In my role as a teacher, I have had numerous days that began before the bell rang in the morning and continued long into the evening after the last student had left. I have risen early to prepare my lessons, used my lunch period to answer e-mails, and spent most nights grading my students’ work or reworking materials for the next day. Although teaching has always been a commitment, the demands placed on teachers today are steadily growing. As a Computer Science and English teacher in New York City, I understand how difficult it is to manage a multitude of responsibilities while staying up to date with content and new technologies. That is why I believe AI should not be seen as a replacement for teachers, but as a tool that helps teachers be more effective and gives them time to focus on the most important part of teaching: our students.
To me, it’s more than just saving time with AI; it’s about how I can reinvest that time. When the teacher’s workload becomes more streamlined, the teacher can develop strong relationships, provide better classroom experiences, and be present with students. Many of the defining moments in education occur through conversations, encouragement, and the development of trust. All of those things cannot be automated.
My students come from a variety of cultural, linguistic, and academic backgrounds and need a wide variety of support, with some students requiring enrichment and others needing additional instruction; many need both encouragement and structure. Meeting these needs requires careful planning and flexibility. Before using AI to support my prep, I would spend hours creating multiple versions of lessons or assignments, reading prompts, writing scaffolds, coding challenges, and vocabulary activities. Now, with the help of AI, I can do that in minutes. I still review, revise, and customize the materials I provide to my students, but having a foundation to build on saves me a great deal of time.
In my English classes, I know the importance of students finding their voices, thinking critically, and interacting with texts in meaningful ways. Annotation guides, discussion questions, Socratic seminar prompts, and writing feedback instruments are valuable resources that require considerable effort and time to build and refine. I have utilized AI technology to create many resources more efficiently, leaving time to develop additional tools, such as differentiated warm-ups for daily use in my tenth-grade classes, which gives me more time to meet and work with students who are experiencing challenges with writing organization. I now have more time to prepare for lessons, meet with students, and work with them to strengthen their writing. While AI technology assists me in preparing to teach, actual student learning still occurs through interaction with their peers and me.
Computer Science classes offer me a different opportunity to connect classroom concepts with real-world applications. I teach a range of computer science topics, including web development, digital literacy, and problem-solving, and I want my students to understand how the concepts they learn in the classroom can be applied later in their careers and daily lives. With AI tools, I have been able to create project ideas, troubleshooting scenarios, cybersecurity definitions and examples, and case studies on current technologies, keeping students’ learning relevant to their present situation. The ease of prep has also given me more time to coach students in solving problems by reducing the time I spend preparing materials from scratch.
The use of AI technology has also transformed my communication process with students’ families, my colleagues, and school administrators. Clear communication is important; however, creating clear communication takes time. Artificial intelligence (AI) can assist in organizing thoughts and clarifying points of view while creating polished drafts. I always ensure the final draft represents my voice and knowledge of the subject matter; however, drafting becomes easier when using AI.
In my experience, AI can offer a great advantage to teachers: reducing duplicate work. Using AI allows me to spend my time working with students who need extra support or enrichment rather than being bogged down by administrative responsibilities.
When using AI to assist with teaching, it is critical to use it responsibly. As a computer science teacher, I believe both students and teachers need to be informed about topics such as privacy, bias, and ethical thinking when using AI. AI is incredibly powerful; however, it does come with limitations. AI is only as good as the critical thinking and the human involvement that go into it. Schools should work to provide a better educational experience by utilizing AI to enhance the professional development aspect of teaching, rather than replacing the judgment and caring aspects of great teaching.
Teaching will always be about reaching people first. Students will not forget the teachers who believed in them, challenged them, and supported them. AI is incapable of providing that type of experience for students; however, it can free up time and reduce distractions for teachers caused by excessive administrative responsibilities. By using AI to support students, teachers gain a highly valuable asset: time to educate, build connections, and make an impactful difference in students’ lives.
About the Author
Oommen Chris Jacob is an accomplished educator, instructional technologist, and leader with over 17 years of experience in the New York City Department of Education. He serves as Technology Coordinator, Computer Science Department Head, and Future Ready NYC Coordinator at Pathways College Preparatory School, where he established and leads the Computer Science department. Chris teaches multiple college-level courses, mentors teachers, and drives initiatives that integrate technology to prepare students for careers in computer science, data science, and emerging fields. He is pursuing a Doctorate in Leadership with a focus on Educational Technology at the American College of Education, with research centered on AI integration and teacher self-efficacy.