The article explores the growing concern among educators as AI tools like ChatGPT become commonplace in classrooms. Many teachers are overwhelmed and disheartened by the sheer volume of assignments they suspect—or know—have been generated by AI. The rise of tools that can effortlessly write essays, solve math problems, or respond to discussion prompts is undermining the integrity of student work, making it harder for teachers to assess genuine learning and provide meaningful feedback.
Teachers report feeling unsupported and unsure of how to respond. With limited institutional guidance and pressure to maintain academic standards, many are caught in a cycle of frustration and burnout. Some spend hours trying to detect AI-generated content, while others have become resigned to the fact that traditional assignments no longer hold the same value. This technological shift is not just a logistical issue; it strikes at the heart of what it means to teach, to learn, and to evaluate human understanding.
The article calls for systemic support and clearer policy from educational institutions. Rather than policing AI use in isolation, schools must rethink how they approach instruction and assessment in the age of generative AI. This might include reimagining assignments to emphasize in-class collaboration, oral presentations, or hands-on projects—areas where authentic student engagement is harder to fake. Above all, the piece highlights an urgent truth: teachers are not okay, and the system must adapt quickly if education is to remain meaningful in an AI-driven world.
Read the full article here: https://www.404media.co/teachers-are-not-ok-ai-chatgpt/
