Source 1
Joyce, Amanda. “Embracing AI: Using Cat-GPT to Encourage Classroom Discussion.” College Teaching, vol. 73, no. 3, 2025, pp. 187–189.
Joyce explains how a playful AI program can capture students' attention and begin serious discussions about AI's benefits and weaknesses. The source supports using AI openly in class rather than allowing students to explore it without teacher guidance.
Source 2
Bușu, Adrian-Florin. “Unleashing the Potential of AI in Classrooms.” Revista de Științe Politice, no. 81, 2024, pp. 34–42.
Bușu argues that AI can act as a teacher's co-worker as long as the teacher filters and reviews its products. The source supports the idea that AI can assist educators but cannot replace their judgment or responsibilities.
Source 3
Woo, David James, et al. “Exploring AI-Generated Text in Student Writing: How Does AI Help?” Language Learning & Technology, vol. 28, no. 2, 2024, pp. 183–209.
This study examines secondary students writing with AI-generated text. It describes a process in which students remain responsible for evaluating, changing, accepting, or rejecting AI suggestions.
Source 4
Bowen, José Antonio, and C. Edward Watson. Teaching with AI: A Practical Guide to a New Era of Human Learning. Johns Hopkins University Press, 2025.
Bowen and Watson provide practical ideas for using AI during brainstorming, planning, feedback, research, assessment, and revision. They also explain that students need writing practice without AI before they can effectively judge and edit AI-generated work.