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We have embraced artificial intelligence in our classrooms, and our students leverage this tool daily as their "personal learning assistant." This page is dedicated to illustrating various use cases that have positively impacted student learning and elevated thinking in our classrooms. We love to dialogue about this topic, so please leave some comments on our YouTube videos, and let's discuss how to best leverage this powerful tool and move teaching in learning into the future.

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Monica Burns- How Instructional Coaches Can Use AI to Scale Their Impact with Clarissa M. Guerra – Easy EdTech Podcast 243

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Monica Burns- How Instructional Coaches Can Use AI to Scale Their Impact with Clarissa M. Guerra – Easy EdTech Podcast 243

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How To Podcast · Updated Weekly · Monica Burns from the popular EdTech blog ClassTechTips brings you teaching strategies, tips and activity ideas. Each podcast focuses on how to make EdTech integration easy with a shout out to favorit…

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Sibme has revolutionized our approach to educator development, shifting our focus from compliance-driven activities to meaningful impact on student learning. It's the catalyst for real, measurable growth in both educators and students alike.

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Sibme | AI-Enabled Coaching and Collaboration

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Improve learning with Sibme. Sibme brings out the best in your team and helps you create engaging, curated, and personalized experiences built to sustain long-term professional learning and personal growth.

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Edthena classroom observation and instructional coaching platform

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Edthena helps teachers analyze teaching using classroom video and online collaboration.

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Coaching is one of the most effective but resource-intensive forms of professional development. Can AI fill in the gaps?

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Improving your teaching with an AI Coach

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Improving your teaching with an AI Coach

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New tools are leveraging artificial intelligence to help teachers glean insights into how they interact with students.

Matt Chinworth / The iSpot

A few years ago, when Ashley Yazarlou was teaching middle school, an instructional coach asked her to estimate how much time she let students talk in class. She took a guess: "Probably about five minutes." The coach also asked her to record a lesson on her smartphone.

Her coach played the recording and counted with a stopwatch, and Yazarlou was shocked when he revealed the actual figure: Students spoke in that class for just 30 seconds.

"Seeing that and black-and-white was like: 'Are you for real?'" she recalls. "I started being more cognizant after that about when I was giving students talk time that I was really letting them talk."

Today, Yazarlou is the instructional coach for many of the middle and high school teachers in her new district, Hemet Unified School District in California, near Palm Springs. Taking a cue from her past, Yazarlou sometimes asks teachers to record themselves on their smartphones just as she once did to help surface the kinds of observations that proved so valuable to her.

Except, instead of breaking out the stopwatch, she's outsourcing some of the heavy lifting to artificial intelligence-part of a growing trend of leveraging the same technological advances that make general interest tools like ChatGPT so powerful to meet the goal of enhancing teachers' professional development and coaching.

Lately, that's taken the form of speech recognition algorithms and chatbots, which offer teachers powerful, just-in-time tools that can be accessed anywhere, providing opportunities for reflection outside of the usual coaching cycles.

Bringing AI Into Teacher Coaching

The large language model technology that undergirds AI tools like ChatGPT can do more than carry on back-and-forth conversations. New advances have made it possible to transcribe audio files and mine them for insights. That's the premise behind the tool Yazarlou uses fromthe edtech startup TeachFX, which offers a data analytics platform that provides detailed reports based on lesson recordings uploaded by teachers.

Five years ago, when CEO Jamie Poskin founded the company, it was focused on showing teachers how much time they talked during a lesson compared with their students-based on research from John Hattie and others showing that students perform better when they speak more in class.

Fast forward to today, and TeachFX's data reports now identify more than 20 different insights, such as whether teachers are building on what students say, whether they're asking open-ended questions that push student thinking forward, and how often they're using academic language in lessons. The technology then analyzes the content of the files that teachers upload, picking out specific words and phrases.

Instead of providing only a staid analytics report, the tool also presents its findings conversationally, pointing out strengths and weaknesses the way ChatGPT might. It might, for example, flag the questions being asked in the lesson and ask teachers to reflect on how to reword them to better differentiate for learners. It could highlight extended periods of direct instruction and pose reflective questions, such as: "Do these stretches of teacher talk support checks for understanding, progress monitoring, or deepening of student learning?"

One important point: TeachFX does not make recommendations. Those are best left to teachers and their coaches, Poskin explains. "We're good at providing the right information and surfacing the most relevant moments for teachers to reflect on," he says. "But we don't pass judgment on their teaching. We simply show them data and let them make sense of it."

The recordings and analysis are private to teachers, who must agree to share them with coaches. For schools with enterprise licenses, a small number of anonymized, top-level insights, such as the teacher-to-student talk ratio over time, are shared with administrators.

Last year, Yazarlou used TeachFX with several middle school teachers who were looking for ways to boost academic discussions. Many of her teachers were struggling with getting students to speak up in class or to stay on topic when conversations got going.

Once Yazarlou's teachers recorded and uploaded their audio, it took about a day for the system to produce a report, and then they reviewed the analysis together, looking at the types of questions teachers were asking and which words they used most often. (Another feature provides a word cloud visualization of the most commonly used words and their frequency). The data also revealed things like how many seconds of "think time" teachers gave students after asking questions, and how many focus questions they asked-ones that guide students to think deeply about the issue under discussion-versus directive ones like, "Did you get out your pencils?"

The goal was to use the tool as part of a true coaching inquiry cycle, where teachers set goals, review their lessons after the fact, make adjustments, and try again over the course of several weeks.

By and large, the data has led to better conversations and deeper reflections that happen faster than usual, Yazarlou explains. "When I go in to do post-observations after this whole process, I always see major growth from where they started," she says. "I won't say it's from using this one tool in one lesson, but I do think seeing that data in black-and-white is a huge 'aha' for them."

The Benefits of Guided Reflection

Reflecting on audio data is just one approach impacted by AI. Some teachers benefit greatly from seeing themselves on video, which can provide a stark portrait of their mannerisms and the ways they interact with students.

Long before AI technology came to teacher coaching, teachers at St. Vrain Valley Schools in Colorado would video record themselves using their smartphones or laptops and review those lessons with a coach. This was especially helpful during the remote learning of the pandemic, explains Courtney Groskin, an elementary instructional coach for the district, located north of Boulder.

Groskin's teachers would upload videos to Edthena, a platform that allows both teachers and coaches to time-stamp and annotate clips asynchronously-that is, at different times-and discuss their observations in a process not dissimilar to the postmortem sessions they would have previously conducted in person.

Using the platform always required feedback from a coach-until now.

Edthena's newest tool, called AI Coach, features automated interactivity, courtesy of artificial intelligence, that lets teachers design, implement, and iterate on their own professional goals via chatbot. Unlike TeachFX, the tool does not analyze video or audio, but instead acts as a sort of interactive assistant built into the video platform to help users refine and organize their thought process. It works by "guiding and mediating teacher thinking," according to Adam Geller, the company's CEO.

For instance, a teacher might tell the AI assistant, named Edie, that they want to focus on differentiation or student engagement. Edie will then ask them to expand on their goals and how they will be measured. When teachers upload a video of their lesson, Edie will suggest some questions to reflect on while they watch, such as: "What different types of questions am I asking?" and "How am I adjusting instruction based on student responses?"

Teachers can annotate their videos with time-stamped comments on the strengths and weaknesses of their performance. While Edie does not process the content of the video, it reads the comments teachers leave and adjusts its suggested reflections accordingly. Afterward, it will ask whether the teacher needs any help meeting their goals and provide curated online resources for those wishing to learn more about their chosen topic. And finally, it will guide them to turn their insights into a detailed action plan for improvement.

Geller likens the process a little to talk therapy in that the Edie doesn't dictate, or even suggest, what teachers should be doing to improve, but instead helps them come to those realizations naturally. "The conversation, the guiding questions, and the particular way it flows are really about leading a teacher through that reflective process, just like an in-person coach would do," he says. "The best coaching is what you discover about yourself."

Sessions with AI Coach are private to teachers. While coaches or administrators can see where teachers are within a coaching cycle, and how much overall work they've done with the platform, they don't have access to the specific videos, conversations, or action plans teachers add.

Benefits of Guided Reflection

On the video side, researchers at Canada's Université Laval conducted a meta-analysis of 89 studies and found that video is adept at making teachers more self-reflective regarding the way they teach and interact with students. A number of the cited studies showed that teachers were able to leverage recorded lessons to improve the effectiveness of their teaching.

But other studies reviewed by the researchers revealed that using video as a reflective tool is not always intuitive and that teachers do not automatically possess the ability to be self-critical or ask the right kinds of probing questions to move their practice forward.

In Groskin's experience, the most fruitful self-analysis comes when teachers work with another person-or, now, a bot-who can provide a gentle nudge or a new perspective. "You can choose to see what you want to see when you're viewing a video," Groskin says. "Having a coach kind of brings everything to the surface."

In other cases, teachers will notice on their own that they're talking too much during lessons or not focusing enough on in-class discussion, but struggle with deciding what to change. When they share these observations with the AI coach, they might get resources (including ones from Edutopia), such as icebreaker games, clever ways to get students talking, or how to set up smooth transitions that keep students engaged in learning.

Nearly all of Groskin's teachers who engage with AI coaching experience some improvement, such as reducing off-task behavior or increasing student engagement. "They've completely changed the way they deliver lessons once they have the chance to watch themselves and think, 'Oh, I'm talking too much. I'm losing all the kids in my class.'"

But mainly, she's seen teachers who use AI Coach-including those who were once skeptical-become more excited to engage in the coaching process.

That tracks with Yazarlou's experience as well. The biggest gains come when teachers realize how helpful it is to think reflectively about their pedagogy and practice. Ultimately, data, and even on-demand coaching, are not what moves the needle for teachers, Yazarlou says. That comes from the sense of empowerment teachers gain when they realize how they can improve their practice on their own, using the same critical thinking skills they seek to help students develop. "It really is just a way to reflect on teacher professional growth."

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Improving Your Teaching With an AI Coach

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Artificial intelligence (AI) coaches can help you improve your teaching by making coaching cycles more accessible and self-reflective.

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Using AI to Support Teacher Coaching | ISTE

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Edtech coach Patty Hagen writes that a coaching platform powered by artificial intelligence enhances her own coaching and has strengthened the in-person...

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Is AI Going to Replace Coaching? - Instructional Coaching Group

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I hear the question all the time: Will AI replace coaching? Now, I’ve studied instructional coaching for 25 years, so I may be a little biased. But I also think those years have given me a good sense of what AI can and can’t do when it comes to coaching. Here’s what I think, in … Continued

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Video Assessment For Skill Development & Feedback | GoReact

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Using AI to Support Pacing & Reflection in Teacher Coaching - Video Assessment For Skill Development & Feedback | GoReact

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A short video clip showing how AI in GoReact helps instructional coaches tailor support with accurate pacing data and authentic feedback prompts

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If you’re looking for some great artificial intelligence infographic templates, you’ve come to the right place. We’ve got a selection of templates compatible with PowerPoint, Keynote, and Google Slides, and they’re all totally free to download. Just choose the template that best suits your needs, add your own data and

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Snorkl | Voice-enabled Assignments Powered by AI

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With Snorkl, students record and share their reasoning then receive instant AI-powered feedback to drive deep and meaningful learning.

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Brisk Teaching is the #1 AI-powered Chrome extension , helping you automate your workload without adding to it.

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Give personalized feedback and ensure high-quality feedback on every assignment, from the first to the last. Brisk's four feedback styles - Targeted Comments, Glow & Grow praises, Rubric Criteria, and actionable Next Steps - simplify your feedback routine.

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Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Quickly create instructional materials, share feedback, evaluate student writing, and adjust or translate texts - all without leaving your current workspace. With Brisk, the days of toggling between apps are over, freeing up more time for what you love: teaching.

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Leave feedback for students in four ways: ✨ Glows & Grows, 🎯 Targeted, 📏 Rubric Criteria, and 🪜 Next Steps.
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Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Teachers use Brisk as a Targeted Feedback Generator, AI Presentation Maker, AI Quiz Maker, AI Lesson Plan Generator, AI Rubric Generator, Letter of Recommendation Generator, IEP 504 Template Maker, and so much more.

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AI-Powered Coaching: Can AI Become a Mentor for Lifelong Learners?

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We Don’t Just Need More Learning, We Need Better Guidance I’ve always believed that learning is more than content consumption. It’s a journey shaped by challenge, feedback, and, most importantly, guidance.

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Build meaningful reflection into class in minutes with Mirror Talk

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This post is sponsored by Swivl.Imagine that a student finishes up a science lab. Or a book. Or even learning about a new subject. What if they don’t

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Free Video Activities for Class TODAY Save yourself some time and frustration. Get 14 activities you can copy and assign to your students right away in our Teaching with TEACHFLIX ebook ! BONUS: You'll get FREE teaching ideas in your inbox every week.

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Is AI Going to Replace Coaching? - Instructional Coaching Group

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I hear the question all the time: Will AI replace coaching? Now, I’ve studied instructional coaching for 25 years, so I may be a little biased. But I also think those years have given me a good sense of what AI can and can’t do when it comes to coaching. Here’s what I think, in … Continued

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Tips for Having Coaching Conversations About AI with Educators - Class Tech Tips

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I like to think I'm fairly disciplined. I can sit and write all day. I can do mundane physical tasks for even longer. (My superpower, if I have one, is the ability to perform mindless manual labor for hours.)

But I'm also prone to rabbit-holing. I can look for a research study to support a premise, shift to finding a quote from someone famous to back it up ... and somehow find myself watching Anatoly prank unwitting gym-goers.

Did I decide to watch a silly video? Yes and no.

While we may think we make a lot of decisions throughout the day (and we do), we don't make nearly as many as we think. A study published in Society for Personality and Social Psychology shows approximately 40 percent of the things we do aren't based on decisions.

Instead, they're habits.

And some, like finding myself watching videos I didn't intend to watch, are bad habits.

The Neuroscience of Habits

At a basic level, bad habits don't make sense. Shouldn't we be smart enough to only embrace positive habits?

"We find patterns of behavior that allow us to reach goals," says Wendy Wood, the author of Good Habits, Bad Habits. "We repeat what works, and when actions are repeated in a stable context, we form associations between cues and response."

My goal is to get work done, and watching Tommy Shelby tell the Peaky Blinders he wants no fighting at his wedding certainly doesn't help me achieve that goal.

So why do we form habits that don't help us reach our goals? Because the way our brains are made often works against us.

Say I ask myself, "Should I watch this video?" My prefrontal cortex, the brain region responsible for planning, decision making, and supporting goal-oriented behaviors, would answer, "No. Your goal is to get work done."

Problem is, my orbitofrontal cortex, the brain region responsible for emotion and reward in decision-making, says, "Yeah, mate, you should. You love that scene. Plus, you deserve a little break."

The battle between my prefrontal cortex and my orbitofrontal cortex is hardly fair. My prefrontal cortex is a logical and rational, but it's also fairly quiet and subdued. My orbitofrontal cortex is loud. It's insistent. It loves to get his way.

And it loves to create bad habits.

Or, as Wood explains in neuroscientific terms:

When our intentional mind is engaged, we act in ways that meet an outcome we desire - and typically we're aware of our intentions. However, when the habitual mind is engaged, our habits function largely outside of awareness. We can't easily articulate how we do our habits or why we do them.

Our minds don't always integrate in the best way possible.

Yep: Give my orbitofrontal cortex a chance, and I'll quickly establish some bad habits. I'll do things reflexively, almost without thinking. If I do manage to think about whether I should watch the video, that little voice in my head gets drowned out by my orbitofrontal cortex and the force of habit.

And now my goal isn't to achieve something positive by repeating what works. My goal is just to satisfy my habit of watching a video. So I watch, without really thinking about clicking the play button.

Because if I thought about it, I wouldn't be likely to do it.

As Wood says, "Habits allow us to focus on other things. Willpower is a limited resource, and when it runs out, you fall back on habits." (If you're like me, you can almost feel a switch flipping in your mind that instantly shuts off any rational thoughts.)

Break a Bad Habit

So how do you break that cycle? The answer is simple, yet difficult: You have to force yourself to think.
Not before you start, though, but during.
Not, in my case, before I watch a video, because that requires willpower I clearly don't have, but while I'm watching the video.

The first key is to reflect upon the actual benefits derived from a habit. Take me: A video, one I've seen before, is a nice distraction. A video ... well, a nice distraction is basically the list. I don't feel energized. I don't feel refreshed when I'm finished. In fact, I feel worse; maybe not physically, but definitely emotionally, because when I'm done I'll beat myself up for, yet again, giving in to temptation.

One upside.

Lots of downsides.

The second key is to repeat the process, because one period of reflection and introspection won't be enough. I'll probably have to do it several times before it sinks in: before my orbitofrontal cortex adopts the rewards and emotions involved in not feeling bad about watching a video, and not feeling like I'm sabotaging my work goals.

Given time, and given repeated reflection, those two voices will speak in unison. My prefrontal cortex will share all the long-term benefits of staying the course. My orbitofrontal cortex will chime in with reasons why staying the course will make me feel better in the moment.

And that's how the habit gets broken.

Try it. Say you want to break a particular habit. Say it's checking social media when you should be - when you planned to be - doing deep work. The next time the urge strikes, don't fight it. Don't consider the pluses and minuses ahead of time; consider them while you're doing whatever you wish you didn't.

Go ahead: Check out your Instagram feed.

But don't do it mindlessly. Evaluate, in the moment, how you feel about what you're doing. Do you feel you're gaining any value from it? Does it feel more fulfilling, or rewarding, or satisfying, than whatever you are "supposed" to be doing?

In those moments, consider what you're gaining from the experience. Chances are, not much.

Do that enough times - reflect, in the moment, on the actual feelings and benefits that result from a habit - and in time you'll start to make a different choice.

Because given time, your intentions and your habits won't work against each other. They'll work together.

Which will allow you to eliminate a bad habit, and replace it with a positive one.

The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.
The early-rate deadline for the 2025 Inc. Power Partner Awards is this Friday, June 27, at 11:59 p.m. PT. Apply now.

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To Break a Bad Habit and Create a New One, Neuroscience Says Just Make One Simple Change

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Don't try to interrupt a bad habit. Instead, give in ... and then think about how you feel about what you're doing.

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Existing and emerging technologies can help save teacher time—time that could be redirected toward student learning. But to capture the potential, stakeholders need to address four imperatives.

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Existing and emerging technologies can help save teacher time—time that could be redirected toward student learning. But to capture the potential, stakeholders need to address four imperatives.

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Pair AI ethically with humans (teachers). What is at stake if we can't figure out how to use AI.

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The teaching profession is under siege. Working hours for teachers are increasing as student needs become more complex and administrative and paperwork burdens increase. According to a recent McKinsey survey, conducted in a research partnership with Microsoft, teachers are working an average of 50 hours a week-a number that the Organisation for Economic Co-operation and Development Teaching and Learning International Survey suggests has increased by 3 percent over the past five years.

While most teachers report enjoying their work, they do not report enjoying the late nights marking papers, preparing lesson plans, or filling out endless paperwork. Burnout and high attrition rates are testaments to the very real pressures on teachers. In the neediest schools in the United States, for example, teacher turnover tops 16 percent per annum. In the United Kingdom, the situation is even worse, with 81 percent of teachers considering leaving teaching altogether because of their workloads. Further disheartening to teachers is the news that some education professors have even gone so far as to suggest that teachers can be replaced by robots, computers, and artificial intelligence (AI).

Our research offers a glimmer of hope in an otherwise bleak landscape. The McKinsey Global Institute's 2018 report on the future of work suggests that, despite the dire predictions, teachers are not going away any time soon. In fact, we estimate the school teachers will grow by 5 to 24 percent in the United States between 2016 and 2030. For countries such as China and India, the estimated growth will be more than 100 percent. Moreover, our research suggests that, rather than replacing teachers, existing and emerging technologies will help them do their jobs better and more efficiently.

Our current research suggests that 20 to 40 percent of current teacher hours are spent on activities that could be automated using existing technology. That translates into approximately 13 hours per week that teachers could redirect toward activities that lead to higher student outcomes and higher teacher satisfaction. In short, our research suggests that existing technology can help teachers reallocate 20 to 40 percent of their time to activities that support student learning.

Further advances in technology could push this number higher and result in changes to classroom structure and learning modalities, but are unlikely to displace teachers in the foreseeable future. Many of the attributes that make good teachers great are the very things that AI or other technology fails to emulate: inspiring students, building positive school and class climates, resolving conflicts, creating connection and belonging, seeing the world from the perspective of individual students, and mentoring and coaching students. These things represent the heart of a teacher's work and cannot-and should not-be automated.

Make no mistake, the value of a good education starts early and lasts a lifetime. Research suggests that simply having an effective kindergarten teacher can affect the likelihood of a student completing college thus boosting their lifetime earnings by about $320,000. Technology, when used correctly, can facilitate good teaching, but it will never replace teachers. In the remainder of this article, we will outline how teachers spend their time today, how technology can help to save teacher time, and where that additional time might go. Note that we are intentionally focused on the impact of technology on teacher time. In future articles we will address its broader impact on student learning.

How teachers spend their time

To understand how teachers are spending their time today and how that might change in a more automated world, we surveyed more than 2,000 teachers in four countries with high adoption rates for education technology: Canada, Singapore, the United Kingdom, and the United States. We asked teachers how much time they spend on 37 core activities, from lesson planning to teaching to grading to maintaining student records.

We asked where teachers would like to spend more and less time. We asked what technologies teachers and students were currently using in the classroom to discover new content, practice skills, and provide feedback. Finally, we asked what was working well and where they faced challenges, both in the application of technology and more broadly across their role as teacher. Our findings were unequivocal: teachers, across the board, were spending less time in direct instruction and engagement than in preparation, evaluation, and administrative duties (Exhibit 1).

How technology can aid teachers

Once we understood how teachers spend their time, we evaluated automation potential across each activity, based on an evaluation of existing technology and expert interviews. We concluded that the areas with the biggest potential for automation are preparation, administration, evaluation, and feedback. Conversely, actual instruction, engagement, coaching, and advising are more immune to automation (Exhibit 2).

Where to save time with technology

The area with the biggest automation potential is one that teachers deal with before they even get to the classroom: preparation. Across the four countries we studied, teachers spend an average of 11 hours a week in preparation activities. We estimate that effective use of technology could cut the time to just six hours. Even if teachers spend the same amount of time preparing, technology could make that time more effective, helping them come up with even better lesson plans and approaches. For example, several software providers offer mathematics packages to help teachers assess the current level of their students' understanding, group students according to learning needs, and suggest lesson plans, materials, and problem sets for each group. In other subjects, collaboration platforms enable teachers to search and find relevant materials posted by other teachers or administrators.

Technology has the least potential to save teacher time in areas where teachers are directly engaging with students: direct instruction and engagement, coaching and advisement, and behavioral-, social-, and emotional-skill development. It is worth pausing here for a moment to note that we are not denying that technology will change the student experience of learning, although we would recommend caution and measured expectations.

While controlled pilot studies have shown improvements in student learning from technology-rich, personalized blended learning, these improvements have not yet been realized on a large scale. The most recent Program for International Student Assessment scores suggest that, globally, students who use tablets, laptops, and e-readers in the classroom are performing worse than those who do not. Why the disconnect?

Our hypothesis is that implementing technology in the classroom at scale is hard. Just providing hardware is easy. Integrating effective software that links to student-learning goals within the curriculum-and training teachers on how to adapt to it-is difficult. This underscores why we believe that technology in the classroom is not going to save much direct instructional time. To improve student outcomes, the teacher still needs to be in the classroom, but their role will shift from instructor to facilitator and coach. For example, some teachers are using flipped learning in their classrooms. Instead of teaching a concept in the classroom and then having students go home to practice it, they assign self-paced videos as homework to give the basic instruction and then have students practice in the classroom, where the teacher can provide support and fill gaps in understanding.

Evaluation and feedback complete the teaching loop. As teachers understand what their students know and can do, they can then prepare for the next lesson. Technology has already helped here-for example, computer grading of multiple-choice questions was possible long before AI and is particularly penetrated in math instruction. More is possible. Advances in natural-language processing make it possible for computers to assess and give detailed, formative feedback across long-form answers in all subject areas. For example, writing software can look at trends in writing across multiple essays to provide targeted student feedback that teachers can review and tailor. Combined, these technologies could save three of the current six hours a week that teachers spend on evaluation and feedback.

Finally, administration is a bugbear of teachers globally. After all, who prefers filling out paperwork to interacting with children? Good news is on the horizon. Automation could reduce the amount of time teachers spend on administrative responsibilities-down from five to just three hours per week. Software can automatically fill out forms (or provide menus of potential responses); maintain inventories of materials, equipment, and products; and even automatically order replacements.

Where the time will go

What will teachers do with the additional 13 hours a week saved by the application of technology? Some of this time, hopefully, will be given back to teachers themselves-to spend time with their families and their communities-thus increasing the attractiveness of teaching as a profession.

Much of the time saved, however, can be plowed back into improving education through more personalized learning and more direct coaching and mentoring. In our survey, about a third of teachers said that they wanted to personalize learning but did not feel that they were doing so effectively at present. Their biggest barriers: time, resources, materials, and technology (Exhibit 3). Automation can help with all of these. Even when teachers believed that they were already providing tailored materials-and personalized feedback-to students, students often disagreed. While 60 percent of the teachers surveyed believed that their feedback was personalized to each student, only 44 percent of the students surveyed felt the same way.

Additional time can also help support social-emotional learning and the development of the 21st-century skills that will be necessary to thrive in an increasingly automated workplace. It will enable teachers to foster one-on-one relationships with students, encourage self-regulation and perseverance, and help students collaborate with each other. Research shows that strong relationships with teachers promote student learning and well-being, especially for students from low-income families. Automation within the teaching profession could thus be a catalyst in reducing educational inequalities.

Finally, teachers could spend more time collaborating with each other. More time for collaboration should translate into better outcomes for students. International comparative studies show that high-performing school systems double down on peer coaching and collaborative lesson planning. These practices can support teachers in improving and developing their craft. For example, the leerkRACHT Foundation in the Netherlands has introduced peer collaboration into 10 percent of Dutch schools, with 80 percent of teachers reporting improvement in student learning.

How to make it happen

All of this begs a question: How will we capture the promise of technology in our schools? The good news is that this is not about technology we have not yet invented. It will not require AI systems that pass the Turing test. To the contrary, achieving these savings in teacher time is mostly about adoption of existing education technology. Just bringing the average school to the level of the best would have a huge impact.

This, however, is no small task. It will require commitment across a broad range of stakeholders, including governments, school leaders, technology companies, and, of course, teachers and learners themselves. Four imperatives stand out as schools move to adopt technology wisely: target investment, start with easy solutions, share what is working, and build teacher and school-leader capacity to harness technology effectively.

The schools that are currently best in applying technology to save teacher time have often been able to access more funding than the average school. Democratizing these gains will entail increased investment in every school, especially those that are currently under-resourced. As investment increases, it will be critical to target it to the areas that can most effectively save teacher time and improve student outcomes (rather than to flashy but ineffective hardware).

Starting with easy solutions will provide early momentum. Proven technology that can replace simple administrative tasks or simple evaluative tools for formative testing can immediately provide teachers with respite, whetting their appetite for more holistic solutions.

Part of the problems that schools face today is the myriad of competing solutions, some of which are fantastic, but many of which promise great things but deliver little. Sharing what is working-and what is not working-is therefore critical. Neutral arbiters bringing objective and rigorous performance data, similar to the service that EdReports.org provides on curriculum, are necessary in the education-technology space. It will also be necessary to make best-practice solutions available to teachers at all types of schools and school systems.

Finally, building the capacity of teachers and school leaders to harness technology effectively will ensure maximum gains in not only saving teacher time but also improving student outcomes. Districts and schools need to balance introducing new technologies with fully integrating existing ones into the curriculum and teachers' professional development. Districts need to use accepted, widely adopted tools for consistency. However, teachers should have the freedom to pilot alternatives, and they should have a strong voice in deciding which tools are working in the classroom and should roll out districtwide. Technology companies, too, need to be better in including the voice of the teacher when guiding product development.

If these four imperatives are met, then we are hopeful that automation will be a boon and not a bane for teachers. Ten years from now, with the support of a range of education technologies, teachers should have more time for themselves-and more time for their students. They can pour that time into improving student outcomes and preparing students for a more challenging and automated workforce.

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How artificial intelligence will impact K-12 teachers

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New technologies for artificial intelligence in education could help teachers do their jobs better and more efficiently. But to capture the potential, stakeholders need to address four imperatives.

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Chapter 3- Leveraging AI

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The Technology Integration Matrix

The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally well to online and face-to-face instruction, Developed by the Florida Center for Instructional Technology (FCIT) in 2005, the TIM is now in its third edition (2019).

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Chunking Explicit Instruction: A Simple Strategy for Big Results

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Discover how short, intentional pauses during classroom instruction can significantly improve learning outcomes by enhancing focus and engagement.

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We have embraced artificial intelligence in our classrooms, and our students leverage this tool daily as their "personal learning assistant." This page is dedicated to illustrating various use cases that have positively impacted student learning and elevated thinking in our classrooms. We love to dialogue about this topic, so please leave some comments on our YouTube videos, and let's discuss how to best leverage this powerful tool and move teaching in learning into the future.

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How AI chatbots keep you chatting | TechCrunch

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As AI chatbots grow into large-scale businesses, companies may use engagement optimization techniques even at the expense of user well-being.

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Make space for every student to speak up — with video, voice, or whatever works best for them.

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The Education Table Podcast from Katie Novak

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Transform education with Katie Novak on The Education Table Podcast. Join the movement for inclusive and innovative education in 10 minutes or less.

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Does ChatGPT harm critical thinking abilities? A new study from researchers at MIT's Media Lab has returned some concerning results.

The study divided 54 subjects-18 to 39 year-olds from the Boston area-into three groups, and asked them to write several SAT essays using OpenAI's ChatGPT, Google's search engine, and nothing at all, respectively. Researchers used an EEG to record the writers' brain activity across 32 regions, and found that of the three groups, ChatGPT users had the lowest brain engagement and "consistently underperformed at neural, linguistic, and behavioral levels." Over the course of several months, ChatGPT users got lazier with each subsequent essay, often resorting to copy-and-paste by the end of the study.

The paper suggests that the usage of LLMs could actually harm learning, especially for younger users. The paper has not yet been peer reviewed, and its sample size is relatively small. But its paper's main author Nataliya Kosmyna felt it was important to release the findings to elevate concerns that as society increasingly relies upon LLMs for immediate convenience, long-term brain development may be sacrificed in the process.

"What really motivated me to put it out now before waiting for a full peer review is that I am afraid in 6-8 months, there will be some policymaker who decides, 'let's do GPT kindergarten.' I think that would be absolutely bad and detrimental," she says. "Developing brains are at the highest risk."

Read more: A Psychiatrist Posed As a Teen With Therapy Chatbots. The Conversations Were Alarming

Generating ideas

The MIT Media Lab has recently devoted significant resources to studying different impacts of generative AI tools. Studies from earlier this year, for example, found that generally, the more time users spend talking to ChatGPT, the lonelier they feel.

Kosmyna, who has been a full-time research scientist at the MIT Media Lab since 2021, wanted to specifically explore the impacts of using AI for schoolwork, because more and more students are using AI. So she and her colleagues instructed subjects to write 20-minute essays based on SAT prompts, including about the ethics of philanthropy and the pitfalls of having too many choices.

The group that wrote essays using ChatGPT all delivered extremely similar essays that lacked original thought, relying on the same expressions and ideas. Two English teachers who assessed the essays called them largely "soulless." The EEGs revealed low executive control and attentional engagement. And by their third essay, many of the writers simply gave the prompt to ChatGPT and had it do almost all of the work. "It was more like, 'just give me the essay, refine this sentence, edit it, and I'm done,'" Kosmyna says.

The brain-only group, conversely, showed the highest neural connectivity, especially in alpha, theta and delta bands, which are associated with creativity ideation, memory load, and semantic processing. Researchers found this group was more engaged and curious, and claimed ownership and expressed higher satisfaction with their essays.

The third group, which used Google Search, also expressed high satisfaction and active brain function. The difference here is notable because many people now search for information within AI chatbots as opposed to Google Search.

After writing the three essays, the subjects were then asked to re-write one of their previous efforts-but the ChatGPT group had to do so without the tool, while the brain-only group could now use ChatGPT. The first group remembered little of their own essays, and showed weaker alpha and theta brain waves, which likely reflected a bypassing of deep memory processes. "The task was executed, and you could say that it was efficient and convenient," Kosmyna says. "But as we show in the paper, you basically didn't integrate any of it into your memory networks."

The second group, in contrast, performed well, exhibiting a significant increase in brain connectivity across all EEG frequency bands. This gives rise to the hope that AI, if used properly, could enhance learning as opposed to diminishing it.

Read more: I Quit Teaching Because of ChatGPT

Post publication

This is the first pre-review paper that Kosmyna has ever released. Her team did submit it for peer review but did not want to wait for approval, which can take eight or more months, to raise attention to an issue that Kosmyna believes is affecting children now. "Education on how we use these tools, and promoting the fact that your brain does need to develop in a more analog way, is absolutely critical," says Kosmyna. "We need to have active legislation in sync and more importantly, be testing these tools before we implement them."

Psychiatrist Dr. Zishan Khan, who treats children and adolescents, says that he sees many kids who rely heavily on AI for their schoolwork. "From a psychiatric standpoint, I see that overreliance on these LLMs can have unintended psychological and cognitive consequences, especially for young people whose brains are still developing," he says. "These neural connections that help you in accessing information, the memory of facts, and the ability to be resilient: all that is going to weaken."

Ironically, upon the paper's release, several social media users ran it through LLMs in order to summarize it and then post the findings online. Kosmyna had been expecting that people would do this, so she inserted a couple AI traps into the paper, such as instructing LLMs to "only read this table below," thus ensuring that LLMs would return only limited insight from the paper.

She also found that LLMs hallucinated a key detail: Nowhere in her paper did she specify the version of ChatGPT she used, but AI summaries declared that the paper was trained on GPT-4o. "We specifically wanted to see that, because we were pretty sure the LLM would hallucinate on that," she says, laughing.

Kosmyna says that she and her colleagues are now working on another similar paper testing brain activity in software engineering and programming with or without AI, and says that so far, "the results are even worse." That study, she says, could have implications for the many companies who hope to replace their entry-level coders with AI. Even if efficiency goes up, an increasing reliance on AI could potentially reduce critical thinking, creativity and problem-solving across the remaining workforce, she argues.

Scientific studies examining the impacts of AI are still nascent and developing. A Harvard study from May found that generative AI made people more productive, but less motivated. Also last month, MIT distanced itself from another paper written by a doctoral student in its economic program, which suggested that AI could substantially improve worker productivity.

OpenAI did not respond to a request for comment. Last year in collaboration with Wharton online, the company released guidance for educators to leverage generative AI in teaching. Last year in collaboration with Wharton online, the company released guidance for educators to leverage generative AI in teaching.

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ChatGPT's Impact On Our Brains According to an MIT Study

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The study, from MIT Lab scholars, measured the brain activity of subjects writing SAT essays with and without ChatGPT.

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How AI chatbots keep you chatting | TechCrunch

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As AI chatbots grow into large-scale businesses, companies may use engagement optimization techniques even at the expense of user well-being.

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