New Enrollment: Artificial Intelligence

     Technology has expanded into the world of education. From personal devices to interactive whiteboards, education has gone digital; during this new era, the workload for educators in the classroom has increased. How can the education system bridge technology to minimize the time and excessiveness from the daily workload? How can students benefit from technology and use it to accelerate their learning? The research in this article covers the plethora of techniques artificial intelligence brings to assist teachers and students. The objective is to provide the bridge between AI and the classroom. Whether it be through feedback, or differentiation; this new tool has already been used in the classroom to alleviate teachers and encourage students. This research article covers findings from literature and case studies focusing on the impact of technology in the learning environment with a minor focus on emergent bilingual language acquisition. 

Efficient, Effective, and Essential Feedback

     Education has waves of realizations that shift the course of the classroom. In recent years, the emphasis on data and social emotional learning have molded education to focus on students as a whole, but an issue arose: What do we do with this data? Do we share it and with whom?  Feedback is crucial in the development of all aspects of education, but it can be difficult to tailor feedback and give it back in a timely manner. Teachers understand the value of feedback and the necessity, since the increase in workload and the servicing of various students with different needs, teachers feel lost and discouraged. 

      Artificial Intelligence is a solution to the overwhelming pressure teachers have in providing feedback for learners. AI can be used to create rubrics, rate papers, check grammar, and list prompting questions that will improve student learning. In the academic year of 2022-2023, Texas Education Agency redesigned the Reading Language Arts state assessment, STAAR, to include constructed responses. This shift left teachers wondering: How will students be graded? What type of writing are students expected to produce? How do we prove to everyone, especially the students, improvement? 

     Teachers began creating rubrics; however, this scoring system has to change depending on the topic, genre, grade level, and criterias being evaluated. A generic rubric that does not provide clear and consistent expectations about language conventions, author’s craft, and genre characteristics is futile. Rubrics take time to create; now with AI, a skeleton of rubric is generated and teachers adjust on their lesson preference. Furthermore, AI rubrics can be adjusted by academic levels and language proficiency. For educators in bilingual education, rubrics are tailored to incorporate the use of native versus second language. Students can focus on the area of study without grasping at strings. Have a class with different grade levels? CoPilot, Gemini, or ChatGPT can help provide rubrics that state the4 expectations for each group of students. Allowing for students to craft purposeful responses, and for teachers to capitalize on feedback. 

      Once teachers have their rubrics and collection of essays, they can use AI technology to assist delivering precise feedback, grows and glows. AI summarizes and personalizes the feedback providing students with an understanding of their writing rather than a blanket cookie cut response (Topping et al., 2025).  In classroom sizes of over thirty students, it is impossible to effectively reach each student and focus on their individual needs. Although with A.I  technology, students can receive feedback from teachers as well as take ownership of their growth themselves.

       In higher education, professors are exploring the versatility of AI technology in their own classrooms. In some instances students submitted their papers through an AI platform to review before submitting the final draft (McGuire et al., 2024). This is extremely beneficial to all teachers, it creates ownership in one's work. Students can have a personal tutor reviewing their papers to produce well throughout work. For those that serve emergent bilinguals,  now there is a tool that provides feedback academically and in language proficiency. As an ELL learner myself, grammar is a weak point; I use programs like Gemini to review my work for errors and for vocabulary clarity. When using the tool, I receive an explanation of its suggestions and various examples to restructure a sentence. It has allowed me to feel more confident when expressing ideas. AI ensures that the glows and grows are possible regardless of the students level with an individualized response to their writing

      Two programs I suggest are CoGrader and Gemini. Both programs use rubrics designed by the teachers to grade student work. They will provide a report of areas students succeed and are not there yet. CoGrader has other features that Gemini does not, since its use is specializing in grading. Those features include the ability for teachers to add to the notes, the feedback can be more concise or stricker, and it can translate the feedback to a different language. A major difference in the feedback provided was the AI’s interpretation of the rubric. For example, I had both programs rate the same essay with the same rubric. CoGrader misunderstood the point system. CoGrader has a more approachable delivery. It broke down each category from the rubric and gave suggestions to improve each one. Meanwhile, Gemini’s feedback was directed towards the teacher. It also needed clarification of the grade level of the author. Both are efficient, but have different audiences. Inevertibally, Artificial Intelligence as a means of feedback will lead to differentiation and individualized learning experiences.