How do you get everyone on board? It’s a universal question for so many initiatives. I remember when email was first introduced in schools about 30 years ago—there was skepticism, uncertainty, and hesitation. But just like email, generative AI is here, and the process of getting everyone on board feels familiar.

There’s often a desire for consistent training and understanding, so everyone feels equally equipped and confident in their use of the new tools.

I see generative AI use as a continuum for people.  Think of the continuum like learning to swim: First, you test the water with your toes (personal use), then you float (professional tasks), and finally, you dive in (working with students). Each step builds foundational confidence for the next.  We have been working through these stages as we work with colleagues.

1. Staff  feel comfortable using it for personal use.

The first way to build comfort in generative AI tools is often in ways not directly connected to their work.  I find helping people use Chat GPT to help plan a trip, or make a recipe is a good opener. Many are nervous to use technology for something as important as work or as public as in the classroom until they feel comfortable with the tools in a more low stakes environment.  I do like some of the fun tools within Magic School (Magic School is the district wide AI tool we support in West Vancouver) like Song Creator or Teacher Jokes – which feel like ways to make AI accessible in an easy way.  For those of my generation this reminds me of how people would push email adoption by creating spaces for “Swap and Shop” or “Pet Talk” on the email platform.

For personal use, start with something fun. I’ve seen teachers use AI to generate jokes for their morning announcements or plan out their next family vacation. The low-stakes environment makes it less intimidating.

2.  Staff explore the benefits for using it for themselves professionally

Once people get comfortable within the tools personally, they can begin to use them to become more efficient professionally.  Some easy ways are creating lesson or unit plans, helping with report card comments or generating worksheets or assignments.  The value of the technology is when people to witness the efficiencies. They can then identify opportunities to reallocate time from previous tasks to focus on areas they find more valuable, such as direct engagement with students.

One teacher I spoke with recently started by using Magic School to help with lesson plans and emails. That saved her hours, and soon she was using it to generate adapted texts, which gave her more time to focus on her students.

3. Staff use the tools with students

Once adults are comfortable using it in their own practice, it is easier to use it with students.  Some of the first ways I am finding people using it with students includes adapting lessons to better allow students to move at different speeds.  Related, they are also using AI to adopt reading passages for different levels.  Teachers are also using it to create assignments that engage students with AI.  Here is a draft of a graphic that some of our staff are beginning to use around AI use with students:

In a classroom, students used generative AI to simulate historical debates, creating a dynamic learning experience that challenged them to think critically and defend their arguments using AI-generated counterpoints.

Beyond assignments and debates, students are using AI to explore different perspectives, co-create projects, and develop independent research skills. By encouraging students to build and use AI independently, we are helping them develop the critical thinking and digital literacy skills they’ll need in the future.

Ultimately, we want to ensure that the AI tools students use are not solely for passive consumption, but rather empower them to create their own AI projects and leverage AI for independent learning, without relying entirely on adult guidance.

One thing that is particularly helpful about generative AI is there is  opportunities for use across grades and subject areas and there are so many entry points whether you are just exploring or are fully integrating generative AI with your students.

The next step is simple: pick one AI tool this week and explore how it can save you time or engage your students in a new way. For me this past week, it has been Google – NotebookLM.  It is an easy (and feels a bit like it is out of a futuristic movie)  way to quickly convert documents into podcasts.  I could see some uses around uploading complicated texts in a class to share with students who may struggle with understanding the text.

Let’s continue the conversation—what are your recent experiences with AI in the classroom?

As per usual I want to be transparent with my AI use in my posts.  For this one I did post a complete draft to Chat GPT and ask for it to identify flaws in my logic.  I used this feedback in making revisions to my writing.