Teaching with AI
We’re releasing a guide for teachers using ChatGPT in their classroom—including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.
The article announces an AI-powered initiative for educators, celebrating Teachers’ Day with resources in Brazilian Portuguese. It highlights the Study Mode feature, designed to help teachers facilitate active, step‑by‑step learning for their students.
We’re releasing a guide for teachers using ChatGPT in their classroom—including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.
OpenAI’s new report examines how students and educators are using ChatGPT to create a more continuous learning experience, extending support beyond traditional classroom settings. It highlights the role of AI in facilitating ongoing educational engagement and resource accessibility. The study showcases practical applications of AI tools in modern learning environments.
arXiv:2608.21391v1 Announce Type: cross Abstract: In this research-to-practice paper we present a survey that can be used to assess students' AI knowledge. As the use of artificial intelligence (AI),...
Preply uses OpenAI to launch AI-generated lesson summaries, providing personalised feedback and language learning exercises.
The article examines how three elementary teachers implemented a conversational AI‑based curriculum using the ToyTalk platform during a three‑week summer camp. Over 13 instructional days, teachers employed adaptive practices—repair, differentiation, translation, and balancing—to navigate tensions among technology, learners, and instruction. Their understanding of AI and instructional roles evolved throughout the camp, leading to design implications for deploying conversational AI in elementary classrooms.
arXiv:2509. 13570v2 Announce Type: replace Abstract: With the rapid rise of generative AI in higher education, understanding how students use AI is increasingly important.
MIT Schwarzman College of Computing launched a pilot program that hosted a weeklong summer workshop for higher education faculty. The workshop focused on exploring how AI and machine learning materials can be adapted for use in their classrooms across various disciplines.
AI learning tools are rapidly entering classrooms, but evidence about whether they help students learn is mixed and rests mostly on test scores. Comparatively less research addresses whether the use o...
Edustories is a dataset of 1,492 teacher‑written case studies that detail real elementary and high‑school classroom situations involving challenging student behavior, pedagogical interventions, and their outcomes. The collection is designed to enable research on AI assistance in collective teaching contexts, such as evaluating large language models’ ability to predict the success of teacher interventions. Comparative tests show that current models achieve 58% accuracy, below the 64% accuracy of human experts, indicating a gap between AI and human expertise in predicting classroom outcomes.
The study examines the nature of questions students pose to generative AI during two CS2 programming tasks, classifying 830 interactions into 18 categories based on the Graesser taxonomy. Results reveal that a limited set of question types dominates student inquiries and that the distribution of question types shifts significantly as the task progresses.
arXiv:2503. 05785v2 Announce Type: replace-cross Abstract: Generative Artificial Intelligence (AI) tools such as ChatGPT, Copilot, or Gemini have a crucial impact on academic research and teaching.
The paper describes a pilot study of a generative AI practice platform designed to give immediate, scaffolded feedback to students in a large mathematics class. By moving human oversight to the verification of solutions rather than real‑time grading, the platform aims to reduce delays while maintaining trust and accountability. The study investigates student engagement, perceived value, and reliability of the AI feedback, and explores how these findings might apply to other engineering subjects.