Mr Ghazali bin Abdul Wahab stands before a room of teachers, demonstrating AI tools with emissarial zeal.
The Lead Teacher of English Language and Literature at Canberra Secondary School deploys AI to customise his lessons, mark papers and – most importantly to him – to keep students excited and engaged.
It’s quite a transformation for the educator of over 25 years who, just a few years ago, was struggling with basic digital tools during the shift to online learning.
“Suddenly, we were thrust into online learning,” he recounts of the Covid-19 lockdown period in 2020.
“I watched my colleagues who were tech-savvy adapt quickly while I struggled.”
If AI is as useful and powerful as it sounds, how helpful and relevant will teachers be in time to come? Schoolbag puts this and other tough questions to Mr Ghazali, who takes them on gamely – with no help from his AI friends.
Q: How was the process of adopting AI for you?
A: During home-based learning, students experienced digital learning and started to expect more interactive, personalised education.
I started small, asking AI to help me brainstorm essay topics and create engaging online activities.
When I saw how it could generate ideas I hadn’t thought of and help me design lessons that resonated with my post-pandemic students, I realised I must adopt AI to stay relevant and effective for my students.
Q: How have AI tools made a difference to your lessons?
A: A game changer for me has been note-taking apps such as NotebookLM, which have completely transformed how my students study and understand complex topics.
Here’s how it works: I upload a set of texts or articles about a topic we’re studying. The tool then creates comprehensive notes, mind maps, and even podcasts based on that content.
When we were studying persuasive writing techniques, for example, I uploaded several famous speeches and articles. Within minutes, the tool generated a podcast discussion between two AI hosts talking about the rhetorical strategies used in these texts. My students were fascinated as they were hearing complex concepts explained in simple, conversational language!
Q: AI also allows you to customise lessons to a degree that wasn’t possible before.
A: Yes, it’s how it can personalise learning. Each student can upload their specific texts and get customised study materials. Struggling readers get content broken down into simpler formats. Advanced students get deeper analysis.
The results speak for themselves. Students are engaging with texts at a deeper level. They’re asking more thoughtful questions. Most importantly, they’re taking ownership of their learning because they have tools that actually help them understand, not just give them answers.
Click and swipe through to see how Mr Ghazali customises his lessons using AI.
Q: If students are improving because of AI wizardry, what is the role of the teacher here?
A: I think of AI like having a really good teaching assistant who never gets tired. But the teacher is still at the heart of learning.
When AI helps mark essays, it frees me up to do what humans do best. I can focus on understanding each student as a person.
AI can spot technical mistakes and suggest improvements. That’s fantastic. But I’m the one who helps students find their unique voice. I’m the one who sits with them when they’re frustrated and helps them see their progress. I connect their writing to their dreams and goals.
Students improve because of AI feedback, yes. But they flourish because a teacher who cares about them is using that AI data to understand their needs better. The AI tells me what they’re struggling with. I figure out why and help them overcome it. That’s something no algorithm can replace.
“I’m the one who sits with them when they’re frustrated and helps them see their progress. I connect their writing to their dreams and goals.”
Mr Ghazali
Q: What about the quality of feedback to your students?
A: The quality has actually improved dramatically.
Before AI, my feedback was often rushed, especially by the 20th essay I was marking. I’d write generic comments like “good effort” or “needs improvement”.
Now, I can input student work into AI tools and ask for specific feedback on areas like argument structure, evidence usage, or language variety. The AI gives me detailed observations that I can then personalise with my knowledge of each student’s learning journey.
The feedback becomes more targeted, more actionable, and most importantly, more encouraging because I have the mental space to add those personal touches that motivate students.
Q: As AI gets easier to use, how do we ensure our students’ brains don’t go soft?
A: The key is designing AI tools that challenge students.
I created chatbots with strict guardrails that refuse to give direct answers.
Here’s how it works: When students ask my chatbot “What’s the theme of this poem?”, it doesn’t just give the answer. It asks questions back: “What emotions do you feel when reading this? Which words make you feel that way? What do you think the poet wants you to understand?”
The chatbot is programmed with protocols that force students to think first. It might say, “I can see you’re asking about symbolism. Before I help, tell me what symbols you’ve already spotted.” Students have to engage their brains before getting any assistance. Then it will grade the students’ Literature analysis essay using the Cambridge marking rubrics and give them personalised feedback.
These efforts were recognised when I was awarded the MOE Outstanding Innovator award last year.
Q: Did your students take well to the restrictions?
A: These guardrails frustrated students initially. They wanted quick answers. But something amazing happened. They started thinking deeper because they had to. They realised the AI was pushing them to discover answers themselves rather than handing everything over.
That’s exactly the point. When we build proper guardrails, AI becomes a thinking partner instead of a shortcut machine. Students develop stronger critical thinking skills because they’re forced to engage with the learning process.
Q: What’s next for you and your colleagues who are fellow AI fans?
A: We’re exploring using AI in the assessment process for English Oral and Writing.
Looking back on the global crisis that started it all, Mr Ghazali says, “The pandemic taught me something crucial: if I didn’t embrace technology, I’d be leaving my students behind. I realised that e-pedagogy wasn’t just a buzzword anymore but the future of education.”
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