So… Can AI Take Over My Job?

 

So… Can AI Take Over My Job?

(Photo from IStock)

Artificial Intelligence is everywhere we go, see online, and even including our schools. Is AI a good thing? Is it a benefit for our schools/teachers? AI for Educators (Miller, 2023) dives into how AI can assist in learning and teaching in huge ways. For example, using AI can create more learning opportunities and less planning needed. The importance of this? The power of AI gives teachers the ability to finally create instruction (and differentiate) without losing their minds planning multiple versions of the same tasks.

Let’s Be Real

Differentiation sounds great in theory, but is it in practice? No matter how much experience or expertises you may have, this task alone is a lot for one person. The expectation of having one task that addresses multiple reading levels, includes modified questions, and provide the necessary support-all while trying to manage a classroom filled with behaviors. Sounds impossible right? It is no wonder we are overloaded. Thanks to AI, this application can aid in “flipping” this situation.

AI Shift > Tools

So, what makes AI different from other tools? The benefit of flexibility. Instead of building three separate lessons from scratch, teachers can take one idea and quickly adjust it to meet different student needs. Research shows that artificial intelligence is already being used to support personalized learning and increase student engagement by adapting content in real time (Memarian & Doleck, 2024). This moves differentiation from something we aim for to something we can realistically achieve. AI is not just improving efficiency, but it is reshaping how teachers design instruction and how students access content. Studies emphasize that when AI is used intentionally, it can support more responsive and inclusive learning environments rather than one-size-fits-all approaches (Ifenthaler et al., 2024).

AI Applications

This becomes especially clear when looking at tools like MagicSchool AI. Rather than starting with a blank page, teachers can generate leveled texts, create questions with varying levels of complexity, and design supports for students who need additional scaffolding. See resources below on using this tool:

Check out MagicSchoolAI Blog

Similarly, tools like Diffit focus specifically on adapting content. For example, a teacher can take a single article or topic and instantly receive multiple versions at different reading levels, along with vocabulary support and comprehension questions. What once took significant planning time can now happen in minutes. More importantly, this does not mean lowering expectations. See resources below on using this tool:

No, AI Cannot Replace Teachers

It is important to acknowledge that AI is not a solution on its own. AI cannot lead instruction and teach. While Miller (2023) highlights the efficiency and possibilities AI provides, the effectiveness of these tools still depends on the teacher. AI does not know the students in the classroom, their specific individual needs, or the context in which learning is taking place. It cannot replace strong instructional practices or thoughtful planning. In fact, research highlights the importance of teacher decision-making and guidance when integrating AI into classrooms, reinforcing that these tools are most effective when paired with strong pedagogy (Ifenthaler et al., 2024).

Conclusion 

Ultimately, the most significant takeaway is not that AI makes teaching easier, but that it makes better teaching more possible. How does it do this? When educators use AI effectively and purposefully, it removes a vast majority of the barriers that have traditionally made differentiation difficult to implement consistently. Teachers are no longer limited to one-size-fits-all instruction or overwhelmed by the time required to create multiple versions of the same lesson.Together, with the help of AI, we can meet the needs of every student. 

Resources

Diffit for Teachers. (2024). Using Diffit for teachers [Video]. YouTube. https://www.youtube.com/watch?v=nc0IyEkcSPI

Ifenthaler, D., Majumdar, R., Gorissen, P., Judge, M., Mishra, S., Raffaghelli, J., & Shimada, A. (2024). Artificial intelligence in education: Implications for policymakers, researchers, and practitioners. Technology, Knowledge and Learning, 29, 1693–1710. https://doi.org/10.1007/s10758-024-09747-0

MagicSchool AI. (n.d.). MagicSchool AI blog. https://www.magicschool.ai/blog

AI for Educators Miller, M. (2023). AI for educators: Learning strategies, teacher efficiencies, and a vision for an artificial intelligence future. Ditch That Textbook.

Memarian, B., & Doleck, T. (2024). Teaching and learning artificial intelligence: Insights from the literature. Education and Information Technologies, 29, 21523–21546. https://doi.org/10.1007/s10639-024-12679-y

(Image from vecteezy.com)

 

Social Media within Elementary Classrooms

        When you think of “social media”it is usually something people connect with older students.

        But, is this the limit it holds?

        No! It can actually be really useful in an elementary classroom and research backs that up.

        But, what is the key? Students (and teachers) knowing how to using it the right way.

        Social media within the classroom setting gives students a chance to share ideas, respond to each other, and practice writing in a way that feels more real. 

      What would something like this look like? In an elementary classroom, this could look like using a tool such as Padlet where students can respond to each other. For example, after listening to a shared reading experience, students could post about their favorite character and explain why they chose their answer. Then, their classmates can reply with their own ideas or ask questions. This begins the start of a conversational thread. Even though this might be a simple task-this is a form of social media interaction because students are writing for an audience and building on each other’s thinking. As our text, Digital Writing: A Guide to Writing for Social Media and the Web explains, digital writing is shaped by audience and interaction, so students have to think about how their words will be understood by others (Lawrence, 2022).

Check out this tutorial on Padlet and how you can use it with your students

        To better understand this kind of interaction, I looked at the MINDFUL framework from Argument in the Real World. This framework breaks down how people read and write on social media. In an elementary classroom, this can be seen in simple ways. Students start to monitor their purpose by thinking about why they are posting. They identify the question like stating their favorite character. Then they note evidence by explaining their reasoning/answer. They also begin to think about facts and understanding to incorporate within their response. Then, when they reply to each other, they move to leverage and contribute to a meaningful and interactive conversation (Turner & Hicks, 2017). 

        There are clear benefits to using social media-style tools in elementary classrooms. The University of San Diego Professional & Continuing Education (n.d.) explains that these tools can increase engagement and help students collaborate with one another. Various research also supports this idea that social media can improve student engagement and help build digital literacy skills when it is used with a clear purpose (Greenhow & Lewin, 2023). 

        While this is good-there are challenges that teachers need to think about. Students can get distracted while using the internet and younger learners need clear expectations for how to use these tools. The University of San Diego Professional & Continuing Education (n.d.) also points out concerns about privacy and appropriate use, which are especially important in elementary settings. Another challenge is helping students understand what information is true or reliable. Reach suggests that students often struggle to evaluate information online without guidance-which is why teachers should provide structure and support within this incorporation of social media within instruction (Tang et al., 2024). 

Still not sold on if social media within the classroom is good? Check out this blog on pros and cons of Social Media in the K-12 Classroom

       While there is is pro's and con's, research supports that social media (when used correctly) is essential within our classroom instruction. The essential component of social media within the elementary classrooms is using it with intention. When ensuring this, teachers are providing an opportunity for students to practice writing, share ideas, and learn from each other in a way that feels engaging.

    

        We are reminded that digital writing is interactive and always changing, which fits perfectly with how students communicate in these spaces (Lawrence, 2022).

Check out this infographic on more ways on how you can use social media with your instructional practices

References

    Burns, M. (2024, January 10). 12 ways to use social media in education. Class Tech Tips. https://classtechtips.com/2024/01/10/social-media-in-education/

    Greenhow, C., & Lewin, C. (2023). Social media and education: Reconceptualizing learning in the digital age. Learning, Media and Technology, 48(1), 1–15. https://doi.org/10.1080/17439884.2022.2167899

    Lawrence, D. (2022). Digital writing: A guide to writing for social media and the Web. Broadview Press.

    Padlet tutorial for teachers + 8 ways to use with students. (2023, April 10). YouTube. https://www.youtube.com/watch?v=x9IQVofS43I

    Sailors, S. (2016, October 10). Pros and cons of social media in the K-12 classroom. WordPress. https://sarahsailorsedit.wordpress.com/2016/10/10/pros-and-cons-of-social-media-in-the-k-12-classroom/

    Tang, Y., Hew, K. F., & Chen, G. (2024). Effects of social media use on student learning and engagement: A meta-analysis. Computers & Education, 194, 104689. https://doi.org/10.1016/j.compedu.2022.104689

    Turner, K. H., & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann.

    University of San Diego Professional & Continuing Education. (n.d.). Social media in education. https://pce.sandiego.edu/social-media-in-education

Digital Writing Modes

(Image from Freepik.com)

           At the beginning of most semesters, I completed the “typical” assignment as embedded below.

        This was an introduction video for my peers to view. In that video, I focused mainly on introducing myself, my role in education, and a brief overview of “social media” within my school. At the time of completing the assignment, I approached it pretty straightforwardly and simply put. 

For example, in the opening portion of the original video, I introduce myself and briefly explain my role in education. While this information was clear and factual, the presentation of the video remained very simple. The video mainly consisted of me speaking directly to the camera. It did not include any additional visual elements to enhance the presentation. Why would this matter? If I had included these elements, I could have supported the message being shared more thoughtfully with things that could help reinforce the idea(s) I was trying to present. Looking back, I now realize that the video relied heavily on a single mode of communication.

After reviewing the reading in Chapter 6 of Crafting Digital Writing, I realized that effective videos require more planning with multiple modes of communication implemented. What does this look like? The creator of a visual project must include attention to detail, address the audience, identify the purpose, and consider visual design while also considering how these multiple modes work together to support the overall message. Hicks and Turner (2023) explain that digital compositions often include a combination of written text, audio, and visual elements that work together to communicate ideas. Reflecting on my original video helped me recognize that I had mainly focused on the spoken portion of the video and had not fully considered how visual design and other multimedia elements could strengthen the message.

When completing the revision process and preparing the next video submission, I focused on making the video feel more like a complete digital text with various modes, rather than just a “basic” recorded introduction. Hicks and Turner (2023) emphasize that digital compositions often combine several modes of communication, and these elements should work together to support the overall message rather than exist separately. Because of this, I paid closer attention to visual organization, pacing, and the overall presentation of the new video. In the planning phase, I considered how the visuals, spoken words, and structure could work together to improve the message's clarity.

One of the most significant changes I made in the revised version of the video is the overall visual format. Instead of using only a direct talking video, I created a slide-based video presentation that includes images, subtitles, and a voice-over narration. This approach allowed the video to incorporate multiple modes of communication. For example, adding talking points and images helped reinforce the ideas being presented, while also making the video more accessible for viewers who may process information differently. Mayer (2021) explains that well-designed multimedia materials can help learners process information more effectively by integrating multiple forms of communication. When visuals and narration work together, they can help clarify ideas and make information easier to understand for the viewer.

Below is my revision video presentation.

So, why is all this important and what does it have to do with your classroom? Research suggests that educators who incorporate digital tools into their teaching practices can create more engaging learning experiences and better prepare students. Trust and Whalen (2022) explain that digital communication tools allow educators to present information in ways that reach a wider audience and support different types of learners. This is especially important in today’s educational settings where technology plays such a large role in how information is shared and understood. Our goal is to meet the needs of ALL learners. 

Overall, revising this video helped me better understand the importance of design when creating digital texts. I began to recognize that effective digital writing involves more than simply sharing information. Instead, it requires thoughtful decisions about your audience, the design, and how different modes of communication work together to support the message. By revising my video with these ideas in mind, I was able to create a more intentional and complete digital text that better reflects the principles discussed in Crafting Digital Writing.

References

Hicks, T., & Turner, K. H. (2023). Crafting digital writing: Composing texts across media and genres. Teachers College Press.

Mayer, R. E. (2021). Multimedia learning and instructional design. Educational Psychologist, 56(2), 1–15. https://doi.org/10.1080/00461520.2021.1897435

Trust, T., & Whalen, J. (2022). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. https://doi.org/10.70725/307718pkpjuu

Do Not Be Afraid of Digital Content

(Image from PNGTree.com)

            When digital writers begin working with tools that enhance their work, many start to hesitate with concern or worry. This is not because they doubt their ideas, but because many tools used to create can feel intimidating.

            Let us be honest: Technological tools are complex. Does this mean we should not use them? Absolutely not.

In section 4.6, “Don’t Be Afraid of Adobe,” Daniel Lawrence challenges the "hesitation" directly. His argument goes beyond software tutorials, but focuses on changing your mindset. It is about taking your writing and creating a “bigger” picture for your audience. It is not just about learning various software to put to use. 

In Digital Writing: A Guide to Writing for Social Media and the Web, Lawrence (2022) pushes the idea that digital writing today is more than words on a screen. When you are "writing online", it is important to understand the impact of digital implications. What does this mean? It means, as a creator, you must start thinking about the layout, visuals, movement, branding, and the audience you are trying to attract with your digital content. As we can see everywhere in the world (whether we like it or not) communication now is more visual and interactive. So by ignoring these tools that help shape that product, we begin to limit how “powerful” the message we are trying to portray can be. 

Avoiding Adobe (or any creative tool) usually is not about time. It is about confidence. We tell ourselves, “I am not creative like that,” or “That is too technical for me.” Research shows that engaging with digital tools actually strengthens everyones digital literacy skills. No matter the age. A recent study by Soufghalem et al. (2024) found that when students (people) actively use technology to create content-their ability to communicate clearly and think critically improves.

When you design a graphic, you think about clarity.

When you edit a video, you think about pacing and timing.

When you create something in Illustrator, you consider balance and visual impact.

In all these projects you consult your audience and the engagement goal.

Another recent article by Kimmons and Rosenberg (2022) emphasizes that digital literacy is no longer optional in education or professional spaces. Yet, it is found more of a "foundational" piece. If we want students (or ourselves) to communicate effectively in today’s 21st century learning-world, we have to move beyond “text-only” thinking. That does not mean everyone needs to become a professional designer, but it does mean we should not hide behind the excuse that “I am just a writer” or “I cannot do it”. 

It is important to remember, that to complete digital writing, you do not have to be a professional or create a "magazine" ready graphic. Starting simple and experimenting builds confidence and digital literacy. There are many sources out there to help you discover various tools. For example, here is a beginner-friendly tutorial playlist that walks through fundamental features of Adobe Photoshop.

From my perspective, especially as someone who values technology within education, this section of our text and additional references mentioned, connects deeply to the “mindset” of using technology. As a educator, we are constantly being watched as professionals "models". When it comes to digital media usages/creation, if we model curiosity and willingness to learn, even imperfectly, we create a culture where experimentation is normal.

The goal is not a mastery-skill that you can obtain overnight. It is all about exposure. Tools like Adobe can feel overwhelming, but the fear usually fades once you click around and experiment.

The deeper argument within this section can be summed up in this statement: Digital Writers should not avoid tools that stretch them. 

Let us look at "Don't Be Afraid of Adobe" through a different lens and change it to "Don't Be Afraid to Expand Your Skills".

For a simple view on the emphasis behind this post- from initial intimidation to building a creative confidence- see the infographic attached.

Happy Creating! 

(Infographic created by author of this blog)

References

Kimmons, R., & Rosenberg, J. M. (2022). Teaching and learning in the digital age: Advancing digital literacy for educators. Educational Technology Research and Development, 70(3), 1121–1138. https://doi.org/10.1007/s11423-022-10106-8

Lawrence, D. (2022). Digital writing: A guide to writing for social media and the web. Broadview Press.

Soufghalem, L., Nouri, J., & Saqr, M. (2024). Developing students’ digital literacy through technology-enhanced learning: A systematic review. Computers & Education, 200, 104798. https://doi.org/10.1016/j.compedu.2023.104798

Will Paterson. (2023, August 29). Adobe Illustrator for

The Digital Writing Process

    (Image from Dreamstime.com)

            Have you ever posted something online, came back to it later, and thought, “I could have said that better.”? Well, you are on the right track of understanding the digital writing process. When you are writing for the web it is more than producing a perfect final draft like you would in your basic English 101 class. Instead, the focus is on moving through a process. This process consists of four steps categorized as: drafting, editing, reviewing and publishing. In the text, Digital Writing: A Guide to Writing for Social Media and the Web, Lawrence (2022) makes it clear that digital writing is “recursive”. This simply means that each step informs the next step rather than coming to an ending. Once you see writing through this lens it becomes less intimidating and far more attainable.

The Prewriting/Draft

            The first step is drafting. This is a space for the writer to create and make mistakes. The goal is not to develop a “picture perfect” writing sample but to get ideas out where they can be shaped into a product. The focus of planning a writing product (digitally or written) is to make sure you create a connection with your audience who will read the writing and match the tone you are trying to set or meet. Lawrence (2022) emphasizes that drafting online is exploratory which allows writers to “try” ideas before committing to them fully in the final product. 

Let's Talk About Edits

The next step in the process is known as the editing phase. When writing digitally, compared to written expression, it is important to notice the type of reading people look for online. The best digital writing experiences involve those readings with short paragraphs, clear ideas, and an organzine look that creates an easy read. Also in this stage, you are turning your draft into a more cohesive and intentional product. While you are fixing mistakes such as grammatical errors you are also shaping the look, detail, and meaning of your writing.

Time To Review

Now, you move into the next step in this process which is the review phase. This is one of the most important parts of the process as you make your writing come to “life”. Remember what the author says in the text as he describes this process as an ongoing interaction not a “final check” (Lawrence, 2022). Now is the time to ask yourself questions regarding your writing as you read the product. 

1. Does it have a clear purpose? 

2. Is this meeting the needs of the audience? 

3. Have you checked it various times? 

4. Have you had someone else read through it? 

5. Have you posted (shared) it yet on a platform and gotten any feedback? 

            These questions and points are widely supported by various researchers with the purpose that online peer feedback significantly improves writing quality (Shulgina et al., 2024). 

Oh! It Is Publishing Time

The final step is the publishing phase. In writing, most people would consider this as the last step, but when completing the Digital Writing Process, you are not finished. Many would say, you may just be “really” getting started. Once you have published (shared) your product, you can review, revise, and rethink your writing. By publishing your writing you are inviting conversations and thinking, which in return, can impact your edits or future writings. An important thing to take into consideration (especially when taking the resources into account) is to remember that digital writing is not about getting it right the first time, but it is about staying open minded and willing to make continuous revisions to your product. Making connections with further research, Shulgina et al. (2024) shows that ongoing peer interactions after publication encourage writers to make meaningful revisions, demonstrating that even published work is part of the continuous learning process.

Are You A Teacher?

             Check out this video about a school (Eastside Memorial High School) and how their ESL Teacher uses digital writing in her classroom.

Wrap-Up/Conclusion

By connecting Lawrence’s (2022) explanation of digital writing as recursive, the findings from Shulgina et al. (2024) on peer feedback, we can see a complete picture of writing in action. These three resources illustrate that digital writing is a moving process that goes in all directions.

(Image from Thoughtful Learning)

References

Lawrence, D. (2022). Digital writing: A guide to writing for social media and the web. Broadview Press.

The writing process at work [Video]. (2018). YouTube. https://www.youtube.com/watch?v=UJP_q3X2v

Shulgina, T. A., Smirnova, E. V., & Karpova, E. V. (2024). The role of online peer feedback in improving         students’ writing quality. Education and Information Technologies, 29(1), 1045–1063.                                 https://doi.org/10.1007/s10639-023-11968-5