Georgia and Australian teachers navigate AI use in classrooms

A state audit in Georgia found that 59% of teachers use generative AI for instructional planning, with 95% employing it at least occasionally and more than half doing so weekly. Teachers report time savings and higher student participation, but many avoid using AI for grading and warn that student reliance could impair critical thinking, citing concerns about accuracy, privacy and ethics. Venecia Whyte‑Foster, a middle‑school English teacher, said, “I embraced it immediately… My kids are going to use it. How do I use it in my class effectively?”

In Australia, research led by La Trobe University’s Miriam Tanti shows high‑school students increasingly depend on AI, describing the risk as “the illusion of understanding”. Educators are countering by re‑introducing traditional teaching methods and developing controlled chatbots that provide feedback while being closely monitored. Schools such as St Leonard’s College teach students to spot AI biases and to craft effective prompts. The Victorian Education Department is preparing guidance to address over‑reliance on AI in learning.