Every student deserves compassion, guidance, and a solid educational experience. As Lincoln Learning Solutions' Chief Business Development Officer, Dr. Rachel Book has a passion for finding the best way to meet the needs of every student. That passion has served as the driving force behind her 20-plus years of teaching elementary school, directing an early learning center, and serving as an edtech executive.She leverages her doctoral education at the University of Southern California to help educators discover ways to enhance students’ cognitive, psychomotor, and social-emotional development. Dr. Book also has a BS in Early Childhood Education and a M. Ed in School Counseling.
What's the biggest misconception about AI right now?
Dr. Rachel Book: I’ve found as I talk to educators across the country that many views skew to the limits, which is to say that they either see it as the solution to every educational challenge we face or as a threat to authentic learning. The reality, of course, is somewhere in between.
I think some of these misconceptions come into play because not all AI tools are created equally, especially when it comes to education. Well-designed AI-powered instructional tools encourage critical thinking and problem-solving; they facilitate a deeper understanding, rather than simply providing answers.
One measurement educators can reliably use to make a fair assessment is that AI should not do the learning for students; it should help students become better learners.
How can AI better support students in their learning?
Book: If educational AI is designed to meet students where they are by engaging with them in terms they understand and providing individualized, immediate academic support, it will give them a leg up.
One of the most valuable roles AI can play is that of a learning coach that encourages critical thinking, builds confidence, and helps students become more independent learners. If an AI tool presents students with an opportunity to receive alternate explanations, step-by-step guidance, and supplementary examples when they’re struggling with concepts, it also gives them greater agency in their learning.
That kind of support outside of the classroom, especially for children who don’t have access to a tutor or other academic resources, levels the playing field. It gives them the freedom to act independently, all while building their confidence, problem-solving skills, and persistence in a safe space.
What is critical for a district considering implementing an AI tool to know?
Book: The first thing school districts should ask: How will this AI tool improve learning for our students?
And certainly, they can and should use some of the benchmarks I just mentioned to make their determination, but I would highly recommend they involve their teachers in the process. Teachers are their best assets when it comes to evaluating, implementing, and incorporating all edtech products, especially educational AI tools, into the learning environment.
Teachers will be able to see right through the bells and whistles and evaluate these tools based on the quality of learning they support, not just the sophistication of the technology. And they’re great partners in assessing whether a tool is aligned to the curriculum in such a way that it reinforces classroom instruction and grade-level expectations.
Guardrails are equally important. Districts have a duty to ensure safety, security, and transparency. They need to be confident that the AI is built with privacy-first principles. Beyond tending to student safety and data privacy issues, district officials should keep academic integrity and age-appropriate interactions top of mind. Combining strong privacy protections and human oversight helps ensure AI-supported learning solutions provide a safe, trusted learning companion for their students.
What can educators do to improve AI literacy and critical thinking?
Book: AI literacy is about knowing when to use technology, how to question it, and when to rely on your own thinking. Imparting that definition to their students, and as importantly, modeling that behavior, is a great first step.
It’s also essential that students understand AI is merely a resource. It is not a substitute for independent thinking or critical thinking.
Teachers have always encouraged students to brainstorm, explore concepts, and consider different perspectives. Incorporating AI into those activities should be an extension of that practice. Teachers can model how to use AI-powered learning tools in ways that reinforce those activities. They can also protect opportunities for productive struggle, where meaningful learning often happens, to nurture critical thinking, intellectual curiosity, and stick-to-itiveness.
Finally, I’d say it’s imperative that students question AI-generated information rather than automatically accepting it as accurate. Teachers shouldn’t miss an opportunity to emphasize this and encourage students to fact-check, evaluate sources, and recognize the potential for bias and inaccuracies.
What expectations around AI use in school are most realistic?
Book: AI is already a part of students' lives. Schools should focus on teaching responsible use rather than attempting to eliminate it.
Using AI to reinforce what teachers are covering in the classroom is a pragmatic approach that recognizes the importance of human relationships, empathy, encouragement, and professional judgment in student success. AI-powered instructional tools can enhance learning and provide individualized support, but they cannot replace the role teachers play in students’ lives.
There are also plenty of applications for AI that can ease teachers’ workloads, freeing them up to devote more time to meaningful instruction and building stronger relationships with their students.
At the same time, how we use AI will evolve alongside the technology itself. Schools will need to continually evaluate their approaches, invest in professional learning, and make adjustments as new opportunities and challenges emerge. Throughout this evolutionary process, schools can realistically focus on strengthening human connections. Moving forward — assuming they embrace the idea that the future of education isn't about choosing between teachers and technology — it's about leveraging technology to make the human side of education even stronger.
