AI-generated content is conflicting no matter which perspective we take. So how do we ethically teach our students when we don’t know what this looks like for ourselves as Kaiako?
AI tools are becoming deeply embedded in education, from lesson planning and content creation through to designing resources. Yet one area continues to spark debate: feedback. Can AI genuinely add value in this space, or are we at risk of undermining one of the most relational parts of our teaching practice? The real question isn’t just can AI help, but should it?
Conflicting Messages
We’re hearing mixed messages. On one hand, teachers are told:
The use of AI or any tool, in fact, should by all means be purposeful first. When we explore tools like Gemini or Brisk as tools for giving student feedback, the first thing we need to come back to is purpose. AI shouldn’t be used just because it saves us time, and the question is whether it’s the right tool for the right job and whether it genuinely benefits learning. To evaluate that question, we need to reflect on a few things:
- Can I trust this feedback to be accurate, useful, and appropriate for my learners?
- Am I using it for the right purpose? Formative classroom feedback or summative assessment?
- Is there transparency in what I am saying? with clarity?
AI-generated feedback really is controversial, and the image above is contradictory, especially in the education sector. A key consideration I ponder on is, if we expect students to acknowledge when they’ve used AI, shouldn’t we model that ourselves? To me, AI-generated comments as teacher feedback are very convenient, but in my view, this risks damaging the trust at the heart of our relationships.
One of my questions is, will my students still take the feedback on board in the same way? Firstly, teaching my class to read and take on board any feedback needs to be explicitly explored, let alone whether or not they will take on AI-generated feedback.
Research shows students engage positively with automated feedback in practice apps like Writer’s Toolbox or StepsWeb, thanks to features like instant feedback, which some of our students explore through Brisk.
How will students perceive AI-generated teacher comments?
- I ask students to check their blogs regularly when they post evidence of their learning, but I inform them that if I am reading it, then I want to hear their voice in their writing. If I cannot hear their voice, then change it. When our students get feedback, they naturally assume it’s from me, the person who knows their learning journey, their strengths, their quirks, and what their next steps are. If the feedback I write sounds a bit “robotic”, I wonder what my learners might start thinking:
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- “This doesn’t sound like my teacher…”
- “Do they really understand my work?”
As AI becomes more embedded into our practice, we, as teachers, will increasingly need to justify why and how we are using AI. That means being transparent and intentional, not just with ourselves, but with our students, colleagues, and leaders. Some guiding questions might be:
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Why am I using AI here? Is it to genuinely support learning, or just to save time?
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How am I applying it? Am I using it to generate ideas, to give formative feedback, or something else?
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What boundaries am I setting? What is the right balance between teacher judgement and AI assistance?
AI can have a place in our feedback toolkit, but only if we approach it with integrity by using it thoughtfully, purposefully, and always in the best interest of our learners’ growth.
Examples of AI Tools:
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Research
