Study Findings

The analysis shows that generative AI tools do not consider actual students or real classroom settings the way a teacher can. From a technical perspective, chatbots such as ChatGPT, Gemini, and Copilot predict the next word in a sequence based on massive amounts of ingested text. When teachers rely on these tools while preparing to teach, they risk depending on technology not designed to enhance, aid, or improve teaching and learning. The study revealed that AI‑generated lesson plans are lacking in many areas, though they sometimes contain interesting activities and stimulating ideas, particularly within homework suggestions.

Recommendations for Teachers

Researchers suggest that educators use AI to augment, not automate, lesson planning. By understanding that AI tools cannot think or understand context, teachers can change how they interact with them. Instead of simple requests—such as “Design a lesson plan for the Constitutional Convention”—they could write detailed prompts that include contextual information, proven frameworks, models, and teaching methods. An example of a more effective prompt provided in the study is:

"Design a lesson plan for the Constitutional Convention for 8th grade students in Massachusetts that features at least three activities at the evaluate or create level of Bloom’s Taxonomy. Make sure to incorporate hidden histories and untold stories as well as civic engagement activities at the social action level of Banks’ four levels of integration of multicultural content model."

This approach encourages flexibility, personalization, and student‑centered learning, aligning with the needs of modern education.

Need for Further Research and Development

The authors, Torrey Trust, professor of learning technology at UMass Amherst, and Robert Maloy, senior lecturer of education at the University of Massachusetts, emphasize the need for more research and teacher professional development opportunities to explore whether or how AI might improve teaching and learning. They stress that teachers should be critical users rather than quick adopters of AI‑generated lessons.

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