Larry Cuban, a distinguished schooling historian, recently addressed a group of technologists at Google about AI’s impact on teaching and learning in education. Cuban asserted that every new technology introduced to improve teaching and learning has been hyped as “revolutionary” or “transformational.” He presented a list of technologies introduced in classrooms over the years – including interactive whiteboards and 1:1 classrooms – and pointed out there is little evidence that classroom use of these technologies had forced educators to rethink, “much less reshape” their teaching. Cuban argued that AI will not force educators to rethink how teachers teach and students learn. Instead, teachers will simply adapt AI to fit the “contours” of their classrooms, keeping it on the periphery of their teaching repertoire.
Cuban’s remarks should not be taken lightly. He is Professor Emeritus of Education at Stanford University and has written many scholarly articles and books on classroom teaching, the history of school reform, and the use of technologies in K-12 classrooms. He is also an experienced practitioner who served as superintendent of Arlington Public Schools in Virginia, taught high school social studies, and has been a university professor for two decades. Few understand U.S. school reform initiatives’ workings (and failures) better than Cuban.
That said, AI is a qualitatively different and more explosive technology than any we have experienced, and educators have a crucial responsibility to prepare students for an unstable AI-driven world. The question becomes whether educators will rise to the challenge.
Unlike previous technologies, AI has the power to upend nearly every sector of our society—healthcare, law, finance, education, and more. AI fundamentally differs from technologies like Interactive White Boards and iPads because of its capacity for autonomous learning, adaptability, and integration into decision-making processes. Therefore, it’s urgent to understand AI, as it has the potential to reshape not just how we use technology but also the fabric of our work, education, and society.
In stark contrast, conversations about AI in education are often existential: What is “original work”? How does human intelligence compare with machine intelligence? What is the role of human creativity in an AI society? Can AI replace teachers? AI’s capabilities are so powerful that they can fundamentally alter how knowledge is created, accessed, and understood. As such, AI is raising profound and complex ethical concerns about teaching and learning that were never a component of earlier tech tool discussions.
Notwithstanding the challenges, classrooms have been markedly resilient to change in the AI age – and might be for some time. As Cuban envisions, AI indeed sits on the contours of teaching and learning. Teachers readily enlist AI “teaching assistants” and AI grading tools, not because they aim to transform teaching and learning but to automate time-consuming tasks such as creating lesson plans and grading essays. Moreover, AI tools are almost exclusively in the hands of teachers. Because of bans or omittances, students rarely get to use AI tools actively for classroom learning.
However, the pressure on educators to rethink teaching practices will grow significantly as AI upends their academic spheres. For instance, AI is already revolutionizing scientific research, fundamentally changing how we explore, understand, and interact with the world around us. AI is also making groundbreaking strides in mathematical research and complex computations, and both Google and OpenAI have recently introduced AI “reasoning” systems to solve complex mathematical problems. Language learning is also entering an extraordinary new era with tools that enable learners to practice authentic communication, explore cultural contexts in immersive environments, and receive personalized assistance in unprecedented ways. Teachers will increasingly feel pressure to adjust their curricula, allowing students to understand AI capabilities while developing the human skills that AI finds challenging or will never match.
There are also tremendous societal pressures at play that will likely impact educators. Much has been written about how AI is poised to transform the workplace and fuel a growing demand for AI-related skills. As a result, employers increasingly value competencies like critical thinking, creativity, collaboration, and adaptability—skills that are less likely to be automated. A Goldman Sachs report concludes that generative AI could automate activities equivalent to 300 million full-time jobs globally. Other experts see less severe job dislocation, but the World Economic Forum reports that organizations estimate that 42% of their job-related tasks will be performed by machines by 2027.
To prepare students for this AI-driven future, teachers must shift from traditional rote memorization and standardized assessments toward more project-based, inquiry-driven, and interdisciplinary approaches that develop these essential skills. Moreover, while past technological advancements—like computers or the internet—could be introduced gradually or selectively, AI is becoming crucial to knowledge work, reshaping how tasks are performed and decisions are made across industries. Schools must adapt by redefining assessments and teaching students how to critically use AI tools to enhance learning while avoiding misuse like plagiarism.
Educators also should not underestimate pressure from students and parents. Students will increasingly expect technology-integrated learning experiences that prepare them for an AI-infused society. Students need a foundational understanding of what AI is, how it works, and its impact on society. This includes recognizing AI in various forms, understanding AI interactions, making informed decisions about AI integration, and considering ethical and social implications. AI literacy should be integrated into all subject areas, not just computer science.
One manifestation of pressure is a recent study by News Literacy in America that teenage students are increasingly advocating for mandatory media literacy education to navigate the complexities of information consumption. Adolescents, immersed in technology daily, are increasingly encountering persuasive “deepfakes” and other forms of misinformation. According to the report, 94% of teens surveyed believe schools should be required to teach media literacy, and only 39% of teens report having had any media literacy instruction during the 2023-24 school year. A sustained push from students and their parents could propel teachers to adopt AI literacy education.
Educators need understand that misinformation poses significant threats not only to students’ intellectual, ethical, and social development but also to the stability and integrity of democratic systems. Misinformation undermines trust, spreads falsehoods, and disrupts informed decision-making. To counter these threats, it is critical to educate students about AI.
Students and parents also know that AI can help address diverse learning preferences and paces, provide additional support to struggling students, and offer advanced learners more challenging material. AI-intelligent tutoring systems like Khanmigo are generating incredible media exposure. Teachers should become knowledgeable about its strengths and limitations and incorporate AI tools to help ensure all students who need support receive personalized instruction.
Furthermore, students and their parents are increasingly open to being taught by AI. A 2024 study found that students who had experienced being tutored by both AI and humans overwhelmingly (85%) said ChatGPT was more effective. AI chatbots like ChatGPT are now multimodal and can carry on human-like verbal conversations with students. If that weren’t enough, AI is increasingly able to understand humans. MIT and other institutions have made significant progress in ”Emotion AI,” a subset of artificial intelligence that measures, understands, and reacts to human emotions.
Ultimately, teachers should be forging collaborative partnerships with AI. AI can support educators by providing personalized learning content and recommendations, analyzing student performance data, and offering insights into optimal teaching strategies. Teachers will use this information to tailor their lessons and better address individual student needs while maintaining the human connection and empathy critical to fostering a supportive learning environment.
What’s needed is a galvanizing vision for implementing AI. Teachers are ultimately the gatekeepers of what is taught in their classrooms, so they must be motivated—ideally, internally —to reform their practices. Introducing AI tools into classrooms without addressing human elements of resistance and change virtually guarantees superficial adoption.
AI excels at processing and analyzing vast quantities of data, identifying patterns, and providing insights that may be difficult for humans to discern. On the other hand, humans possess social and emotional understanding, moral compass, creativity, and problem-solving abilities that allow them to make responsible and informed decisions based on the information provided. The challenge is to boldly embrace AI technologies’ analytical prowess while championing the irreplaceable human qualities of empathy, creativity, and moral judgment.
The implementation of AI, education technology moves well beyond explaining how a new technology could be used in a classroom. As researcher and educator Nick Potkalitsky puts it, “We’re not just teaching about technology anymore—we’re teaching about human nature, about maintaining our essential capacity for independent judgment in an age where that independence is increasingly optional.” Students need to understand the ethical impact of AI on human agency.
Preparing students for an AI-powered world is not solely the responsibility of educators. It requires collaboration among schools, families, policymakers, and the broader community. However, teachers have a unique opportunity to explore these issues alongside their students. By doing so, they can foster a deeper understanding of AI’s strengths and weaknesses, ensuring that the next generation uses this technology responsibly and ethically. Students who can work with AI technology and understand how to leverage it responsibly are much better positioned to thrive in our AI-driven society than those who have been denied access to it. AI literacy is the key to ensuring that AI is used responsibly and ethically in education, maximizing its benefits while mitigating potential risks.
Integrating AI into teaching and learning is not just beneficial—it’s essential. As the world increasingly adopts AI-driven solutions, educators are responsible for ensuring students are not only consumers of this technology but also informed and ethical contributors to its future development.
About the author
A former high school teacher and edtech CEO, Tom Daccord is the creator of the popular “Tom’s Takes: AI Tools & Views” website and the author of the newly published book AI Tools & Uses: A Practical Guide for Teachers. Tom is our K12 Contributing Editor.
