Nazareth is instructing teachers how to take on artificial intelligence

In recent years, the integration of artificial intelligence (AI) in education has sparked significant discussion, particularly about how teachers can effectively manage this technology in their classrooms. At Nazareth University, educators are taking proactive steps to prepare future teachers for the challenges and opportunities presented by AI, especially in the context of teaching English to language learners.

### The Shifting Perspective on AI in Education

Rui Cheng, the program director for the graduate Teaching English to Speakers of Other Languages (TESOL) program at Nazareth University, describes a transformative shift in thinking regarding the role of AI in educational practices. “I think the biggest controversy for us now is whether using AI will be helpful or detrimental to students’ learning,” Cheng notes. This perspective highlights the need for ongoing exploration instead of a definitive stance against or for AI utilization.

Cheng emphasizes that while concerns such as plagiarism and cheating persist, reckoning with AI’s presence in the lives of both educators and students is crucial. She insists, “We cannot just close our eyes and pretend it’s not there,” advocating for a collaborative approach to AI, where students are encouraged to partner with technology rather than let it substitute essential skills.

### Balancing Risks and Rewards

The dual nature of AI presents a significant challenge within educational settings. While there are undeniable risks, such as the potential erosion of literacy and communication skills when students overly rely on AI, Cheng believes that educators and students can learn to harness this technology positively. The goal is to engage students in a mindset that leverages AI as a tool for collaboration rather than a shortcut to bypass learning.

Nazareth’s commitment to this balanced approach is mirrored in the experiences of graduate student Alec Calabrese. He illustrates a sense of dichotomy existing among teachers, with some openly opposing AI use while others push for its inclusion in assignments. Calabrese remarks on the “arms race” aspect of integrating AI in education, indicating that districts may have differing views on how to embrace or restrict AI tools.

### Innovative Uses of AI in the Classroom

Recognizing the importance of AI as a complementary resource in the learning experience, Cheng and her colleagues are exploring innovative applications. For instance, role-playing scenarios can enhance students’ conversational skills, using AI avatars or chatbots to simulate real-life interactions. This strategy helps learners engage in practical speaking exercises without the pressure of immediate human response.

Furthermore, the potential for AI to assist teachers with administrative tasks is also being acknowledged. By automating routine functions, educators can devote more time to personalized instruction, thus enriching the overall classroom experience. This understanding aids in embracing AI as a facilitator rather than a hurdle to effective teaching.

### Towards a New Educational Framework

Nazareth University is currently contemplating the addition of a certification program aimed at applied educational leadership, focusing on technology and AI integration. The dean of the School of Education mentioned that this initiative is in the preliminary stages, reflecting an institutional recognition of AI’s role in shaping the educational landscape.

This forward-thinking perspective also aligns with broader trends in education, advocating for the equipping of teachers with strategies to integrate AI seamlessly into their methodologies. Educators must adapt to ensure they cultivate an environment where AI serves as an agent of learning rather than a source of confusion or ethical concerns.

### Conclusion

The ongoing exploration of artificial intelligence within educational contexts, particularly at Nazareth University, demonstrates a commitment to adapting teaching practices to meet evolving technological landscapes. While AI presents challenges, it also offers remarkable opportunities for enhancing the educational experience. By fostering collaboration between students and AI, educators like Rui Cheng and Alec Calabrese are laying the groundwork for thoughtful engagement with technology in the classroom.

As universities worldwide continue to evolve their curricula and pedagogical approaches to incorporate AI effectively, it is crucial for teachers to be equipped with the necessary skills to navigate this terrain. Educators must pursue a balanced approach to using AI, acknowledging both its potential risks and rewards, continuously adapting to ensure that the focus remains firmly on fostering learning and development in an AI-integrated world. This shift not only prepares future educators but also empowers students to embrace a multifaceted learning experience that is increasingly relevant in the digital age.

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