Becoming a Better Teacher, Not Just a Faster One
I keep coming back to the idea that the real value of AI in education is not just whether a tool saves time, but what that time gets given back to.For me, the most useful AI tools are those that help teachers think and see more, and respond more effectively to students, rather than providing poor resources quickly. I am much more interested in tools that support professional judgement, student agency, and meaningful learning than ones that automate everything.At the same time, I think we need to be honest about the risks. Some tools can look helpful while actually encouraging shallow learning, reducing teacher agency, or pulling us further away from the relational side of education. In my context, I also think it matters whether tools leave room for local curriculum, culture, and approaches that value people over efficiency.What AI tools are genuinely helping you become a better teacher, not just a faster one, and how?
5 replies
I think many people conflate speed with intelligence. Using AI tools does not make someone a better teacher, but it can make them faster. The counter to this is for some teachers, not using AI requires more time, but that often leads to more friction in the process which can lead to more expertise, more thought, etc. The people who are going to develop into the best teachers are the ones who...
In the schools where learning is genuinely thriving, I find it in the same places every time. In hallways between classes, a teacher has stopped to talk with a student about something that has nothing to do with the lesson. In the cafeteria, a small group is gathered around a faculty member who is listening more than talking. On the playing field, in the theatre, in the corners of the library,...
Michael, Your thinking aligns well with one of my prior posts. You say, "the most useful AI tools are those that help teachers think and see more, and respond more effectively to students, rather than providing poor resources quickly. I am much more interested in tools that support professional judgement, student agency, and meaningful learning than ones that automate everything." My...
I agree with you that the deliberate and intentional use of AI in specific scenarios makes sense, while leaning into your expertise to reflect and delegate when appropriate!
Your approach to SAMR is similar to Becky Keene's approach in her book AI optimism.