The Problem with AI Workshops
Every week, dozens of "AI for teachers" workshops are organized. Most follow the same pattern: a 2-4 hour session teaching how to write prompts in ChatGPT. The result is predictable: initial enthusiasm, sporadic use for a few weeks, and back to the old routine.
Why don't they work? Because they confuse training with information.
Three Principles of Training That Transforms
1. Sustained Support, Not One-Off Events
A teacher needs time to integrate AI into their practice. It's not about learning to use a tool, but about rethinking their methodology. This requires:
- A minimum of 8-12 weeks of accompaniment
- Practical sessions where they apply what they've learned with their own content
- A mentor or reference person who resolves daily questions
2. Start with Pedagogical Design, Not the Tool
The most common mistake is starting by showing tools. The effective approach starts with pedagogical questions:
- What competencies do I want to develop in my students?
- Where are the bottlenecks in my subject?
- Which tasks consume the most time without adding pedagogical value?
Only when the teacher has reflected on these questions does it make sense to introduce specific tools.
3. Community of Practice
Teachers who best integrate AI are those who share experiences with colleagues. A community of practice within the institution allows:
- Sharing what works and what doesn't
- Generating common protocols
- Maintaining long-term motivation
- Creating a repository of best practices
Success Indicators
How do you know if the training is working? These are the indicators we recommend measuring:
- Frequency of use: Do teachers use AI regularly (not just the first week)?
- Diversity of use: Do they use it for more than one task?
- Impact on students: Do students perceive changes in methodology?
- Autonomy: Do teachers explore new applications on their own?
AI training is not a destination, it's a continuous process that requires institutional support.
The Institution's Role
No training program works if the institution doesn't create the conditions for change. This means dedicated time, resources, recognition, and above all, a clear vision of where it wants to go.
