A school district technology leader offers educators a practical path forward.
GUEST COLUMN | by Alana Winnick
The world of education stands at a crossroads, caught between the traditions of the past and the innovations of the future. For centuries, assignments have been our way of measuring growth and validating understanding in a tangible way. But with generative AI reshaping the possibilities, we must ask ourselves:
What are we asking our students to do?
Why are we asking them to do it?
How are we assessing their work?
As educators, we have a choice to make: cling to the familiar or reimagine the very heart of what it means to learn, create, and grow. Instead of fearing how AI might change education, we can embrace it as a catalyst for redefining how we inspire, challenge, and evaluate our students.
‘Instead of fearing how AI might change education, we can embrace it as a catalyst for redefining how we inspire, challenge, and evaluate our students.’
Shifting the Focus
When Google became mainstream, we said, “If your question is ‘Google-able,’ it’s not a good question.” The same principle applies to generative AI: If the assignment is ‘AI-able,’ it’s not a good assignment. Consider the scenario where a teacher uses AI to design a task, a student uses AI to complete it (let’s be honest—they’re all using it at home) and the teacher uses AI to grade it. What’s the purpose of the assignment then?
The rise of AI compels us to shift from emphasizing the final product to focusing on the learning process. If AI can replicate a student’s work, the assignment itself needs rethinking. Instead of asking for rote facts, we should design tasks that push students to apply their knowledge, think critically, and demonstrate understanding. It’s not about what students know anymore—it’s about what they can do with what they know.
Rethinking Assignments
AI-proofing assignments doesn’t mean making them resistant to AI. It’s about designing tasks that leverage AI as a tool while encouraging students to think critically, analyze, synthesize, and innovate. Tried-and-true educational approaches such as Project-Based Learning, flipped classrooms, and Universal Design for Learning provide frameworks for creating meaningful and personalized learning experiences.
To rethink assignments, we should:
- Promote Critical Thinking: Create tasks that require students to analyze and evaluate information beyond surface-level knowledge.
- Foster Collaboration: Encourage teamwork and problem-solving—things AI can’t replicate.
- Incorporate Real-World Contexts: Design assignments grounded in situations relevant and authentic to students.
- Use AI as a Partner: Teach students how to use AI to enhance their work, not replace their effort.
Not sure if an assignment is AI-proof? Test it yourself with an AI tool. If the tool completes the task without meaningful input or critical thought, it’s time to revamp the assignment.
SAMR-AI-ZE
Ruben Puentedura’s SAMR framework helps educators think about effective technology integration through four levels: Substitution, Augmentation, Modification, and Redefinition. But in the age of AI, it’s time to expand the model into what I like to call “SAMR-AI-ZE.”
Much like a samurai’s precision and skill, AI enables us to streamline and eliminate tasks that are redundant or no longer relevant. This isn’t about abandoning foundational skills but rethinking tasks that don’t add significant value to learning. AI empowers educators to focus on what matters most—encouraging deeper understanding, creativity, and collaboration.
From Traditional to Transformative
Reimagining assignments involves creativity and innovation. Here are a few examples of how assignments can evolve to meet the demands of this new era:
- From Essays to TED-Ed Talks: Instead of writing a persuasive essay, students can deliver TED-style presentations to parents or peers. This approach requires them to structure arguments, think critically, and practice public speaking. AI can assist with drafting ideas, creating visuals, and providing feedback on presentation skills.
- From Biographies to Podcasts: Transform a traditional biography project into “The Perseverance Pod,” where students create interview-style podcasts about historical figures overcoming challenges. AI can support research, scriptwriting, and even designing the podcast’s cover art.
These assignments turn AI from a shortcut into an amplifier, showing students’ thinking in action. And yes, even younger students are capable of thriving with these innovative approaches.
The Opportunity Ahead
Generative AI is a powerful tool, but it doesn’t replace good teaching or meaningful learning. By redefining what we ask students to do, why we ask them to do it, and how we assess them, we can prepare them for futures we can only begin to imagine. This isn’t about making tasks AI-resistant—it’s about using AI to unlock creativity and push students to think in ways AI can’t.
So, let’s get comfortable with the discomfort. Let’s lead the way in building assignments that are relevant, engaging, and future-proof. Because if there’s one thing I know, it’s that our students are capable of more than we’ve ever asked of them. Let’s raise the bar and give them the tools, challenges, and opportunities they need to thrive.
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Alana Winnick is an award-winning leader who serves as the Educational Technology Director and Data Protection Officer for Pocantico Hills Central School District in Sleepy Hollow, NY, and Director for the New York State Association for Computers and Technology in Education (NYSCATE). Alana is the author of The Generative Age: Artificial Intelligence and the Future of Education and host of The Generative Age podcast, both of which explore the transformative role of generative AI in education. She is also the founder of Students for Innovation, an organization dedicated to empowering students to advocate for meaningful change in their schools. Learn more at AlanaWinnick.com. Connect with Alana on LinkedIn.
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