I’m Not a Techy Teacher — But AI Changed That

I’m Not a Techy Teacher — But AI Changed That

I’ve never been a particularly techy person. I didn’t grow up gaming, and I was never interested in computer studies. That carried into my professional life. In the early years of teaching, I remember dreading interview questions like: “What technology do you use in the classroom?” 

I’d think to myself, “Does using the photocopier to blow up worksheets from A4 to A3 count?” 

Occasionally, I’d dabble with things like Kahoot or Wordwall — mostly when I needed a quick warmer or a fun activity to end the lesson. But overall, I didn’t see educational tech as something that could genuinely help me. It felt like one more thing to learn, one more task on a never-ending to-do list. 

Overworked, Underpaid, and Avoiding the Learning Curve 

At the start of my teaching career, I was stretched thin. Like many others, I was overworked and underpaid. I was in survival mode, not professional development mode. Spending hours upskilling in new tools just wasn’t a priority. To be honest, it felt like a luxury I couldn’t afford — in time, energy, or money. 

Ironically, it took me years to realise that the very thing I was avoiding could have made my job easier. 

My First Experience with AI: Desperation Meets Innovation 

My first real experience with AI wasn’t particularly glamorous. It was during the pandemic. I was asked to write detailed student reports — unpaid time, of course — and needed a faster way to get them done. I stumbled across a tool that could help automate the process using a formula, and gave it a go. 

To my surprise, it worked. And it saved me hours. That was the beginning of my shift — when my aversion to AI and tech started to soften. I wasn’t in love with it, but I was no longer afraid of it. 

Becoming an Instructional Designer: Reframing the Role of AI 

Later, when I qualified as an instructional designer, my relationship with AI changed again. I started using it not just to speed things up, but to support my thinking process. 

It helped me get past the blank page, break down complex tasks, and handle some of the more repetitive aspects of content development. AI became a creative partner — one that handled the groundwork so I could focus on higher-level tasks like evaluating, curating, and designing learning that mattered. 

Learning to Trust — and Question — the Tool 

The more I use AI, the more I understand both its benefits and limitations. Yes, it saves time. Yes, it can help generate ideas, organise content, and even simulate student interactions. But no, it’s not perfect. And no, it’s not going to replace us — unless we let it. 

One of the biggest shifts for me was changing how I approached AI. In the beginning, I saw it as something that might take over my job. Now, I see it as something that takes care of the tasks that don’t require my expertise, so I can focus on the ones that do. 

Two Common Mistakes I See with AI 

In working with other educators, I’ve noticed two extremes when it comes to AI adoption: 

1. Rejecting it outright. These are the teachers who try it once, see the flaws, and decide it’s useless. In doing so, they miss out on what could be a powerful time-saving tool — if approached with the right mindset. 

2. Trusting it blindly. On the other end of the spectrum, some teachers take AI output at face value, applying it directly without critical thinking. This is equally dangerous — not just for quality control, but for maintaining your role as a reflective practitioner. 

AI Requires a Learner's Mindset 

If you’re hesitant to dive in, I get it. But I encourage you to experiment — not as an expert, but as a learner. Try a tool. See what it can do. Question the results. Reflect on how it might help your students, or save you precious hours of prep time. 

Approach it with curiosity, not fear. 

It’s not perfect. But it’s trying to help. And with a bit of critical thinking, you can make it work for you — not against you.