The Cost of AI Shortcuts

The Cost of AI Shortcuts

In this episode we explore what happens when teachers use AI to save time, and whether those shortcuts can come at a cost for students. Drawing on a statewide survey of more than 13,000 Georgia teachers, we examine a troubling tension: Teachers often believe AI improves their work, while emerging evidence suggests that certain patterns of AI use may reduce student motivation, confidence, and, in some classrooms, academic performance. Topics covered: • Why teacher AI adoption is accelerating• The gap between perceived productivity and student outcomes• Findings from Georgia’s statewide teacher survey• What a randomized controlled trial found about student motivation and confidence• Cognitive offloading and the “skill substitution” problem• How generic AI-generated materials can weaken a teacher’s personal voice• The difference between using AI as a shortcut and using it as a thinking partner Sources: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=7007339 https://www.the74million.org/article/more-than-half-of-georgia-teachers-now-use-artificial-intelligence-to-prepare-for-class/ https://www.anthropic.com/news/claude-for-teachers

When AI Helps Teachers but Hurts Students

In this episode we explore what happens when teachers use AI to prepare lessons, assessments, discussion questions, and other classroom materials, and whether working faster actually leads to better learning. As OpenAI, Google, Microsoft, and Anthropic race to integrate AI into educators’ daily workflows, the promise is straightforward: save teachers time. But emerging research suggests that when teachers rely too heavily on AI-generated materials, students may find classes less interesting, feel less motivated, and, in some cases, perform worse. Topics covered: • The rapid growth of AI-assisted lesson preparation• The difference between faster content and better instruction• Research linking passive AI use to lower student motivation and engagement• Why students notice when classroom materials feel generic or impersonal• The launch of Claude for Education and integrations with teacher productivity tools• How time pressure and limited training influence teacher AI use• Why revising and personalizing AI-generated materials matters Sources: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=7007339 https://www.the74million.org/article/more-than-half-of-georgia-teachers-now-use-artificial-intelligence-to-prepare-for-class/ https://www.anthropic.com/news/claude-for-teachers

Maggie Roberts on When Students Should Use AI in the Writing Process

In this episode we explore how AI can support student writing without bypassing the difficult, necessary work of learning to write. We speak with literacy expert Maggie Roberts about the foundational skills beneath strong writing, from handwriting and oral language to working memory and executive function. Together, we examine where AI can serve as a useful scaffold, where it may short-circuit learning, and how teachers can make thoughtful decisions based on a student’s age, needs, and instructional goals. Topics covered: • The foundational skills that support writing development• Why “thin” student writing may reflect barriers rather than disengagement• How AI can help teachers identify and respond to those barriers• The risks of using AI to generate writing for younger students• Using AI to support brainstorming, planning, and executive function • How teachers can decide when AI is a scaffold and when it becomes a shortcut• The importance of preserving productive struggle in the writing process• What students may gain or lose by using, or avoiding AI• Why AI literacy should include ethics, metacognition, and student agency• How schools can balance technology use with screen-free learning Maggie Beattie Roberts is a national literacy consultant, author, professional learning facilitator, and writing development specialist. She is the co-author of Foundational Skills for Writing [https://www.corwin.com/books/foundational-skills-for-writing-292970?srsltid=AfmBOopOdS2_D23bAO0CmMlD5_MjZ74BocN0eqV1HOpxXVzaE-kldZdX] with Melanie Meehan, which explores the cognitive, linguistic, motor, and executive-function demands of writing. Her forthcoming book, Unboxing the Curriculum [https://www.amazon.com/dp/1032883413?lv=shuf&channelId=500&plpRedirect=mhFallback], helps educators and school leaders navigate prepackaged curriculum and tailor it to their students’ needs. Learn more about Maggie's work at kateandmaggie.com [http://kateandmaggie.com/]

AI, Literacy, and the Productive Struggle

In this episode we sit down with Carey Swanson, Chief Program Officer for Literacy at Student Achievement Partners, to explore what strong literacy instruction should look like in an age of rapidly advancing AI. In this episode we discuss why new technology should not distract schools from what research tells us about reading, writing, knowledge-building, and meaningful engagement with text. Topics covered:• Connecting education research with real classroom practice• The role of literacy in helping students understand themselves and others• Why reading and writing remain essential in the age of AI• Keeping texts at the center of instruction• The importance of knowledge-rich curriculum and background knowledge• Productive struggle, cognitive friction, and meaningful learning• The difference between AI feedback and AI-generated student work• What educators should look for when evaluating AI-powered instructional tools

Why Districts Across the US and the World Are Pumping the Brakes on School AI

In this episode we explore why schools, districts, governments, and families are beginning to slow down AI adoption in education. From Norway’s restrictions on generative AI for younger students to policy delays in New York City, governance concerns in Portland, safety questions in Broward County, and parent-led calls for a pause across the Washington, D.C. region, a broader pattern is emerging: education leaders are asking whether schools are moving faster than they can responsibly govern. Topics covered: • Norway’s ban on generative AI for elementary-age students• New York City’s delayed AI guidance and calls for a moratorium• Portland’s decision to pause AI expansion until oversight is established• Broward County’s concerns about privacy, cybersecurity, and student safety• Parent-led efforts to pause student-facing AI in the Washington, D.C. area• The tension between innovation and responsible governance• What district leaders should consider before approving new AI tools• The growing gap between school policy and students’ everyday AI use Sources: https://www.reuters.com/technology/norway-imposes-near-ban-ai-elementary-school-2026-06-19/ https://www.chalkbeat.org/newyork/2026/06/24/nyc-education-department-delays-ai-guidance-after-backlash/ https://www.oregonlive.com/education/2026/06/amid-concerns-that-ai-is-infiltrating-its-schools-portland-school-board-hits-pause.html https://www.cbsnews.com/miami/news/broward-school-board-meeting-ai-in-classrooms-june-2026/