning. Experts have spoken The potential of the generator to transform education in a more personalized experience, but Skeptics are concerned On its biases, its tendency to make answers and its potential effects on human creativity and cognition.
However, some teachers began to experiment With technology, and a small but growing number even regularly uses AI tools in their daily work.
Education Week spoke to three veteran teachers who joined AI in their daily practice. For them, the use of AI was a great economy and has made work notoriously stress and high responsibility more manageable.
Here’s how each teacher uses technology in their work.
A secondary school teacher uses AI to generate quiz questions
When a colleague told him Cat At the beginning of his introduction at the end of 2022, Amanda Pierman was “so upset” and “mortified” by the thought of students who use a robot to make all their reflection. Now, the secondary school teacher at the Benjamin school, a private P-12 school in Palm Beach Gardens, Florida, says that its use of AI has become omnipresent in his daily life.
“I think that many teachers have had this huge intestinal reaction because they did not understand that it could be used positively,” said Pierman, who is also the school’s technological integration specialist.
After learning and played with a generative AI, Pierman has found many ways to use technology in his work, giving it more brain and brain space.
For example, Pierman now uses Cat and other tools fueled by AI, such as Fast education,, QuizizzAnd EdpuzzleTo generate questions and test.
Before using AI, Pierman had access to a question bank, linked to the manual, from which she pulled. Each chapter has about 150 or more questions, and she would sort each question, choose those she wanted to answer students and modify the questions if necessary. It took him seven to 10 am to do a test, she said.
With the help of generative AI tools, the creation of an exam now takes 40 minutes. She can put exams of examination in the tool and encourage him to generate multiple choice questions and even ask her to mix the questions so that students have different versions.
AI tools also helped his note Multiple questions, including those of short counterparts, said Pierman. For short -term questions, the feedback generated by AI is a starting point for Pierman, then she adds her own “read and grows” or what students have done well and what they need to improve.
The AI by taking these tasks from his plate, “I did not exhausted myself,” she said.
Pierman also uses generative AI tools to generate questions about the videos that students are assigned to watch, determine if a video is worth watching and making quick changes to his course plans.
The science teacher also uses Merlyn MindA voice assistant fed by AI which allows him to control the screen of his computer while moving in the room to interact with the students. For example, when his class dissected a chicken wing, a student asked him what was the body temperature of a chicken. Instead of returning to his office to find it, Pierman asked the vocal assistant AI.
An elementary teacher uses chatgpt to create family newsletters and create course plans
Joe Ackerman, 5th year professor at Mead Elementary in Mead, Colorado, is a first adopter of generative AI tools, such as Chatgpt and Google Gemini. He uses these tools to refine and accelerate his communication with staff members and families, produce design lessons for students and help note the work of students.
“It helped me free my time (which I can) then devote to teaching,” said Ackerman. “I spend less time making emails, I spend less time in administrative tasks, and that also helps me provide more comments on a more frequent basis.”
Before Chatgpt, Ackerman spent an hour setting up family newsletters, which included reminders of upcoming school events, homework and exams. With Chatgpt, it does not take more than 10 minutes.
He has an execution dialogue with the AI tool, in which he lists the elements he wishes to include in the weekly newsletter, and Chatgpt generates for him. After Tlarman made some adjustments, like changing the tone, so it’s more friendly, the newsletter is ready to send to parents and tutors.
Ackerman also uses AI tools to create design lessons, in which students must work together to find creative means of solving a problem. For example, after his class has read Night of foot toads By Bill Harley, Ackerman asked Chatgpt to create a lesson in which students design and prototypent an innovation to help the main character feel less alone. The students proposed an application to link the main character with friends, a robot companion and an interactive newspaper.
“It is a way for (students) to connect with the text and collaborate with each other,” he said.
In the past, Ackerman would have just used a graphic organizer and a writing prompt to accomplish this feat. With the help of generative AI tools, however, it can quickly create a practical and practical course plan in an evening and present it the next day. Without the help of technology, he said, he would have taken him a week or more to write everything, think about ideas and parameters and bring everything he needs.
An English teacher at high school uses AI to provide students with personalized comments
Yana Garbarg, English teacher at the Young Women’s Leadership School of Astoria, a public secondary school of all girls in the Queens of New York, hesitated to try a generative AI at the beginning, because of its ethical implications and its fear of “the bias of automation” – that the suggestions or the works of AI are inherent TO DO.
But she started playing with generative AI tools and found the technology “a useful time saving”, she said.
As a professor of literature and composition in advanced placement in English, Garbarg must read dozens of student trials. Providing targeted comments for each student can take time. She therefore began to experiment with the use of AI tools to accelerate the work of providing personalized comments to the writing of students.
Now Garbarg reads all the tests of his students to have a general idea of their “read and grows”. Then, it puts the writing of students in a generative AI tool – in this case, Magicschool.a– And asks him to write comments according to a set of criteria and his thoughts.
For example, she will tell him to “scream them for their very clear and organized subject sentences and their use of transitional sentences”, then she will ask the tool to remove examples of their writing to show where they do a good job. If she underlines a competence on which a student must work, as the writing of a clearer thesis, Garbarg will ask the tool to give the student an example or a better version using his own words.
The AI made its comments “more like a story” for its students, which is better than “ugly red marks” on their papers, said Garbarg. Technology also made its comments more timely and complete.
Students are better able to come back to the comments of previous writing assignments and see how their writing improves and on the skills they have to focus on, Garbarg said.
Before using AI, Garbarg has always identified “read and grows” for students, but she did not have time to withdraw examples from their own writing to support her comments.
“(AI) simply helps to create less professional exhaustion for teachers and makes your work more manageable,” said Garbarg, who also uses a generative AI to modify the level of reading a text for students and write more forputs and instructions for assignments.
“I was definitely one of these teachers who would note the weekend and after school for hours and I realized that it was no longer tenable as life continues and I have other priorities outside of work,” she said.
Their advice for other teachers? Play with AI tools
These veteran educators say they encourage teachers who hesitate to use AI to play with different tools.
“The more you play with it, the more you can see its abilities,” said Ackerman. “The more the teachers do this, the more they recognize that it is not something that will replace people. It is not something that will prevent students from learning or stopping the need for teachers. It will just be another tool.”
They recommend starting small and providing the generative AI tool with very specific parameters so that the output is more useful. Teachers also stressed the importance of knowing that there is a time and a place for the use of technology.
“The AI is really exciting,” said Pierman. “And yet, there is still part of me that continues (thinking about) film” Terminator “… knowing that this could be used for damage. We must teach how to use it in a responsible manner.”