AI is already shaping classrooms. For many teachers, it brings a mix of curiosity, uncertainty and concern. While headlines often focus on cheating or misuse, educators are increasingly asking a more productive question: how can AI support better teaching and learning?
Our latest TeachSpace article unpacks what AI is, how it’s being used, and how teachers can approach it thoughtfully in their own classrooms.
Listen to the full discussion
This article is based on a discussion from the Let’s Talk Teaching podcast.
In this Let's Talk Teaching episode, Associate Professor Jo Blannin, School of Curriculum, Teaching and Inclusive Education at Monash University, and Miguel Regalo, a secondary school teacher discuss generative AI as a tool in the classroom.
Why AI matters now
AI in education is generating both excitement and uncertainty. While concerns about cheating often dominate, the reality is more complex – and more promising.
As Miguel Regalo explains:
“If we did not talk about generative AI, the students would be using it regardless … it would be a disservice to us and to them.”
The reality is that AI is already embedded in students’ lives. They are using AI for:
- Summarising readings
- Generating study notes or flashcards
- Editing and improving writing
- Brainstorming ideas
At the same time, teachers are exploring AI for lesson preparation, differentiation and administrative tasks. The challenge is not whether AI belongs in education, but how it is used.
What generative AI actually does
Generative AI is built on algorithms and large datasets, often referred to as large language models. These systems identify patterns in vast amounts of information and use those patterns to generate responses such as text or images. A/Prof Blannin puts it simply:
“There’s a set of rules … and the algorithm identifies a pattern and then generates something that we think is new.”
Importantly, AI is not thinking or understanding. It predicts what is most likely to come next based on its training data. This is why it can produce fluent and convincing outputs, but also why it can miss context, nuance or accuracy. Understanding this helps teachers move beyond hype and focus on practical application.
Where AI can support teaching
In schools, AI is most often being used to support the repetitive, behind-the-scenes work of teaching, described by some as “drudge work”.
Generative AI is currently being used by teachers to support planning and preparation, including to:
It’s also being used to streamline administrative tasks, such as:
However, this benefit is not immediate. A/Prof Blannin notes that while AI may eventually save time, “there’s a bit of a hill to conquer first.” Early use often increases workload as teachers learn how to use tools effectively and critically.
The limits of AI – and why teachers still matter most
AI can support teaching by generating suggestions, but it cannot replace professional judgement or understand the lived context of a classroom. As A/Prof Blannin says:
“The teacher is still the expert … the one who knows the child and how they learn best.”
For example, AI might efficiently analyse assessment data, but it cannot account for why a student struggled on a particular day or how their wellbeing may be impacting their learning. It cannot interpret relationships, classroom dynamics or individual needs in meaningful ways.
This means teachers must remain firmly in control – using AI as a support, not a decision-maker.
Ethics, privacy and context
The concept of AI in schools raises important ethical questions.
Student privacy is a key concern. Uploading identifiable or sensitive information into AI systems may not align with school policies or consent agreements. Teachers have a responsibility to protect this data.
There is also no single approach to what is acceptable. As Regalo highlights:
“What is ethical and acceptable … has to be context based.”
In some schools, using AI to draft emails to parents or to analyse student data may be encouraged. In others, it may be a no-go. Decisions are shaped by school communities, policies and expectations.
Frameworks from organisations such as UNESCO and local education systems can provide guidance, particularly around privacy and data security. However, these still require interpretation at the school level.
Rethinking assessment in an AI world
Students are not waiting for policy to catch up. They are already using AI in a range of ways – from generating revision materials to improving their writing or summarising complex texts.
If students can use AI to refine their writing or generate responses, then traditional tasks may no longer capture meaningful learning. Instead, there is a growing need for schools to prioritise skills that are less easily replicated by AI – such as:
- Critical thinking
- Personal reflection and voice
- Application of knowledge
- Oral and multimodal responses
A/Prof Blannin draws a useful comparison to earlier shifts in technology. As search engines such as Google evolved, schools moved away from rote memorisation. AI is driving a similar shift.
Relying solely on written tasks or plagiarism- or AI-detection tools is no longer sufficient. Instead, teachers may need to incorporate multiple forms of assessment, including discussions, presentations and in-class tasks, to build a more complete picture of student learning.
New possibilities for pre-service teachers
While much of the current focus is on text generation, AI is already being used in more interactive and applied ways.
Emerging tools allow pre-service teachers to practise real-world scenarios, such as parent–teacher conversations, through AI-generated simulations. These environments provide opportunities to rehearse complex interpersonal skills in low-risk settings and receive feedback on communication and behaviour.
This points to a broader shift – from AI as a productivity tool to AI as a tool for professional learning and skill development.
Where to start
For teachers unsure about AI, the advice is simple:
Start small
Start by addressing the problems of practice in front of you. This might involve using AI to test an assessment task, generate alternative explanations for a concept, or streamline a time-consuming process.
Experiment safely
Begin with low stakes tasks such as drafting resources or exploring ideas before using AI in high stakes contexts.
Lead with empathy
Teachers will have varying levels of confidence and enthusiasm. Support should be differentiated and collaborative.
Develop critical awareness
Start from a critical space. Have students work out the limitations of AI and build understanding from there. Encouraging students to question and test AI outputs, rather than accept them at face value helps build confidence in using the technology thoughtfully.
Looking ahead
AI is not a future possibility – it is already part of teaching and learning.
AI is not replacing teachers, but it is reshaping teaching. By approaching it with curiosity, critical thinking and a strong focus on context, teachers can use AI to enhance their practice while staying grounded in what matters most – meaningful learning.
Browse more episodes:
Resources
UNESCO guidance on AI in education UNESCO’s first global guidance on GenAI in education aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of these new technologies.
Department of Education AI frameworks and policies The Australian Framework for Generative AI in Schools (the Framework) seeks to guide the responsible and ethical use of generative AI tools in ways that benefit students, schools, and society.
Monash University- Generative AI Short Course Explore Artificial Intelligence courses and delve into the dynamic realm of possibilities.
Supporting teachers and teaching in the age of Artificial Intelligence - Research project (Jo Blannin) This project aims to investigate teacher capabilities to respond to, and engage with, Artificial Intelligence (AI) tools in their classrooms and online teaching.
