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