5 Lessons Learned from an AI Early Adopter

A 6th grade ELA teacher offers best practices based on his experience using AI tools and features in the classroom.

• By Tyler Brown
• 09/11/24

From my perspective as an educator, there are few topics as buzzworthy and top-of-mind this school year as generative AI. Ever since ChatGPT burst on the scene in late 2022, the concept of AI's impact in education has continued to be an evolving conversation, one that can either intimidate or inspire teachers.

I teach 6th grade English Language Arts and you'll find at the top of my classroom website, "I'm a believer in using technology in the classroom." I also have a M.S.Ed., Educational Technology Specialist degree. Even with my background and experience with ed tech and general comfortability with AI tools, I fully understand the uneasiness that can come with implementing new technology in the classroom.

I consider myself among the "early adopters" group when it comes to using new forms of generative AI technology to help me be more effective and efficient in my teaching. Whether it is more complex tasks like creating differentiated instruction or menial time-saving tasks like creating a first draft of an e-mail, I have learned a lot.

Here are a few lessons from my personal experience as a teacher using AI tools and features over the last couple of years:

Research and build trust with the technology.

I am typically eager to try new technology and will often be the first to sign up for a beta program or new AI release. However, when it comes to adding new tools that could potentially impact students' learning experience, I have found it is critical to take the time to research and vet the technology.

Asking questions like "Is this AI tool being offered by a reputable company?" or "Was this designed and built specifically for education?" can be a helpful starting point. Beyond the usability, you'll also want to make sure the AI product or tool has publicly available information about how it uses data, or perhaps a set of guidelines and principles. For example, in our district, it is required that all ed tech be compliant with Ed Law 2d. Another great resource is the EDSAFE AI Alliance.

Consider AI a starting point, not a final product.

AI features can be great for sparking inspiration or serving as a jumping-off point. For example, I often use ChatGPT to help with the first draft of an e-mail, but I will always take the time to review the content and add my own voice and style.

I also use Pear Practice on a regular basis, and the AI feedback feature helps me be more concise in my student feedback. Without this, I wouldn't have the time to write individualized feedback on multiple questions for all of my students each day. I do, however, have time to do a quick gut check of the generated feedback to ensure it aligns with my teaching goals.

AI is not meant to replace teachers, but simply help unlock additional potential and added bandwidth.

Have a goal in mind and be as clear as possible.

AI features still need human input to create content, and this is where it is important to be as clear as possible with your directions. If you are using an AI tool that asks for a prompt, take the time to think through what you are trying to achieve. For example, if you are hoping to create a new lesson for students, what do you want them to get from this lesson? Is there a certain standard the lesson should align to?

Asking questions like this or forcing yourself to be specific in a prompt can also help reinforce the "why" behind what you are teaching. I see this as a needed "gut check."

Dip your toe in to start.

Using AI is not "all or nothing." As someone who loves technology and sees the positive impact it can have in classrooms, I still recognize that not every tool or feature will be the right fit for me and my students. You need to play around with different options and see what aligns with your teaching style or goals.

If you find that certain technology is still intimidating, I suggest trying it out personally first. For example, use an AI tool to try generating a new recipe, or write a first draft of a birthday invitation. There are even tools where you can input prompts to create fun or creative images. Once you are more comfortable with how the technology works, you can then begin to think about how to apply it to your teaching.

Make your voice heard.

I believe that educator insights are invaluable when it comes to designing and building technology. I see generative AI and the future of education as one big group project. Seek out opportunities to share your feedback, suggestions, or critiques with the companies and teams who are building this technology.

For instance, I made my voice heard by joining the Innovation Incubator through Pear Deck Learning and was directly involved in their creation of Pear Practice. Seeing my feedback being used and applied to the product in real time motivated me to want to continue sharing my candid thoughts and look for other opportunities in the future with additional companies.

Much like whiteboards or digital projectors, new technology in the classroom is not going anywhere. So, as educators, it is important that we become comfortable with the idea of trying new things. The old adage of "tools in the toolbox" applies perfectly to generative AI in education. The more tools we have available to us, the more we can innovate, inspire one another, and ultimately increase student engagement.