Artificial Intelligence, also known as AI, is frequently touted as the next transformative force in education, promising revolutionary change. With 28 years of educational experience, I believe it certainly can be.
Yet, to truly harness AIs potential, educators must first clearly define “the why” behind AI, just as we would with any other educational initiative. At its core, AI in education should serve two fundamental purposes: reducing teacher workload and improving student learning. Without these clear objectives, AI may become just another flashy tool, speeding up existing inefficiencies rather than resolving them.
When educators and school leaders contemplate integrating AI, a common question arises: “Where should we start?” Beyond ensuring adherence to acceptable-use guidelines, the practical starting point is clear: Identify a real-world problem related to teacher workload or student learning and then leverage AI where there is strong evidence that it can enhance outcomes.
Take, for example, lesson planning. Numerous subscription-based AI platforms promise visually appealing interfaces and swift lesson creation. However, if these plans don’t incorporate evidence-based instructional practicessuch as clearly articulated learning intentions and success criteria (Vandas & Almarode, 2018), reciprocal teaching or collaborative learning (Hattie, 2009)they merely generate subpar lessons more quickly.
AI in education: Achievement and efficiency
Having been involved in multiple school and district improvement efforts, I can affirm that meaningful learning gains come from deeply grounded, evidence-based strategies and not a tool or fad initiative that has been recycled and given a new name. However, in this case, when AI is harnessed to evidence-based strategies, it can simultaneously reduce teacher workloads while ensuring rigorous, targeted, and effective instruction.
AIs potential also extends powerfully into student assessment. Traditionally, educators spend substantial amounts of time grading papers, often limited to providing basic scores and minimal feedback. AI can transform this process by swiftly delivering detailed, personalized feedback that can lead to measurable change.
Our high school writing intervention recorded data demonstrating that 100% of students moved up one or more scoring categories after the teacher used the assistance of AI. The research already highlights feedback as one of education’s most impactful tools (Hattie & Timperley, 2007) and using AI to amplify feedback taps directly into this proven practice, benefiting student growth significantly.
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School administrators can similarly benefit from strategic AI implementation. Tools such as can swiftly provide accurate answers to complex policy questions or IEP-related queries. By reducing the administrative burden associated with navigating policy documents, AI allows school leaders to focus their attention on instructional leadership and direct student support.
Despite these clear benefits, educators must remain thoughtful in their approach. The excitement around AI’s capabilities should not overshadow the essential need for careful, research-based implementation. AI must reinforce rather than distract from instructional goals, aligned explicitly with effective, evidence-based educational practices.
Ultimately, AI can indeed become one of education’s most influential tools, provided its use remains thoughtfully embedded within proven instructional frameworks. Rather than becoming distracted by the novelty of A in education, educators should purposefully leverage its strengths to achieve meaningful, measurable outcomes in teaching and learning.
References
- Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
- Vandas, K., & Almarode, J. (2018). Clarity for Learning: Five Essential Practices That Empower Students and Teachers. Corwin Press.
- OpenAI. (2024). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com
