We’re seeing a broad spectrum of responses to the rapidly growing interest in ChatGPT. On one end, are educators ignoring this technology as just another fleeting education trend. On the flip side are educators who see ChatGPT and generative artificial intelligence as a transformative technology that may take us into an age of “super teachers.” In this discussion, we try to fine-tune our expectations about how this technology is impacting education and how best to respond.

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Dr. Patrick Blessinger is an adjunct associate professor of education at St. John’s University, an K-12 educator with the New York State Education Department, and chief research scientist of the International Higher Education Teaching and Learning Association (in consultative status with the United Nations). Dr. Blessinger is the editor and author of many books and articles and he is an educational​ ​policy analyst and contributing writer with UNESCO’s Inclusive Policy Lab, University World News, The Hechinger Report, The Guardian, and Higher Education Tomorrow, among others. Dr. Blessinger teaches courses in education, leadership, and research methods, he serves on doctoral dissertation committees and on accreditation certification committees for various universities and schools.

Shawn Thomas is in her 25th year of teaching in the largest county in Georgia. She has taught Kindergarten, Second and Third Grade, and ESOL (English to Speakers of Other Languages) K-5 and coaches new teachers. Shawn also hosts the We Just Want To Teach podcast and is a past co-host of the Edchat podcast.

Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master’s Degree in Curriculum and Instruction from American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning and technology, as well as Project-Based Learning. He is the author of Flipped 3.0 Project Based Learning: An Insanely Simple Guide and the host of the What Works podcast.