I feel this is important, because the vast majority of attention to date has been on the harmful effects of how students use AI themselves, to game the system or even outright cheat.
From the paper:
Teachers are rapidly adopting generative AI, yet there is little causal evidence on whether AI-assisted teaching improves or harms student outcomes. We conducted a randomized field experiment across a chain of middle and high schools in Turkey, assigning teachers to receive a generative AI teaching support tool or business-as-usual control. The majority of teachers used AI for lecture material, syllabus, and exercise creation.
Comments
I feel this is important, because the vast majority of attention to date has been on the harmful effects of how students use AI themselves, to game the system or even outright cheat.
From the paper:
Teachers are rapidly adopting generative AI, yet there is little causal evidence on whether AI-assisted teaching improves or harms student outcomes. We conducted a randomized field experiment across a chain of middle and high schools in Turkey, assigning teachers to receive a generative AI teaching support tool or business-as-usual control. The majority of teachers used AI for lecture material, syllabus, and exercise creation.