AI in the Classroom Today: 12 Educators on Artificial Intelligence, Phones, and Teaching

TL;DR: A growing chorus of educators argues that AI and smartphones are not inherently good or bad for learning — their value depends on clear goals, equitable access, thoughtful policies, and ongoing professional development. This piece distills the NYT opinion roundtable and adds context from recent research to help teachers, parents, and policymakers navigate opportunities and risks together.

Published: 2025-08-21

From Opinion to Practice: What the NYT Roundtable Opens Up

The New York Times opinion feature that gathered a dozen educators’ perspectives on AI, smartphones, and teaching reflects a moment when classroom realities collide with rapidly evolving technology. Participants emphasize that AI tools—when aligned with learning goals—can support personalized feedback, scaffold complex tasks, and free teachers from repetitive chores. They also warn that unchecked use can magnify inequities and blur lines around authorship, privacy, and accountability. The seed article serves as a starting point for a broader conversation about pedagogy, ethics, and practical classroom strategies. ^[1]

What the Evidence Says About AI in Education

Across recent reviews and policy briefs, AI in education is understood as a powerful set of tools rather than a replacement for teachers. When used to personalize learning paths, AI-powered systems can adapt to a student’s pace and provide timely feedback. However, evidence on outcomes is mixed: gains tend to be modest and uneven unless AI is integrated with strong instructional design and ongoing teacher support. ^{[2] [3]}

Key themes from researchers and think tanks include:

• Adaptive learning and tutoring: AI can tailor tasks to individual needs, potentially accelerating progress for some students. ^[2]
• Assessment and feedback: AI can help with formative feedback, freeing teachers to focus on higher-order goals. ^[3]
• Equity and access: Without universal access to devices and bandwidth, AI can widen gaps rather than close them. ^[6]
• Bias and transparency: AI systems reflect data and design choices; students and teachers deserve transparency about inputs and limitations. ^[6]

Phones in the Classroom: Distraction or Learning Tool?

Smartphones sit at the center of a long-running debate. Some educators highlight real-time research, on-demand calculators, and collaborative apps that can enrich lessons. Others warn about distractions, cheating, and the potential for unequal access to digital resources. The consensus among researchers is not to ban devices outright but to design structured tasks and clear norms that maximize learning while minimizing disruption. Districts piloting BYOD (bring your own device) programs report that success hinges on reliable infrastructure, explicit expectations, and teacher coaching. ^{[4] [6]}

Policy and Practice: What Schools Can Do Now

To capitalize on AI and devices while safeguarding students, educators and policymakers are converging on several practical steps:

1. Start with learning goals, not technology for its own sake. Choose AI tools that clearly support outcomes (e.g., practice, feedback, or data-informed differentiation). ^[2]
2. Invest in professional development so teachers understand how AI works, what its limits are, and how to interpret its feedback. ^[3]
3. Ensure equitable access: 1:1 device programs, affordable broadband, and offline contingencies when connectivity fails. ^[6]
4. Institute clear privacy and data governance: know what data is collected, who has access, and how it is used. ^[6]
5. Blend human and machine judgment: use AI as a partner in instruction, with teachers maintaining final decisions about learning goals and evaluation. ^[3]

Ethics, Equity, and the Classroom of the Future

Ethical considerations are not abstract. They affect who benefits from AI, how teachers are trained, and what kind of learning environments are created. The most robust policy visions stress transparency, student agency, and inclusive design. As AI tools become more capable, schools must guard against bias in data, ensure accessibility, and uphold student privacy. Global frameworks from UNESCO and others emphasize that technology should extend human capability, not substitute it. ^[6]

Practical Takeaways for Teachers, Students, and Parents

• Begin with a single, well-scoped AI tool aligned to a clear learning objective. Pilot, measure impact, and iterate.
• Set explicit classroom norms for device use, including times when AI feedback is reviewed with students and when human review is required.
• Complement AI with robust teacher feedback; AI should illuminate misconceptions, not replace teacher guidance.
• Advocate for and support equitable access to devices and connectivity in your school or district.
• Engage students in digital literacy about AI: how it works, how data are used, and how to assess reliability and bias.

Looking Ahead: A New Role for Teachers and AI co-learning

Rather than viewing AI as a rival, many educators see it as a collaborative tool that can handle repetitive tasks, surface patterns in student work, and provide scaffolded learning experiences. The future classroom likely combines AI-enabled personalization with high-touch human mentorship—teachers guiding critical thinking, ethics, collaboration, and problem-solving while AI handles data-informed practice at scale. These possibilities come with responsibilities: investment in PD, attention to equity, and a steady cadence of evaluation and revision. ^{[5] [6]}

Sources

1. The New York Times. Opinion | Artificial Intelligence, Phones and Teaching Today: 12 Educators Discuss. https://news.google.com/rss/articles/CBMihwFBVV95cUxOTldkaERMTXdESG9sZU5JNndPRUJQejc2OFFBbjY4U2hMMjM0LWFOUWVHdHF4dGVtSWFGX0Z5MHFMbU40eVp4R0FSQ1M0NmlsdEh6dVNRRkl0UExETTllQWNGTkpmd24tclNlczQwbmhvY1A1VjJKSm5ydWxpdFV3emtINTkwNlk?oc=5&hl=en-US&gl=US&ceid=US:en
2. Brookings. AI in K-12 Education: Opportunities and Challenges. https://www.brookings.edu/research/ai-in-k-12-education/
3. RAND Corporation. Artificial Intelligence in Education: What Works and What Matters. https://www.rand.org/topics/ai-in-education.html
4. Pew Research Center. AI in Education and the Classroom: Public Attitudes and Implications. https://www.pewresearch.org/topic/artificial-intelligence/
5. Stanford HAI. Educating with AI: Toward Human-Centered AI in the Classroom. https://hai.stanford.edu/research/ai-education
6. UNESCO. AI in Education: Guidance for Policymakers and Education Stakeholders. https://en.unesco.org/themes/ict-education/artificial-intelligence