The Shift in the Online Discussion Related to the Use of AI in Education
As revealed in various teacher FB and online teacher groups
Within 24 hours of the launch of ChatGPT in November 2022, I decided to become an advocate for the use of AI in education. Shortly thereafter, I joined dozens of teacher Facebook groups and a large number of AP-related online teacher communities. My goal was twofold: to share my vision for how AI can and should be used in K-12 education and to learn from thousands of teachers worldwide about their thoughts on AI’s role in the classroom.
So yeah, the truth is that for over two years, I haven’t just posted frequently in many of these groups — I’ve also checked in with these groups more often than I dare admit.
From these frequent check-ins, one thing has become crystal clear to me: there has been a significant shift in how teachers in these groups talk about AI in education. A year ago, I would say that skepticism, hesitation, and resistance dominated most discussions, with many educators quick to highlight the potential dangers of AI, and a significant number either calling for outright bans or rejecting its use in their classrooms. The tone was overwhelmingly cautious, filled with warnings about cheating, fears of AI replacing traditional teaching methods, and concerns about its broader impact on education. There was little or no sharing of AI use back then.
Fast forward to today, and I now see far more teachers eager to share how they’re using AI or asking questions about its applications — whether in creating lesson plans, generating multimedia content, designing instructional materials, or integrating AI into project-based learning. A reluctance to explore (or to share that exploration) has given way to a willingness to engage, experiment, and share. This shift owes much to the efforts of various group admins, who have fostered supportive environments by addressing those who last year appeared to have less interest in sharing their use of AI and instead seemed more intent on discouraging or silencing AI advocates. The work of these admins has created far safer spaces for sharing ideas and asking questions, paving the way for way more meaningful discussions and collaboration.
That said, this newfound openness hasn’t come without its challenges and debates. One debate, in particular, stands out: the use of AI to teach and assess writing. On one side, I hear a significant number of educators argue that writing instruction should remain rooted in traditional, teacher-led methods. They contend that allowing students to use AI risks undermining creativity, critical thinking, and the ability to express ideas authentically. They also fear that the use of AI to teach writing could cause writing instructors to lose their jobs, if not their role as the sage on the stage.
On the other side, I’m hearing from an increasing number of educators who, like myself, see AI as a powerful tool for transforming writing instruction. AI tools, we argue, can provide instant feedback, help students refine their skills, and make the process of learning to write more engaging and efficient. “The use of AI to teach students to write will result in the students learning to write more, better, faster,” is what I claim, and far from replacing teachers, will complement traditional instruction.
As I reflect on this shift and the debates it has sparked, I find myself wondering what the future holds. Will the few remaining Facebook groups and online communities that are known to discourage — if not outright silence — discussions about AI open their doors to meaningful conversations?
And what about those who still oppose the use of AI in writing instruction? A year from now, will they still remain vocal proponents of traditional methods in these groups, or will they follow the same trajectory as those who called for banning AI outright last year — not only shrinking in numbers but also in the frequency and intensity of the objections they raise as AI’s benefits become more widely recognized?
What do you think?
