The integration of AI tools in English language arts (ELA) instruction has emerged as a potentially transformative pedagogical approach that could redefine the traditional landscape of education. Tools, such as AI-powered writing assistants and language-analysis platforms, offer real-time feedback and aim to empower students to engage in self-directed learning and refine their writing and editing skills. By providing instant insight into grammar, readability and organization, AI tools could free teachers from time-consuming manual grading, allowing them to focus on personalized instruction and targeted interventions. Moreover, the use of AI encourages students to view writing as an iterative and interactive process rather than a linear task of writing a draft and making a few edits.
As educators navigate the responsible use of AI in classrooms, AI tools could give students more opportunities to practice writing than they would have in the absence of such tools, which could lead to more advanced skills in communication and expression, enabling them to thrive in an increasingly technology-driven world.
Recently, EdSurge spoke with Molly Castner, a middle school ELA teacher who, intrigued by the prospect of providing real-time feedback to students and fostering critical thinking, embraced the integration of AI in her classroom.
EdSurge: At the beginning of the COVID-19 pandemic, you piloted a multifaceted AI program to support the teaching of argumentative writing. What initially sparked your interest in exploring and implementing AI tools in your classroom?
Castner: I started using Project Topeka prior to the pandemic as part of a pilot program. I was drawn to using AI for several reasons, one being that when students are writing, it is extremely difficult to provide helpful feedback in real time. Teachers who have 100+ students on their class roll cannot possibly give every student the feedback they need, so when the opportunity arose to try to provide that feedback, I jumped at the chance. The topics provided by the AI tool were engaging for students. The tool offered several topic options, allowing me the ability to present students with more choices and encouraging them to have more agency in the writing assignment. Further, the use of AI facilitated discussions about research and citation and provided students with an opportunity to use the tool as they wished during the writing process. After the assignment, students also engaged in a thoughtful critique of the tool, including how they perceived the benefits and drawbacks of AI in evaluating their work.
Have you observed any areas where you believe AI tools could make a significant impact in teaching secondary English?
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