AI-powered Simulation Drives Teacher Learning

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AI-powered simulation drives teacher learning

By Rhonda Bondie and Elizabeth City

April 2024

Along with many educators, we have been skeptical of technology tools that claim to make a teacher’s job easier. After all, technology has yet to live up to the litany of promises we have heard throughout our teaching careers. Now artificial intelligence is grabbing headlines, with many leaders claiming it has the power to transform education. But new questions arise every day about the impact of AI in schools: How will teachers learn about AI and leverage it in their classrooms? How might they use it to develop their own teaching expertise? Can AI for educators really lead to better teaching and learning? Despite our natural skepticism, our emerging experience with AI-powered teacher learning suggests potential for benefits to teachers and students — when the

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References

Bondie, R., Zusho, A., Wiseman, E., Dede, C., & Rich, D. (2023). Can differentiated and personalized mixed-reality simulations transform teacher learning? Technology, Mind, and Behavior, 4(1). tmb.apaopen.org/pub/4gk68mil

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Rhonda Bondie

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Rhonda Bondie (rb4016@hunter.cuny.edu) is an associate professor of special education at Hunter College in New York City. She enjoyed being both a general and special education public school teacher and administrator for more than 20 years. She supports teachers with differentiated instruction in inclusive classrooms and learning through new technologies.

Elizabeth City

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Elizabeth City (elizabeth_city@gse.harvard.edu) is senior lecturer on Education at the Harvard Graduate School of Education (HGSE), where she is executive director of Reach Every Reader. Liz has served as a teacher, instructional coach, principal, and consultant, in each role focused on helping all children, and the educators who work with them, realize their full potential.