A Professional Partnership between the English Studies Department at the Atid Education Network and the Writing Lab at the Technion
Academic Year: 2026–2027 Scope: 15 hours of synchronous learning + 15 hours of asynchronous learning Number of Sessions: 5 sessions × 3 hours Target Audience: 12 English coordinators from schools in the Atid Education Network Format: A professional learning community integrating research-based knowledge, hands-on practice, pedagogical development, and peer learning
Academic and Professional Leadership:
- Dr. Tzipora Rakedzon – Head of the Writing Lab, Technion – Israel Institute of Technology
- Dr. Amani Jaber – Head of English Studies, Atid Education Network; Sociolinguistics Researcher and Visiting Lecturer
- The Writing Lab, Technion – Israel Institute of Technology
- English Studies Department, Atid Education Network
Rationale
The rapid development of artificial intelligence tools is significantly transforming teaching, learning, writing, and assessment processes. In English language teaching, particularly in classrooms characterized by linguistic diversity and varying levels of language proficiency, AI tools can expand opportunities for personalized support, feedback, scaffolding, and independent practice.
However, uncritical or inappropriate use of these tools may reduce students’ active engagement in the writing process, foster dependence on technology, and hinder the development of independent thinking, individual voice, and linguistic competence.
This professional development program aims to foster among English coordinators a pedagogical approach in which AI does not replace thinking, writing, or the teacher’s role, but rather serves as a tool for mediation, feedback, differentiation, reflection, and the development of learner autonomy.
The partnership with the Technion Writing Lab will connect current research and expertise in academic writing and language teaching with the pedagogical realities of
Atid schools. The program also draws on research examining the use of AI-based language tools to promote inclusion and differentiated learning in multilingual classrooms.
Program Objectives
By the end of the program, participants will be able to:
- Understand the impact of generative AI on writing processes, language learning, and English language teaching.
- Identify the opportunities and limitations of AI tools in the teaching of English writing.
- Integrate AI at different stages of the writing process without replacing students’ own thinking and creative work.
- Design prompts that promote learning, thinking, reflection, and linguistic autonomy.
- Use AI to provide feedback that advances learning rather than merely identifying and correcting errors.
- Develop differentiated tasks and scaffolds tailored to learners at different proficiency levels.
- Critically evaluate AI-generated outputs and recommendations.
- Address issues of reliability, transparency, privacy, bias, and academic integrity.
- Develop instructional units and writing tasks that integrate AI in pedagogically sound and responsible ways.
- Lead the responsible and informed integration of AI within school English departments.
Guiding Principles
The program is based on five core principles:
1. Human in the Loop – Students and teachers retain responsibility for the thinking process, decision-making, and the final product.
2. AI as Scaffold, Not Substitute – AI is used as a scaffold for learning, not as a substitute for completing the task.
3. Process over Product – Emphasis is placed on the writing process: planning, drafting, feedback, revision, and reflection.
4. Differentiation and Inclusion – Support is adapted to learners’ needs while maintaining shared learning objectives.
5. Critical AI Literacy – Developing the ability to critically assess the quality, accuracy, appropriateness, and reliability of AI-generated outputs.
