Who is doing the training when we don’t even know what works, whether AI helps with student learning, and the models and tools are transforming so quickly?
You're right that we don't have all the answers. But we do know some things: which tasks AI handles well, which ones it doesn't, and how to craft useful prompts. Teachers who've been experimenting have practical insights worth sharing.
The training doesn't need to be "here's the definitive approach." It can be "here's what we've tried and what we've learned so far."
The alternative to learning together isn't waiting for perfect knowledge, it's letting adoption happen randomly while some schools move ahead and others fall behind. We can acknowledge uncertainty while still sharing what we're discovering.
Who is doing the training when we don’t even know what works, whether AI helps with student learning, and the models and tools are transforming so quickly?
You're right that we don't have all the answers. But we do know some things: which tasks AI handles well, which ones it doesn't, and how to craft useful prompts. Teachers who've been experimenting have practical insights worth sharing.
The training doesn't need to be "here's the definitive approach." It can be "here's what we've tried and what we've learned so far."
The alternative to learning together isn't waiting for perfect knowledge, it's letting adoption happen randomly while some schools move ahead and others fall behind. We can acknowledge uncertainty while still sharing what we're discovering.