In our ongoing exploration of creativity, learning, and technology for the journal TechTrends, my co-authors and I have turned our attention to the fascinating intersection of generative AI and education. Our past interviews have featured innovators such as Chris Dede, Ethan Mollick, Kyle Jensen, Andrew Maynard, and Ron Beghetto. We’ve also produced empirical studies, like our discussions with educational leaders, as well as theoretical analyses, including an exploration of educator expertise and educational research in the era of Generative AI. (A comprehensive list of all my publications on Generative AI can be found here.)

Our latest article in this series focuses on practicing teachers and how they are creatively integrating ChatGPT (and other Gen AI tools) into their teaching practices. By examining discussions in a highly active Facebook group (ChatGPT for Teachers) and conducting an in-depth interview with an innovative teacher, we uncovered a range of applications – from lesson planning and content customization to providing feedback and designing assessments.

What struck us most was the adaptability and ingenuity of teachers in navigating this new technological landscape. Despite varying institutional policies and ethical considerations, many educators are finding ways to leverage ChatGPT (and other such tools) to enhance their teaching and streamline administrative tasks. However, it’s not all smooth sailing – concerns about academic integrity and the quality of AI-generated content remain at the forefront of many educators’ minds. As we continue to grapple with the implications of AI in education, it’s clear that ongoing research and thoughtful integration within existing educational frameworks will be crucial for harnessing its potential while mitigating risks.

Complete citation and link to article below.

Oster, N., Henriksen, D., & Mishra, P. (2024). ChatGPT for Teachers: Insights from Online Discussions. TechTrends. DOI: https://doi.org/10.1007/s11528-024-00992-9