{"id":5386,"date":"2026-05-09T10:18:30","date_gmt":"2026-05-09T08:18:30","guid":{"rendered":"https:\/\/tecnocentres.org\/?p=5386"},"modified":"2026-05-09T10:49:24","modified_gmt":"2026-05-09T08:49:24","slug":"welcome-to-ai-now-what-do-we-do-about-homework","status":"publish","type":"post","link":"https:\/\/tecnocentres.org\/en\/blog\/2026\/05\/09\/welcome-to-ai-now-what-do-we-do-about-homework\/","title":{"rendered":"Welcome to AI. Now what do we do about homework?"},"content":{"rendered":"\n<p>There\u2019s no doubt in my mind that artificial intelligence is a godsend for teachers. If you\u2019ve taken the time to learn a bit about how it works, which is nothing magical, its limitations, errors, and biases, as well as the ethics of its use, you already have a solid foundation for using it critically and effectively. If, on top of that, you\u2019ve spent a few hours interacting with it and have training in pedagogy and curriculum design (which, if you\u2019re a teacher, you should have), it becomes a fantastic tool to help you (yes, I said help you, not do the work for you) set learning objectives, define assessment criteria, and plan activities. It will also be very useful for creating resources, scaffolding, and assessment tools, as well as for making adaptations for students with diverse characteristics or functional diversity.<\/p>\n\n\n\n<p>But when we talk about students\u2019 use of it, things change. There\u2019s a lot that could be said, but in this article I\u2019d like to focus on just one specific point:<strong> homework.<\/strong><\/p>\n\n\n\n<!--more-->\n\n\n\n<p>Let me state two premises that are clear to me. If you don\u2019t agree, no problem, you don\u2019t need to read any further.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Whether we like it or not, students will use artificial intelligence outside the classroom to complete schoolwork. We can create all the guidelines we want and offer whatever recommendations we deem best, but a significant number of teenagers will follow the path of least resistance and use AI to do their work for them.<\/li>\n\n\n\n<li>In middle school, homework\u2014when it is creative, motivating, and of moderate length (and therefore not monotonous or repetitive)\u2014improves student learning. In this regard, research is beginning to play a significant role, although more research is still needed. John Hattie\u2019s famous study already pointed in that direction. But so do others, such as the compilation of evidence by the\u00a0<a href=\"https:\/\/educationendowmentfoundation.org.uk\/education-evidence\/teaching-learning-toolkit\/homework\" target=\"_blank\" rel=\"noreferrer noopener\">Education Endowment Fundation<\/a>.<\/li>\n<\/ul>\n\n\n\n<p>Personally, <strong>I\u2019m not at all concerned about using AI in the classroom<\/strong>. I\u2019m sure there are teachers who are concerned, and they must have their reasons, which I respect deeply. But I\u2019ve never had a problem with digital technology in the classroom. The students are very clear that there are times when we open our computers and use them, and there are many times when we close them and interact orally or in writing.<\/p>\n\n\n\n<p>In my classes (I haven\u2019t taught for a little over a year now, as my professional life has taken me down other paths), it was very common to open and close computers. We might do it three or four times in a single class. And I would always walk around or stand at the back to check what was going on.<\/p>\n\n\n\n<p>So, maybe they were fooling me very well, but I don\u2019t think it was a problem in the classroom. And this doesn\u2019t mean AI wasn\u2019t present. I\u2019m certain we must encourage them to learn how to use it. Most won\u2019t learn on their own. How to interact with it, how to verify answers, when it\u2019s useful for reviewing assignments and identifying areas for improvement, etc. Basically, a bit like what we were already doing with source verification, fake news detection, digital identity, and digital well-being, etc.<\/p>\n\n\n\n<p>So far, so good. But when it comes to homework, I have to admit I wouldn\u2019t know how to handle it. It\u2019s hard to say, but does assigning homework even make sense anymore? <a href=\"https:\/\/x.com\/vialliure\/status\/2012597006850523146\" target=\"_blank\" rel=\"noreferrer noopener\">Three students already said it a few months ago on RAC1 radio<\/a>: \u201cDoing homework at home is an outdated idea.\u201d<\/p>\n\n\n\n<p>Years ago, we learned to assign homework that couldn\u2019t be found directly on the internet. We used Bloom\u2019s taxonomy, and the assignments were designed to analyze, compare, elaborate, design, evaluate, solve problems, etc., or, to put it simply, to summarize or create outlines. Perhaps there were some students who didn\u2019t do it themselves and whose families occasionally did the work for them, but usually, those who did (which is another issue) did it themselves (with more or less help depending on their capabilities and needs).<\/p>\n\n\n\n<p>But AI is changing all of this as well. All these verbs from Bloom\u2019s taxonomy that I\u2019ve mentioned\u2014and many others\u2014are performed by AI, and it does them very well. Therefore, to complete homework without delegating cognitive tasks to AI requires a very strong will, which is not typically common among teenagers. There are some, of course! In my training sessions, I always gave the example of that high school sophomore who told me he\u2019d been given an iPad for his 18th birthday on a Thursday, and didn\u2019t open it until the following Tuesday because he had final exams and needed to study over the weekend. There are some with that level of responsibility and willpower, but they\u2019re very few.<\/p>\n\n\n\n<p>So, if we combine this factor introduced by AI with the two initial premises, what should we do? Should we stop assigning homework? It\u2019s a simple solution. In fact, homework is certainly a source of inequality, since some students have a lot of support while others have none. But keep in mind that the <a href=\"https:\/\/educationendowmentfoundation.org.uk\/education-evidence\/teaching-learning-toolkit\/homework\" target=\"_blank\" rel=\"noreferrer noopener\">Education Endowment Foundation<\/a> has determined that homework is equivalent to a 5-month academic gain per school year. In other words, there is 50% more learning. Given our current curricula and the results of international tests (which measure what they measure, as we know, but serve as an indicator), can we afford to give up this learning? Can students afford to give it up? And mind you, I\u2019ve never been a fan of assigning a lot of homework. As I said at the beginning, the assignments I gave were creative, motivating, and of <strong>moderate length<\/strong>.<\/p>\n\n\n\n<p>Some people include the research project that Catalan high school seniors complete as part of the same package. For me, that\u2019s a different case. If the process of creating the project is clearly defined, and students have a set process to follow\u2014with different milestones (not regarding the content of the project, but the stages of research)\u2014I don\u2019t think learning suffers as a result. The goal of the project is to learn the process of conducting research, not to produce a well-written report on a specific topic. But, well, that would be another article, and there\u2019s no need to get into a debate right now. In fact, maybe someday I\u2019ll have time to explain and publish an app I\u2019ve collaborated on with a high school in Sabadell to track this research project.<\/p>\n\n\n\n<p>Anyway, I\u2019ll wrap this up, as I often do, without any solutions. AI is welcome among teachers and welcome at times for students if we guide them in how to use it (provided we\u2019ve learned how ourselves first). But let\u2019s see how we make up for what we used to do with homework, which now only a few will tackle with cognitive effort.<\/p>\n\n\n\n<p>Oh! And to write this article, no, I didn\u2019t use AI (though there wouldn\u2019t be any problem if I had). Just for the cover image.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>There\u2019s no doubt in my mind that artificial intelligence is a godsend for teachers. If you\u2019ve taken the time to learn a bit about how it works, which is nothing magical, its limitations, errors, and biases, as well as the&#8230;<\/p>\n","protected":false},"author":1,"featured_media":5387,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[100,85,70],"tags":[],"class_list":["post-5386","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-avaluacio-en","category-opinion","category-students","post-archive"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Welcome to AI. 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