From Chalkboards to Chatbots: Teachers and AI Literacy

Teachers have guided the evolution of learning in the 21st century, moving students from pen and paper to online learning platforms and, recently, to Artificial Intelligence (AI) and Large Language Models (LLMs). Computers and machines designed to perform jobs that previously required humans are referred to as AI. LLMs learn patterns from large amounts of text so they can answer questions and create clear responses. AI and LLMs are advancing quickly. They are no longer considered “new technology” as they integrate into everyday life. 

According to Pew Research, 62% of U.S. adults seamlessly interact with AI several times a week, with AI enabling communication, productivity and socialization. Since 2020, AI use has expanded rapidly as apps and digital platforms have integrated AI tools into daily routines, including those in schools. To best prepare students, teachers must be literate in AI. Ensuring teachers have access to resources that strengthen their own understanding and use of AI will equip them to teach students to use AI correctly and ethically in educational and everyday contexts.

At first, people questioned the use of computers in education, but this perception quickly changed for both students and teachers. In 2002, the No Child Left Behind Act (NCLB) was signed into law. This Act recommended that state and local agencies provide professional development to help teachers and staff effectively integrate technology into the curriculum. The NCLB also emphasized the importance of supporting student technology literacy. 

By 2010, there was a nationwide push to modernize classroom education by incorporating digital learning platforms, online assessments and interactive tools such as SmartBoards. In 2012, Governor Deal established the Digital Learning Task Force, whose purpose was to emphasize equitable access and tech-based instruction in classrooms across the state of Georgia. This task force recommended transitioning to digital resources and dedicating professional learning funds towards training teachers to use these digital tools. It also urged the state to incentivize and recognize teachers through competitive grants.

Thirty-one states, including Georgia, have developed AI guidance for K-12 schools. In Georgia, existing guidance builds on earlier digital learning efforts, emphasizing equitable access and encouraging teachers to explore AI tools with proper oversight. These guidelines highlight the potential of AI to enhance learning, rather than replace human interaction, and stress the importance of professional development as well as ethical and academic integrity in the context of the AI educational landscape. 

Teachers have always been responsible for teaching the core subjects: Science, Math, Social Studies, and English. However, their roles have expanded to include guiding students to navigate digital learning spaces and technology. Just as teachers once taught students to use computers responsibly, they must now teach them to use AI responsibly, too. To ensure students learn how to effectively interact with AI, we must first train the teachers.

A 2003 Retrospective Report released by the United States Department of Education stated that teacher professional development is often highlighted as the single most crucial step toward the infusion of technology into education. However, many educators currently lack sufficient training or access to reliable AI education resources. In a 2024 survey, 70% of teachers said they had not received any training on using AI.  

Teachers who know how to use AI can have more time available to spend with students. On average, teachers work fifty hours per week, but less than half of that time is spent interacting with students. To help teachers streamline their workload, AI can take over routine tasks, allowing them to spend more time per student in the classroom and adding individualized comments and instruction.  

A high school English Teacher in Georgia, for example, had students use textual evidence from The Great Gatsby to create AI-generated images to depict settings from the book. This is just one example of how teachers can leverage AI tools to enhance learning.

Teachers who are comfortable with AI as a tool in the classroom will provide the foundation and prepare students for an AI-driven future. Just as past investments in digital learning reshaped instruction in Georgia, structured AI training and accessible support can transform how teachers navigate this next shift. When educators have the resources to use AI confidently and ethically, they gain back time for what matters most: their students. As schools embrace new technology, empowering teachers will ensure every classroom moves forward, ready for the era ahead.

Emma Thompson is a fourth-year at the University of Georgia studying international affairs. She is a member of our Youth & AI group.