What AI Taught Teachers This Year

       As the use of artificial intelligence becomes more common among Masterman students, teachers are increasingly challenged with how to approach AI in classrooms. Two Masterman teachers, Ms. Taylor and Mr. Kamison, agree it’s a multifaceted issue. 

       Some educators say they can envision ways AI could be useful in schools. Ms. Taylor, the AP African American Studies teacher, noted that she can see AI’s usefulness for the more tedious parts of academics: “Sometimes students use it for help with grammar, and I'm torn about whether that's OK. I mean, it would hinder someone from learning how to write better; however, how different is it from having a parent who is a great editor help you?” 

        Despite the seeming usefulness of AI regarding these aspects of academics, others believe AI usage threatens the very foundation of education. Mr. Kamison, the 9th-grade English teacher, holds strong reservations. He argues that AI undermines the critical thinking and creativity that learning depends on. “The history of human thought is predicated upon people questioning the decisions, beliefs, and values of their predecessors,” he said. “Without that conversation between history and the future, we risk blindly accepting interpretations of literature, science, and society without truly engaging with them.” 

          Interestingly, Mr. Kamison and Ms.Taylor have had to change how they approach assignments and assess student engagement. Ms. Taylor noted that she’s “changed assignments because I don’t like reading AI—it’s so swarmy,” and much prefers reading original student work. Mr. Kamison echoed similar experiences but with greater concern. He has noticed students beginning to treat writing as something with a “right” answer—formulaic, rather than something to explore with experimentation.

        Consequently, this change in the mindset of many students has made Mr. Kamison rethink his goals in the classroom. Rather than solely pushing for technical correctness, he’s become more deliberate about nurturing creativity, emphasizing that writing is personal and that interpretation isn’t about being “right”. 

        Despite these changes, professional development in AI remains relatively limited. Ms. Taylor describes her professional development as “very little,” while Kamison explained that the training he received focused mainly on using AI for grading or lesson planning, framed as a “miracle cure” for overworked teachers. However, he criticized this framing and argued that it fails to address the deeper structural problems in education and the diverse learning styles of students.

       Although their perspectives on AI may differ, both agree that AI is reshaping the classroom. Regardless, Mr. Kamison doesn’t see himself using AI in the future. While Ms. Taylor has experimented with AI a few times to create an activity, she noted that she finds its suggestions basic and boring. 

          Still, each has learned something from their experience with AI. Kamison believes the rise of generative tools has highlighted not only the importance of original thought but also the environmental costs. “Industries are pushing more towards this future despite its very apparent environmental impacts and rejection of original critical thought,” he states. As we approach this new era of AI technology, the future of education seems more uncertain than ever.