AI in Education Conference at Immaculata University

At a recent AI in Education conference hosted by Immaculata University, three University education professors Laura Eisemann, Ed.D., Kelly Doyle, Ed.D., and Karen Miscavage, Ed.D., explored the fast-evolving role of artificial intelligence in schools, focusing on policy, practical use and professional development across K-12 and higher education.

Eisemann emphasized that while there is a need for AI policies at the local, state and national levels, “individual teachers have been making critical decisions about adopting AI for their classrooms.” While some high schools have banned AI outright, others are integrating it with varying degrees of guidance. She noted that at Immaculata, efforts are underway to establish consistent policies for both students and educators.

Immaculata’s education faculty are also preparing Immaculata students to use AI responsibly and effectively, ensuring future educators are equipped with the knowledge and skills to integrate these technologies ethically and thoughtfully in their classrooms

A recurring concern throughout the conference was digital illiteracy discomfort—the unease educators feel when navigating tools they haven’t been trained to use. Surveys conducted for the event revealed that AI usage among teachers varies widely—from 24% to 85%. More than half of local school districts provide some policy guidance and opportunities for peer discussions, but fewer offer formal AI training, leaving many teachers to navigate these tools on their own.

This gap in training and support is why the AI in Education conference was held—to help familiarize, or begin to familiarize, educators with the AI tools available to them and to provide a platform for sharing best practices and building confidence in using these emerging technologies.

“Many teachers take the initiative to learn independently by exploring websites, reading articles and talking with colleagues,” said Doyle. She noted that those who do use AI most often apply it for lesson planning and resource creation, with about half of educators utilizing it weekly. In contrast, formalized and sanctioned student use of AI in classrooms remains limited for now.

To bridge this gap and spark innovation, the conference included hands-on demonstrations of AI tools for instruction and assessment. One highlight was a multiple-choice quiz/assessment generator that creates customized quizzes based on grade level and topic—for example, a diagnostic phonics assessment for early elementary students.

Participants also explored Magic School AI, which featured tools designed to enhance student engagement and streamline administrative tasks. These included email responders for professional communication, classroom management tools and simplified instruction generators. Attendees practiced refining their prompts by specifying grade level and subject matter to boost the relevance of generated outputs.

During the conference, educators shared creative applications, such as generating rubrics, targeted quizzes, nonfiction reading supplements and grade-appropriate stories enriched with literary devices to teach students in a fun and engaging way. Many reported adapting and “humanizing” AI-generated content to achieve a more natural tone. Beyond time savings, these tools were seen as opportunities to build more inclusive classrooms where all students can thrive.

“AI tools are transforming education by supporting diverse learners through Universal Design for Learning (UDL) principles, which emphasize engagement, representation and action/expression,” said Miscavage. UDL encourages varied formats for presenting material and multiple ways for students to demonstrate learning—key areas where AI can offer immediate support.

Platforms like ChatGPT and Microsoft Copilot stand out for their ability to generate UDL-aligned lesson plans while asking clarifying questions that refine instruction. These tools offer detailed outputs that include direct instruction, guided practice, real-world connections and built-in differentiation. While Magic School AI is useful, it lacks the dynamic interactivity and customization of tools like ChatGPT.

Encouraging educators to use AI for lesson planning also promotes critical thinking, as teachers compare AI-generated lessons against traditional rubrics. The key to successfully utilizing AI, though, lies in crafting clear, specific prompts—helping educators save time while designing personalized, accessible instruction for all learners, regardless of neurodiversity or learning style.

Overall, the conference underscored AI’s growing yet cautious role in education, emphasizing the importance of clear policies, ongoing professional development, and thoughtful implementation to empower educators and enrich student learning.