Writing in Education Technology Insights magazine, Dr. Jessica Stansbury, director of teaching and learning excellence for The University of Baltimore's Bank of America Center of Excellence in Learning, Teaching and Technology (CELTT), asserts that education works best for teachers and students when the work goes beyond the conveyance of knowledge and into a place of empowerment.
Regardless of the techniques or the tools—which Stansbury believes should include generative AI, "especially since today's K-12 students are already engaging with technology" and "approach learning with a different mindset"—the best outcome of any form of education depends on whether the student is inspired by the process.
With her background in education, industry, and therapy, Dr. Stansbury says, one core belief comes through: "education is not just about transmitting content but about empowering students to find joy in learning."
The successful student, she says, experiences both a real connection with the educator and a sense of being heard.
"When students understand the purpose behind every task, they not only engage more deeply with the material but also produce more thoughtful and effortful work," she writes. "For example, project-based learning assignments can connect theory with real-world issues while allowing students to showcase their creativity, technological proficiency and critical thinking."
The potential for generative AI in the classroom is as a tool to support this essential process.
"In this way," she says, "AI is not just a tool for automation but a partner in cultivating lifelong learning skills and preparing students for a rapidly evolving digital world."
Read Dr. Stansbury's article, "Risk, Authenticity and Collaboration: A Journey Toward Transforming Teaching and Learning" in Education Technology Insights.
Learn more about Dr. Stansbury's ongoing work to understand and appropriately integrate AI into college-level teaching and learning, all through CELTT.