Generative AI in the Writing Classroom
Download MP3This webinar, part of the Every Educator Counts series, explores how generative AI and large language models (LLMs) can be thoughtfully and responsibly integrated into writing instruction. Dr. Shannon Kane, an expert in literacy and technology integration, leads the session, focusing on both the opportunities and challenges of using AI in education.
Key Points:
- Generative AI as a Tool: AI can create new content (text, images, code) based on human prompts. LLMs predict language patterns but do not truly “understand” content, so their outputs can sometimes be inaccurate or biased.
- AI in the Classroom: When used intentionally, AI can support lesson planning, model revision strategies, provide differentiated feedback, and help students experiment with voice, tone, and structure.
- Joy and Creativity: Contrary to fears that AI stifles creativity, it can actually foster joy, curiosity, and risk-taking in writing when used as a co-writer or brainstorming partner.
- Responsible Use: Teachers should set clear policies and expectations for AI use, emphasizing authenticity, critical thinking, and ethical considerations (such as bias and hallucinations in AI outputs).
- Student Engagement: Students can use AI to brainstorm, revise, and experiment with writing, but should always reflect on and justify their choices. Portfolios can include both original and AI-assisted drafts to track growth.
- Instructional Strategies: The “Echo and Amplify” model encourages teachers to model AI use transparently and metacognitively, then have students extend and reflect on these practices.
- Practical Examples: The session includes demonstrations of using AI to revise sentences for tone, change point of view, and generate engaging leads, with an emphasis on critical evaluation and justification of edits.
About Dr. Shannon Kane:
Shannon M. Kane, Ed.D., serves as an Assistant Clinical Professor in the Department of Teaching,Learning, Policy, and Leadership at the University of Maryland. Her academic and professional endeavors focus on literacy education, teacher preparation, and teacher professional growth. Dr. Kane’s career beganin the field of international development, where she worked on initiatives centered on women’s empowerment and access to education. She later joined the inaugural DC Teaching Fellows cohort, teaching in both traditional public and public charter schools in Washington, D.C. Her professional experience includes time as an instructional coach, curriculum developer, professional development consultant, school leader, teacher-researcher, and adjunct faculty member. Dr. Kane holds a doctorate in Reading, Writing, and Literacy from the University of Pennsylvania, as well as master’s degrees in International Development and in Elementary Education/TESOL. Her research examines multiple dimensions of literacy and teacher development, including K–12 literacy instruction with an emphasis on critical literacy, the preparation and mentoring of teachers as literacy practitioners, the integration of technology into literacy pedagogy, the role of classroom discourse in literacy learning, and the ways identity shapes literacy practices and experiences.
Shannon M. Kane, Ed.D., serves as an Assistant Clinical Professor in the Department of Teaching,Learning, Policy, and Leadership at the University of Maryland. Her academic and professional endeavors focus on literacy education, teacher preparation, and teacher professional growth. Dr. Kane’s career beganin the field of international development, where she worked on initiatives centered on women’s empowerment and access to education. She later joined the inaugural DC Teaching Fellows cohort, teaching in both traditional public and public charter schools in Washington, D.C. Her professional experience includes time as an instructional coach, curriculum developer, professional development consultant, school leader, teacher-researcher, and adjunct faculty member. Dr. Kane holds a doctorate in Reading, Writing, and Literacy from the University of Pennsylvania, as well as master’s degrees in International Development and in Elementary Education/TESOL. Her research examines multiple dimensions of literacy and teacher development, including K–12 literacy instruction with an emphasis on critical literacy, the preparation and mentoring of teachers as literacy practitioners, the integration of technology into literacy pedagogy, the role of classroom discourse in literacy learning, and the ways identity shapes literacy practices and experiences.
