Most would agree that time is something we always seem to be short of and always want more of. The phrase “there are not enough hours in the day” resonates throughout many professions, but it rings particularly true in education. And it isn’t just a matter of perception. Microsoft partnered with McKinsey and Company to survey teacher time use. They found that the 50 hours of work teachers reported weekly were divided among many important planning, administrative, and professional learning responsibilities (McKinsey and Company, 2020). However, this leaves surprisingly few hours remaining for student instruction, reported worldwide as the most satisfying aspect of teaching (Ainley and Carsten, 2018). In fact, only 24.5 hours—49% of time— were dedicated to direct interaction with students (see Figure 1).
Figure 1. Fifty average hours of working time per week for a teacher
Source: Hargrave, M., Fisher, D., and Frey, N. (2024). The Artificial Intelligence Playbook: Time-Saving Tools for Teachers That Make Learning More Engaging (p. 5). Corwin. Used with permission.
Since generative artificial intelligence (AI) began making its way into education in early 2023, it has presented itself as a tool that genuinely seems to offer the potential of addressing this concern. While it’s not a fix-all—the human user is still very much needed when using the tools—it has already shown that it can significantly assist in some of the important but time-consuming tasks vying for a teacher’s time.
Generative AI tools are designed to generate content quickly and accomplish tasks in human-like ways, all in very short amounts of time. As many already know, chatbots (AI-powered software applications designed to simulate human conversation to obtain information or perform tasks) respond to user prompts. These requests can yield unit plans, a series of multiple-choice questions and short constructed writing prompts for an assessment, or pages of math word problems in just minutes. If you have already started exploring these tools, then you, like many, have experienced moments of shock when you saw how quickly generative artificial intelligence can perform tasks that might otherwise take hours or days to complete. Having access to tools that can perform tasks in a fraction of the time is a game-changer, but knowing where to start and how to make qualitative improvements is essential. With that in mind, we outline three places to start when it comes to using AI as a time-saving tool. We conclude with cautions about the judicious use of AI.
Tip #1: Generate More of What Works
AI platforms do a good job of mimicking existing quality materials, making them an ideal tool when a language teacher wants to generate more of something already in use. This is a great place to start for those unsure about how and where AI can save them time because users can build on what they have already found to be useful for their students. They know what they are looking for and are generating materials that are familiar. For example, AI can create another example about a new topic for a writing lesson, replicate a successful science experiment with a new focus, or create more word sorts to use in an early literacy or vocabulary lesson. Using a text analyzer, it can develop new comprehension questions for a reading, or translate a rubric into another language.
Tip #2: Overcome “Blank Page” Moments
All educators are familiar with the challenges of conceptualizing new ideas, possible interventions, novel spins on an assignment, or additional methods to practice a skill. We sit at the computer in front of a blank page, visit some go-to sites looking for ideas, or flip through curriculum resources to find something that may or may not be there. Meanwhile, the minutes tick by. AI is here to help. Some have described it as much like an intern or thought partner, both titles that credit it for being able to move users beyond the writer’s block we may experience. It can be as simple as saying, “What do you think about this?” or “List some ideas to help a student who needs _____ and ____.” What we have learned is that chatbots give many more ideas than we might want or need. Some are good and others not so good, but it is a way of getting a toehold to further develop plans using your expertise.
A chatbot can be used by a team of teachers to develop a possible list of learning intentions and success criteria for a new instructional unit. There is strong evidence that the regular dialogic use of learning intentions and success criteria holds the potential to accelerate student learning (Hattie, 2023). However, teachers can get bogged down in crafting them. Load the targeted standards for the unit into the chatbot, specify the grade level and the number of days for the unit, and tell it to develop daily learning intentions and success criteria for each day. Review the suggestions and provide additional feedback to revise (e.g., “Phrase all the success criteria as I-can statements.”) The team can then discuss the merits of the suggestions, customizing them to best fit their context. Rather than facing a blank page, the team can engage in rich dialogue about their learning goals.
Tip #3: Organize and Streamline
It takes time to regroup students using data from a written response or exit ticket, or to combine individual responses into a single class statement. There can be a significant amount of time spent organizing materials before the real work of looking at those materials even begins. AI can help lighten this load. It can efficiently organize work into predefined categories, sort responses according to a provided rubric, and quickly turn multiple short answers into one comprehensive response. Also, if a user isn’t sure how to organize something—what order to put things in, what categories to include on a rubric, or what similarities or differences responses have—with a simple request, the technology can assist.
Automating and speeding up these tasks frees up educators to focus on what really matters: analyzing and discussing the work itself. However, it is important to ensure that specific student data are not included when using AI in this way. We have found that having students respond via a Google Form using an assigned student number or simply omitting names from inputs has helped teachers use AI as a time-saver while still adhering to data security standards.
Find Balance in Hybrid Human–AI Generated Content
Thinking of AI as an intern can significantly enhance the efficiency and effectiveness with which technology works for you. When using a generative AI platform, input all relevant information just as you would discuss a project with a colleague. If possible, specify the ideal format, content that should be included, standards to address, and any additional details that you as the experienced educator have in mind. For instance, rather than saying, “I need something for science,” it’s more effective to state, “I need a lesson plan for ninth-grade biology that covers photosynthesis and cellular respiration. It should include a lab activity and a quiz.” Eaton (2023) refers to this approach as “hybrid human–AI generated content” (p. 3) and predicts that this collaborative method between humans and AI will become the typical style of writing in years to come.
Analyze Output and Writing Prompts
It is crucial to maintain control over the content we use for teaching and learning, especially when incorporating AI. Access to AI as a time-saving resource is beneficial only if the quality of teaching materials remains high. Learning to efficiently and productively analyze output is an important skill for those starting to use this technology for daily tasks. Start by verifying the accuracy of the content: Is it true? Does it exhibit bias? Are there missing perspectives? Next, look at the clarity and voice of the output, making sure it matches your teaching style and meets the needs of learners in front of you.
As Ethan Mollick suggests in his book, Co-Intelligence: Living and Working with AI (2024), inviting AI to the table is a way we can see its capabilities in terms of saving time on regular functions and tasks. This does not mean it will always help, but it does mean we can start getting in the habit of asking ourselves the questions, “Is this something AI can help us with? Is there a part of this task that could be done more efficiently with AI assistance?” The more we start to invite this technology in, the more we can explore its capabilities and learn about its limitations.
Access for Multilingual Learners Depends on Their Teachers
Andreas Schleicher, director of education and skills at the OECD, cautions us that our task is to “educate students for their future, not our past” (2018). Against the backdrop of the “unequal history of learning technologies,” a new global digital divide is emerging when it comes to the use of generative artificial intelligence (Regmi, 2023, p. 437). Language teachers can and should be at the forefront of leading their students in the accurate and ethical use of AI. It begins with incorporating the judicious use of AI tools to expand what we value most—time with our students.
Resources
Ainley, J., and Carstens, R. (2018). “Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework.” OECD Education Working Papers No. 187. Organisation for Economic Co-operation and Development Publishing, Paris. https://doi.org/10.1787/799337c2-en
Eaton, S. E. (2023). “Postplagiarism: Transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology.” International Journal for Educational Integrity, 19. https://doi.org/10.1007/s40979-023-00144-1
Hattie, J. A. (2023). Visible Learning: The Sequel. A Synthesis of Over 2100 Meta-Analyses Relating to Achievement. Routledge.
McKinsey and Company (2020). “How Artificial Intelligence Will Impact K–12 Teachers.” www.mckinsey.com/industries/education/our-insights/how-artificial-intelligence-will-impact-k-12-teachers
Mollick, E. (2024). Co-Intelligence: Living and Working with AI. Portfolio.
Schleicher, A. (2018). “Educating Students for Their Future, Not Our Past.” Teacher Magazine. www.teachermagazine.com/au_en/articles/educating-students-for-their-future-not-our-past
Meghan Hargrave is an experienced educator. After being a teacher leader in the classroom, she moved into education coaching and consulting where she supports hundreds of K-12 schools and districts worldwide. Her work has always focused on important instructional shifts in education and practical ways the educators she supports can embrace these shifts effectively, which has included the integration of Artificial Intelligence tools in the classroom. She is ChatGPT, GoogleAI, and AI for Education certified in addition to working closely with thousands of educators on how to implement these tools in the classroom. She is an international presenter, has taught preservice teachers at Columbia University’s Teachers College, regularly contributes to popular educational publications, and is known for sharing innovative and effective classroom strategies via social media @letmeknowhowitgoes.
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.
Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel and has published widely, including books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.
