Changing Times: AI as an Instructional Tool

President's Corner

Technology has changed the face of education time after time since the days of school bells and writing slates. Overhead projectors began appearing in classrooms in the 1930s. Slide rules came into common use in the 1950s, handheld calculators in the ’70s, personal computers in the ’80s and the internet in the ’90s.

One by one, these tools for learning transformed education, each a major milestone in a technology revolution that continues to this day. With each leap forward, there were proponents of its advantages in the classroom and detractors who worried it would undermine students’ learning.

It’s hard for us to imagine today how groundbreaking and controversial these innovations were when they were introduced.

We no longer are amazed by now-commonplace instructional technology such as laptop computers, digital textbooks and interactive whiteboards. We no longer worry too much that using spellcheck software and calculators will prevent students from learning to write competently and understand math concepts.

With each new technology, however, educators have had to adjust their instructional approaches and in some cases their concepts about essential learning.

Generative artificial intelligence has emerged as the latest paradigm shift. Educators now are exploring not only its perils but also its power and possibilities in student learning. The most-recognized generative AI tools among the expanding offerings may be ChatGPT and Co­pilot, which allow users to submit a prompt and receive a response based on data gleaned from the internet. These chatbots can create content, answer questions and interact in a conversational way.

Despite concerns about the validity of the content generated and fears that AI will preclude students from having to write coherently, think critically or compose original thoughts, AI is here to stay. Students and teachers already are using AI outside the classroom, and many are experimenting independently with its use in schoolwork.

A growing number of school districts nationwide are successfully incorporating AI in their classrooms. According to a RAND study, in fall 2023, less than a year after ChatGPT launched public access, about 18 percent of K-12 teachers already were using AI for teaching and another 15 percent were exploring its possibilities. A year later, the use of generative AI is expanding rapidly.

Consider that an AI-powered teaching assistant can personalize learning for each student, noting where they need extra work and providing assistance based on their learning style. AI can give immediate feedback, just-in-time responses and adaptive content, keeping the learning process going without having to rely on teacher availability.

Teachers can use AI to conduct data analyses, identify knowledge gaps, plan lessons, design activities and generate assessments. They can free up more time for instruction by using AI to support administrative tasks such as tracking attendance, grading work and drafting parent communications.

Students also are using generative AI, whether sanctioned or not. It is incumbent on us as educators to teach them the skills to use it effectively and guide them to do so responsibly.

Professional development is critical to success. The RAND study indicates that by the end of this school year, 60 percent of districts plan to have trained teachers about the use of AI in the classroom. Many districts are working now to incorporate AI use into their acceptable use policies and educate both staff and students on how to use AI appropriately.

Implemented well, AI can become another tool teachers use to bridge gaps between students’ learning abilities and backgrounds, providing equal education opportunities to all students.

Technology is leaping forward once again. We must change to keep up or be left behind.

Gustavo Balderas is AASA president in 2024-25.