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Abstract

This article examines the growing presence of artificial intelligence in secondary English Language Arts classrooms and argues that educators must approach AI integration through a human-centered framework. While technological advancements continue to reshape literacy instruction, the role of teachers as guides and relationship-builders remains essential. Drawing on educational research and classroom examples, the article explores how tools such as generative AI and audiobooks can support student learning when used intentionally rather than as replacements for critical thinking or teacher involvement. The discussion highlights concerns surrounding overreliance on AI, including diminished writer’s voice, reduced cognitive engagement, and ethical issues such as plagiarism. At the same time, the article argues that banning AI entirely is unrealistic and ultimately ineffective in modern education. Instead, students should be taught AI literacy skills that encourage them to critically evaluate, revise, and interact with AI-generated content in thoughtful and responsible ways. By redefining the learning process to include guided AI use, educators can preserve authenticity, analytical thinking, and self-concept while preparing students for a technology-driven society. Ultimately, this article contends that artificial intelligence should function as a tool that enhances learning rather than replaces the intellectual and interpersonal foundations of education.

Author Biography

Reese Whitlock is a student at Radford University in the College of Humanities pursuing an English degree with minors in Education and Science Communication. Her key research areas are AI in education and teaching strategies. She is from Salem, Virginia but currently residing in Daleville, Virginia.   Hannah-Evette Burruss is a full-time undergraduate student at Radford University, studying English Education. She is also the assistant editor of the literary magazine Exit 109 and author of the novel These Scars Were Never Mine. She loves everything that involves reading, writing, and literature, and also enjoys researching developmental psychology and mental health.   Kiley McCleary is an undergraduate English-Education major at Radford University. She is interested in exploring reading motivation and Young Adult literature pedagogy. Her previous research has included looking at the lack of diversity in children’s literature. 

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