Nevertheless, the rapid growth of generative AI in education has increased teachers’ workloads. Educators were already spending long hours planning lessons, creating assignments, and grading exams. Now, they must also adapt to new artificial intelligence tools, often without clear guidance or consistent school policies. Although organizations such as UNESCO support the responsible use of AI in the classroom, many teachers remain confused about how to use the technology effectively and ethically.
Case Study: How Cheshire Academy Uses AI in Education
Cheshire Academy is a private boarding school in Connecticut serving approximately 400 students in grades 9–12. Although school administrators have not required teachers to use artificial intelligence, George Aiello, the school’s librarian and technology coordinator, says that the “vast majority” of educators use AI in some capacity.
Teachers at Cheshire Academy are experimenting with a range of AI tools, including general-purpose chatbots such as ChatGPT and Perplexity, as well as specialized education platforms like MagicSchool, an AI-powered tool designed specifically for educators.
This varied approach reflects the school’s decision to provide broad AI training rather than require teachers to use specific technologies. Following advice from consultants, staff members learned how to write effective prompts, evaluate AI-generated content, and recognize the technology’s limitations, including inaccurate, biased, or misleading responses.
Teachers now frequently use generative AI to prepare lesson materials, develop classroom activities, and create grading rubrics. Some educators are also interested in using AI to provide student feedback. However, concerns about response quality, personalization, data privacy, and academic integrity have prevented the school from widely adopting AI-generated feedback.
Other teachers, including French instructor Miriam Przybyla-Baum, focus on teaching students about AI without relying heavily on it themselves. After nearly 30 years in the classroom, Przybyla-Baum has developed an extensive collection of teaching materials and says she does not need much assistance from AI. However, several years before ChatGPT was launched, she noticed students using AI-powered tools such as Google Translate to take shortcuts on assignments.
Source: www.technologyreview.com