Work smarter, not harder - or vice versa?

November 26, 2025•2 min read

Thanks to Paul Matthews for the image!

Would a builder use a hammer differently from a child?

Would a professional musician use YouTube
differently from a teenager?

Would a Teacher use AI differently from a student?

While the answer to all of these questions should be “Yes”, we are learning, particularly in the area of AI use, that the agenda for AI use can be disappointingly similar for both students and teachers.

Reduction of both workload and cognitive load is a very tempting example of the “low-hanging fruit” that many AI tools can provide - quickly, easily and for free. It used to be that students had to copy/paste/re-work content and pass it off as their own - nowadays it’s so much easier for them to bypass the necessary work of learning, and it can be harder for teachers to detect.

In short, I believe that:

Teachers should be working smarter (using AI) and not harder to meet the needs of learners.
Students should be working harder (using their brains) and not smarter (using AI), although there are clearly some use cases for more senior, High School students.

However, the situation with teachers is a bit more nuanced. Many fabulous teachers are already using AI effectively to create learning experiences that meet the learning needs of all students - well-scaffolded and differentiated with multiple opportunities for Formative Assessment. These teachers then enjoy a reduction in work and stress load as a byproduct of doing an even better job.

Other teachers are primarily using AI to replicate what they are already doing, with a tight focus on reducing their workload and with a reduced focus on student outcomes.

“New technology begins by making old work easier, and then it requires new work to be better”

"Seth Godin"

Regardless of age, I believe that students should be presented with tasks that avoid the “Task Completion” mindset and foster a “Learning to Learn” mindset. Rubrics are a particularly effective way of achieving this - even easier now, as Gemini can create them for us! Many students sadly have become good at performative learning - following rules, finding the correct answer asap, finishing early etc. This is where the opportunities lie - boosting student outcomes and enjoying an improvement in teacher work and stress loads, as a byproduct.

Sophie Dean Carousel

Martin Hughes

Martin’s approach is centred around simplifying the way educators interact with technology. This allows them to shift their focus to maximising productivity and fostering creativity in the classroom. He empowers teachers to reduce student screen time while simultaneously raising learning expectations.