In Response to Innovations Like AI, Educators Can Be “Lead Learners”
By Kiki Prottsman
Over the past year, educational conferences have highlighted a flurry of workshops in AI. Educator reactions have spotlighted a broader approach to innovation in the classroom. There’s fear, excitement, a whisper of skepticism, and a careful dose of caution.
Slow embrace at a district level often translates into insufficient infrastructure and training, delaying the uptake of technologies that have the potential to become mandatory skills for the adults of tomorrow. This threatens to widen the already devastating digital divide.
This caution can be constructive if it propels us to critically evaluate why and how we employ new technology in our lessons. For example, AI doesn’t need to be integrated purely to satisfy community buzz. Instead, it should align with overarching educational goals—like fostering critical thinking and supporting equitable access to innovation.
Upon deciding to move forward, teachers can research new subjects alongside students, choosing to be “lead learners”, while showing students that it’s okay to be curious and wade through any confusion that new technologies can bring. This approach takes some of the fear out of the equation and turns education into a team effort. At the same time, it prevents teachers from wasting countless hours becoming “experts” on a subject that has the potential to fizzle rather than ignite.
In short, our reaction to AI reveals much about our stance on innovation in education. We oscillate between hope and hesitation, often delaying adoption until subjects are no longer novel. Properly navigating this space requires rich dialogue, comprehensive training, and supportive policies—but in the absence of that, behaving as a lead learner can remove some of the pressure of the unknown.
Let’s not just prepare students for the future; let’s equip them to build it.
Generative AI is all about the verbs!
By Jeff Utecht
For 26 years, or since “googling” became a verb, we’ve taught students to interact with computers through specific search techniques. We’ve focused on keywords, Boolean terms, and advanced search methods to extract information from databases and search engines. However, the rise of generative AI tools like ChatGPT, Claude, Meta.ai, and Gemini is transforming how we communicate with machines.
While prompt engineering isn’t new—we’ve always considered how to phrase queries for optimal results—the approach has shifted. With generative AI, the emphasis is no longer on keywords but on verbs. These tools aren’t just for searching; they’re for creating.
When using generative AI, we must first ask ourselves, “What do I want this to create for me?” The answer guides us to the most effective verb for our prompt. Do we want the AI to synthesize, create, compose, write, rewrite, analyze, expand, reduce, or condense? By focusing on verbs, we unlock the true potential of generative AI for ourselves and our students.
As educators, we need to adapt our teaching methods to incorporate this new paradigm. Instead of solely instructing students on search techniques, we should introduce them to the power of verb-centric prompts in AI interactions. This shift will enable students to harness the full creative and analytical capabilities of generative AI tools.
Perhaps it’s time for a new classroom poster—one that showcases the verbs that drive generative AI’s potential. By emphasizing verbs in our prompts, we can guide these powerful tools to produce amazing new content and insights, revolutionizing how we interact with and learn with technology.
*claude.ai was used in editing and reducing the length of this article. Two great verbs!
AI Can Transform Our Approach to Assessments
Meghan Hargrave
The rapid evolution of artificial intelligence in education has required, and will continue to require, innovation in teaching and learning. One area that many educators are starting to look at closely is assessment. Traditional assessments like multiple-choice tests, comprehension questions, and essays can be easily completed by most chatbots, raising concerns among teachers. This not only necessitates lessons on academic integrity but also prompts the question, “If technology can easily accomplish this, is there a better assessment we could be administering?” Regardless, it leads to a reevaluation of these tasks and urges us to consider experiences that promote deeper student thinking.
To revise and reword assessments, educators can work to develop assessments that demand original thought and critical analysis, transforming how students interact with and respond to content presented. An example of this type of innovation is looking closely at comprehension questions and reworking them to be more complex and analytical. Instead of asking, “What is the theme of this text?” educators might now require a comparison of thematic elements with real-world issues, deepening students’ understanding and engagement, or assess a student debate instead of a basic literary response.
While AI challenges us to adjust and transform assessments, it can also serve as a tool to help facilitate the change. Teachers can use the technology to make assessments AI-resistant, leveraging it to assist in the very challenges it presents. For instance, one teacher sought to rethink an assignment where students were required to write a basic five-paragraph essay about a historical time period they studied. She prompted a chatbot for ideas and, after exploring a list of suggestions, decided to have students create an annotated timeline of all historical events, discussing their significance and reasons. This innovation provided deeper insights into student thinking and learning.
Ultimately, all signs show that AI will lead to significant educational advancements, and in the instance of assessment provide students opportunities to deepen thinking and apply skills in more complex ways.
