AI in Education: Knowing When Teaching Needs Feedback and When It Just Needs More Access
Most conversations about AI in education start with the big, dramatic questions. Will artificial intelligence in teaching eventually replace instructors. Will it change how student work gets graded. Will it reshape the classroom as we currently know it. Those questions get attention because they are sweeping, but they tend to skip past a smaller and far more practical distinction, one that instructors run into every week whether or not they ever think about AI at all. Some instructional work depends on your judgment at the moment it happens. Other instructional work depends on students having reliable access to something you already thought through, wrote, reviewed, and stand behind. Those are two different jobs. Treating them as if they are the same job is part of why so many instructors feel like there is never enough time in the semester. Whether it gets framed as AI in education, artificial intelligence in teaching, or simply AI for teachers, the conversation usually assumes one bi...