In recent years, educational technology (ed-tech) companies have increasingly promoted the integration of artificial intelligence (AI) into teaching. This back-to-school season represents the third consecutive year that AI technologies, such as ChatGPT, have been utilized by students on a global scale, with mixed feelings among educators regarding their impact on learning. Concerns persist that reliance on AI for essay writing and project ideation may hinder students’ critical thinking and creative reasoning development.
In response to these concerns, numerous ed-tech firms are encouraging teachers to adopt AI tools designed to alleviate administrative burdens, such as grading, feedback provision, and lesson planning—essentially framing AI as a means for teachers to reclaim their time. For example, the company Magic School offers AI solutions like quiz generators and text summarizers, boasting utilization by 2.5 million educators. Similarly, Khan Academy promotes its digital tutor, Khanmigo, asserting it serves as a complimentary AI-powered teaching assistant for various subjects.
According to a notable 2020 report by McKinsey and Microsoft, teachers reportedly work an average of 50 hours per week, primarily entangled in grading, lesson preparation, and paperwork. The report posited that the use of AI could potentially free up 13 hours per week for educators. This notion has gained traction not only among tech companies but also within educational circles; policymakers in countries such as South Korea, Japan, and Singapore, as well as U.S. states like North Carolina and Colorado, have advocated for the positive and safe adoption of AI technologies in educational settings.
Despite these advancements, the willingness of teachers to delegate essential tasks to AI remains variable. Leon Furze, an educator and PhD candidate at Deakin University, emphasizes that while AI can indeed assist with data collection, analysis, reporting, and communication—tasks contributing to teacher workload—significant skepticism lingers regarding its efficacy in lesson planning and grading. Many instructors express concern that these critical responsibilities are pivotal to their teaching practice and should retain a human touch. Educators often regard lesson planning as a thoughtful and creative process, while automated grading of creative tasks, such as writing, raises questions about the value of personalized feedback.
A recent Pew Research survey indicates a reticent attitude among teachers toward AI, with only 6% asserting that AI offers more benefits than drawbacks in education. However, as the landscape of AI continues to evolve rapidly, the forthcoming school year may present a crucial opportunity for ed-tech companies to sway educator opinion in favor of AI utilization in the classroom. The ongoing discussions around AI integration hint at a potential shift in educational practices, which may reshape the teaching and learning experience for both educators and students alike.
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