As we approach the 2024-2025 school year, I find myself looking at my classroom through the lens of compelling storytelling and cutting-edge technology. I’m looking back at my thoughts from last year regarding AI in the English classroom, as well as what I was thinking around mid-year last year, and reflecting on what has changed and what remains the same. My relationship with artificial intelligence in the English classroom and education at large continues to evolve – from initial apprehension to less apprehension and more excited anticipation. Today, I’m sharing how my thinking has progressed and how I plan to create an engaging, thought-provoking learning experience that prepares students for an AI-influenced world.
I think it’s important to acknowledge where we are. The other day I was listening to Gary Vaynerchuck’s podcast and he said something to the effect that technology only goes in one direction – in ten years people are not going to replace cars with bicycles.
So we may not be comfortable with artificial intelligence and we may not like or want AI in the English classroom.
But the hard truth is that we cannot keep it out because it will become more and more integrated in our lives.
We can resist, or we can figure out how to get ahead of it in a way that we can best prepare our students to lead an ethical life with AI, where students are effectively equipped with the critical thinking and analysis skills we teach.
This is how I am structuring my year to keep critical thinking and analysis and the forefront, but recognize that the technological landscape is changing.
Table of Contents
Crafting a Narrative Arc for Learning
Inspired by successful storytelling techniques, I’m approaching this school year with a clear narrative structure. Our overarching thematic concept, the “nature of knowledge,” will serve as the golden thread weaving through every unit. This approach, which I explored in a podcast episode about applying storytelling strategies from streaming platforms to education, allows us to maintain a sense of continuity and purpose throughout the year.
We’ll open the year by introducing fundamental questions: What is knowledge? How do we acquire it? How is it changing in the age of AI? By framing the year this way, we’re looking at the concept in ways that are incredibly relevant in today’s rapidly evolving technological landscape.
Integrating AI: A Character in Our Story
Throughout our year-long narrative, AI will play a recurring role, much like a complex character in a well-crafted story. Here’s how I’m integrating it:
- The Prometheus Parallel Story: Alongside our study of Frankenstein, we’ll explore an AI-generated narrative that tackles contemporary ethical dilemmas in technology. This parallel story serves multiple purposes:
- It bridges classic literature with current issues
- It demonstrates AI’s creative capabilities
- It provokes discussions about the nature of authorship and creativity
- Reimagined Essays as “Deep Dives”: Our essay assignments are no longer standalone tasks but in-depth explorations in our learning path. These essays combine creative writing, metacognitive analysis, and literary interpretation. For instance, students might be asked to use AI to generate multiple perspectives on a character’s decision, then critically analyze these perspectives, reflecting on how AI’s interpretation differs from their own.
- AI-Enhanced “Easter Eggs”: I’ve created “Algorithmic Storytelling AI’s Between the Text Tales.” These AI-generated scenes featuring characters from different units are hidden in our Learning Management System, encouraging students to make connections between texts and units.
The “Nature of Knowledge” Story Arc
Our central thematic concept will evolve throughout the year, much like a character arc in a well-crafted narrative:
- In our Frankenstein unit, we’ll explore knowledge as power and the ethics of scientific advancement.
- When studying Shakespeare, we’ll discuss how knowledge is conveyed through language and performance.
- Our poetry unit will delve into emotional and intuitive forms of knowledge.
- Contemporary novels will help us examine how knowledge is shaped by culture and personal experience.
Each unit provides opportunities for students to discuss and debate, comparing human-generated insights with AI-generated analyses. This ongoing dialogue about AI and knowledge helps students develop critical thinking skills essential for navigating our increasingly AI-influenced world.
Behind the Scenes: My Evolving Approach
My approach to integrating AI isn’t about replacing traditional teaching methods, but enhancing them. I’m using AI as both a tool for creating engaging content and as a subject for critical analysis. This dual approach allows us to explore AI’s capabilities and limitations firsthand.
For example, when we use AI to generate alternative perspectives on a text, we’re not just getting more content – we’re opening up discussions about bias, creativity, and the nature of understanding. Students are encouraged to question: How did the AI arrive at this interpretation? How does it differ from our human insights? What does this tell us about the strengths and limitations of AI in literary analysis?
Science Fiction and the Borg: Exploring Our Fears
Science fiction has always been a powerful genre for exploring our deepest fears about the future, and the Borg from Star Trek are a perfect example. The Borg represent a collective consciousness that assimilates individuals into a single, unfeeling entity, stripping away their humanity and individuality. This fear of losing our unique selves to technology is something we can draw parallels to when discussing AI in the classroom.
Because I can’t help making pop culture analogies…
Let’s take a closer look at The Borg, as a metaphor. I think there are some clues for how we might navigate the challenges posed by the integration of AI and technology into our lives and classrooms.
Lessons from the Borg: Navigating AI in the English Classroom
Preserving Individuality and Humanity
- Federation’s Approach: The Federation consistently emphasized the importance of individuality and the unique qualities of each person. They resisted the Borg’s collective assimilation, which stripped away personal identity.
- Classroom Application: In our classrooms, it’s essential to maintain the individuality and creativity of our students. While integrating AI, we should ensure that it serves as a tool to enhance learning, not replace human thought and creativity. Encourage students to use AI to support their unique perspectives and creative ideas rather than conforming to a single, homogenized way of thinking.
Ethical Use of Technology
- Federation’s Approach: The Federation always approached technological advancements with a strong ethical framework. They considered the implications of their actions and strived to use technology to benefit all, not just a select few.
- Classroom Application: Educate students about the ethical use of AI in the English classroom. Discuss the potential biases and ethical dilemmas that AI can introduce. Encourage students to critically evaluate the information and outputs generated by AI, considering the broader implications of its use in society.
Adaptability and Innovation
- Federation’s Approach: The Federation adapted its strategies and technologies to counter the ever-evolving Borg threat. They were innovative and flexible, often thinking outside the box to overcome challenges.
- Classroom Application: Encourage students to be adaptable and innovative in their use of AI. Introduce assignments that require them to think creatively about how AI can be used to solve problems. Highlight the importance of being flexible and open to new ideas in a rapidly changing technological landscape.
Critical Thinking and Resistance
- Federation’s Approach: The Federation’s resistance to the Borg was rooted in critical thinking and strategic planning. They didn’t blindly accept the inevitability of assimilation but actively sought ways to maintain their autonomy and integrity.
- Classroom Application: Develop students’ critical thinking skills by challenging them to question AI-generated content. Create assignments that require them to consider the appropriateness of AI outputs and human analysis, fostering a mindset of healthy skepticism and informed decision-making.
Drawing lessons from the Borg and the Federation’s response can help us navigate the integration of AI in the English classroom with a balanced, thoughtful approach. These principles help ensure that while we embrace technological advancements, we also preserve the core values of individuality, ethical responsibility, and critical thinking that are essential to education.
The Bigger Picture: Preparing for the Next Chapter
By approaching the school year with a clear narrative structure and a continuous exploration of AI, my hope is that I’ll be better preparing students for a world where AI is ubiquitous, where the nature of knowledge itself is in flux.
This AI-enhanced, narrative-driven approach to teaching English isn’t just about adapting to new technology. My hope is that I’ll be equipping my students with crucial skills for their future: critical thinking, creativity, adaptability, and the ability to work alongside AI while maintaining their unique human perspective.
As we step into this new school year, I’m filled with excitement about the possibilities this approach brings to our classroom.
Will students become more critical consumers of both AI-generated and human-created content?
How will their understanding of knowledge evolve?
The future of education is being shaped right now, and we’re all part of that process. If I’m being honest, it’s exciting and incredibly scary. By sharing our ideas, concerns, and innovations, we can ensure that we’re using AI to enhance learning while preserving the heart of what we do as educators.
How are you approaching AI and innovative teaching methods in your classroom? What challenges have you faced, and what successes have you celebrated?