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<p>AI companies regularly claim that teachers can save time by using their products, but little is known about how teacher educators might help pre-service understand these claims and consider implications for their careers. Drawing from the history of “labor-saving” technologies, particularly Ruth Schwartz Cowan’s 1985 classic <i>More Work for Mother</i>, we share three vignettes of technoskeptical inquiries into AI with pre-service teachers. Across our varied contexts, our students generally recognized that platforms like MagicAI have both use cases and limitations. For example, students were pragmatic in using AI to brainstorm lesson ideas, but they also rejected the use of AI to replace relational aspects of teaching such as feedback for students or communication with parents. They were generally skeptical of the time-saving claims of these companies and adopted an overall cautious approach to AI. This approach stands in contrast to media narratives about AI-dependent college students and company claims about the transformative nature of AI used in schools.</p>

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Saving Teacher Labor? Questioning the Magic of AI with Pre-Service Teachers

  • 期刊论文

  • 发表日期：

    2026年3月18日

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  • Jacob Pleasants,
  • Daniel Krutka,
  • Alexandra Thrall

摘要

AI companies regularly claim that teachers can save time by using their products, but little is known about how teacher educators might help pre-service understand these claims and consider implications for their careers. Drawing from the history of “labor-saving” technologies, particularly Ruth Schwartz Cowan’s 1985 classic More Work for Mother, we share three vignettes of technoskeptical inquiries into AI with pre-service teachers. Across our varied contexts, our students generally recognized that platforms like MagicAI have both use cases and limitations. For example, students were pragmatic in using AI to brainstorm lesson ideas, but they also rejected the use of AI to replace relational aspects of teaching such as feedback for students or communication with parents. They were generally skeptical of the time-saving claims of these companies and adopted an overall cautious approach to AI. This approach stands in contrast to media narratives about AI-dependent college students and company claims about the transformative nature of AI used in schools.