Why Avoiding AI in the Classroom Hurts More Than Helps

I recently attended a conference session that specifically explored Artificial Intelligence (AI) in the classroom at the high school and college levels. Going around the room, we each shared how, if at all, we had encountered AI in our own classrooms. 

The guilt in the room was palpable.

The unease in confessing our experiences – whether they were fruitful or not – was clear. Those who had found some degree of success with using AI shared hesitantly and with a distinct hint of apology. Those who had not yet dipped their toes in AI wore their admission as a badge of honor. 

Educators speak out on their fears about artificial intelligence

Some educators with limited experience in AI admitted their use of it with a hint of uneasy shame, insisting it was merely an experiment, or worse, that it had proved wildly inaccurate. The underlying message: I am still relevant, and AI will not replace me.

The conversation soon shifted toward catching students in the act of using AI and finding ways to shut it down. Comical examples of sample papers that were generated by AI were shared, often filled with unreliable information or defunct URL sources. There was a fair amount of self-congratulation for being able to “just tell” when something lacked a human voice. 

Most concerning, however, was the pervasive sense of fear. Some were genuinely anxious that they might lose the battle against AI, and in turn, their relevance or even their jobs. 

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Why we need a new perspective on artificial intelligence

If there is one commonality among teachers, it is a deep-rooted commitment to doing the right thing. Most teachers do not have a personal history of cheating (or at least they would never admit to it!), and they expect the same standards from their students.  Honesty and integrity are the hallmarks of our profession, right? If we don’t hold these virtues in the highest regard, the entire concept of education crumbles like a house of cards.

The problem with this mindset is that the black-and-white thinking that labels any outside help as “cheating” is holding education back. To be clear, I’m not suggesting we throw open the doors to dishonesty or abandon academic standards. What I am suggesting is that we rethink our relationship with generative AI in education, not as a shortcut or crutch, but as a powerful tool. One that, when used thoughtfully, can enhance instruction, save time, and reignite creativity.

In fact, that’s exactly what I’ve discovered through my own (ever-growing) list of ways I’ve used AI this past term.

How I use AI: From classroom tasks to life hacks

Content-specific:

• AP-style writing prompts
• ACT multiple choice questions for grammar-specific concepts that students need to know for the test (Lie vs. Lay)
• ACT essay vocabulary tips
• How do I explain what a squinting modifier is?
• Discussion questions for a Socratic Seminar on The Great Gatsby
• Generated random slideshows for students to practice impromptu speaking
• MLA citation generator (drop in a URL and it converts)

Grading: 

• Feedback on AP synthesis essays (used to norm and supplement my own comments and grading)
• Proofreading letters of recommendation

Technical:

• How do I clear “cache and cookies” from my computer?
• How do I add a timer feature on a Canva slideshow?
• How do I set up a VIP email filter?

Extracurricular:

• What are some good resources/online groups for teen writers?
• Current event questions for an impromptu speaking competition

Personal: (because when you take care of yourself, you have more time to give to your students!)

• What is the best iPAD charging cord?
• Pizza deals on a Monday in Brookfield, WI (gluten free)
• Best hashtags for teachers
• Best species of peonies to plant in WI and when to plant?
• What should I wear to an equestrian themed formal event?
• When is the best time to release a book unboxing video?
• How many continuous roads can you connect without a settlement in the game Catan?
• Tax related: What is the difference between HSA and MSA contributions?

Looking over this list, first, I have to admit that I’ve completely lost track of how often I turn to AI for a quick answer. Sure, there’s nothing here I couldn’t have researched or generated on my own. But at what cost? 

The time it takes to develop new materials or research something new can slow down life significantly. So why not let AI do the heavy lifting for you? It frees up time for the parts of life that matter most. Don’t like what it suggests? Don’t use it. AI is a tool, and nothing more. You’re still in control.

For ready-to-use ideas, check out Fifty AI Prompts for Teachers by Paul J. Cancellieri—practical strategies to enhance instruction and save time.

Every generation fears new tools

The most obvious similar technological advances that have challenged the notions of ethics in the classroom were certainly the calculator, the typewriter/keyboard, and the internet. Imagine if we had tried to stamp out all use of these devices under the notion that students would never learn to think for themselves if they were allowed access to them. 

Even Socrates joined the chorus of skeptics, warning that writing would “create forgetfulness in the learners’ souls, because they will not use their memories,” a sentiment echoed throughout history in recurring fears about new technology.

Here is the real risk educators face

Consider the role of AI in education. For some educators, mentioning AI is enough to spark outrage: it’s cheating, plain and simple. Relying on ideas or words that don’t originate from a student’s own mind feels like a betrayal of academic integrity. The fear is that students will become dependent on a tool that thinks for them, their voices will vanish, and they will learn nothing. Even worse, if AI takes over grading too, what’s left for teachers to do? There is a growing belief that we must halt AI’s spread in classrooms before it undermines core values of education.

But is that really the case?

AI is not the end of education as we know it, but we are primed to believe it is. As educators, we naturally bristle at the idea of AI because it fundamentally challenges how we view student learning and our role in teaching.

Why is there such a negative perception of AI among educators? My thought is that it is rooted in something deeper–perhaps even in our earliest educational experiences. We fundamentally feel that it is wrong for us and for our students because we were taught to value original thought, hard work, and personal accountability. So when students are using AI, it feels like cheating. And when we use it, it can feel like we’re cheating, too. 

More unsettling is the fear that if we rely on AI for instruction or grading, we may be accelerating the decline of our own profession. If teachers are one day seen as obsolete, who will be blamed? Our perception of “AI equals cheating” permeates our mindset and limits our ability to learn how to use it effectively. It is also limiting our ability to teach students how to use it ethically and responsibly.

And that may be the most damaging failure that is currently happening in classrooms today.

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