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I first began hearing about Artificial Intelligence (AI) in 2022, when I moved to Hong Kong and taught Computer Education to Grade 5 students. At the time, my understanding of AI was fairly surface-level. It was only toward the end of a coding unit, when a mini AI-based coding project was introduced, that I began to grasp its basic concepts and the science behind it. Around the same period, my school encouraged teachers to integrate generative AI tools into classroom practice, particularly to support foreign and second-language learners in overcoming language barriers. I found this school initiative exciting. As a language learner myself, I recognize how tools like generative AI can make work more manageable, especially when access to learning resources is limited.
Although I have been using specific generative AI tools for some time now, I would say I am still becoming fully comfortable with them. Given the rapid pace of technological development, I am still building confidence and competence in applying AI meaningfully in both my personal and professional practices. Part of becoming “comfortable” with AI means consistently questioning when its use is appropriate and when it crosses ethical boundaries. As an educator, I see AI as both beneficial and a potential concern in the classroom. This is especially true for students, whose understanding of AI-related ethical principles is still developing and remains fragile. Reading Faverio and Sidoti (2025), I was fascinated by how much time teenagers spend on AI-driven social media and how frequently they use AI chatbots. With students actively engaging with AI tools and exposed to ideas that "look and sound real, yet are entirely generated by AI" (Dixon, 2025), I find it necessary to stay abreast of these developments. Staying informed allows me to guide students more effectively as they learn to navigate the opportunities and ethical challenges AI presents in today’s world.
In one of my previous courses, a question about what AI might look like in the future was asked, and bothered me for some time. When I think about how difficult it already feels to keep up with AI developments, I can’t help but wonder how far behind I would fall if I do not start fully embracing AI today. We are already seeing how AI-powered bots are taking over certain jobs, and that reality makes the question feel even more urgent. Instead of viewing AI solely as a threat, I am learning to see it as a tool that requires intentional and ethical engagement from educators. Only by embracing AI can I better prepare myself and my students to adapt to a future where human judgment, creativity, and moral responsibility remain essential alongside advances in technology.
How do you see AI changing our role as teachers in the next 5-10 years, and what skills do you think we should start building now so we don’t get left behind? I'd like to hear your thoughts:)
Hi Kris, I appreciate your comments about how quickly AI is developing and the need for teachers to stay abreast of the developments to best support students. I think you are absolutely correct when you say that human judgement, creativity and moral responsibility will continue to remain essential as technology develops. As teachers, I think that in the next 5-10 years, our role will shift to become beacons of human judgement, creativity and moral responsibility. We will no longer be expected to know all the answers, create all the assignments and disseminate knowledge in the classroom. Instead, we will become facilitators for student learning. We will help students thrive in a technology infused environment and help them navigate the truly human features of learning - being creative, processing emotions, forming human relationships and creating meaning.
ReplyDeleteIn some ways, we have already started this in schools. When we teach self-regulation, conflict management, and critical thinking, we are setting students up for success in the future.