Abstract
This report presents a comprehensive account of the Colleague AI Classroom pilot, a collaborative design (co-design) study that brought generative AI technology directly into real classrooms. In this study, AI functioned as a third agent, an active participant that mediated feedback, supported inquiry, and extended teachers' instructional reach while preserving human judgment and teacher authority. Over seven weeks in spring 2025, 21 in-service teachers from four Washington State public school districts and one independent school integrated four AI-powered features of the Colleague AI Classroom into their instruction: Teaching Aide, Assessment and AI Grading, AI Tutor, and Student Growth Insights. More than 600 students in grades 6-12 used the platform in class at the direction of their teachers, who designed and facilitated the AI activities. During the Classroom pilot, teachers were co-design partners: they planned activities, implemented them with students, and provided weekly reflections on AI's role in classroom settings. The teachers' feedback guided iterative improvements for Colleague AI. The research team captured rich data through surveys, planning and reflection forms, group meetings, one-on-one interviews, and platform usage logs to understand where AI adds instructional value and where it requires refinement.
Abstract (translated)
该报告全面介绍了Colleague AI Classroom试点项目，这是一个将生成式人工智能技术直接引入真实课堂的合作设计（共设）研究。在本研究中，AI充当了第三种代理角色，作为一个积极参与者，在反馈、支持探究和扩大教师教学范围的同时，保持人类判断力和教师权威的作用。从2025年春季的七周时间里，来自华盛顿州四个公立学区及一个独立学校的21位在职教师将Colleague AI Classroom的四项由AI驱动的功能融入了他们的教学中：助教功能、评估与AI评分、AI导师以及学生成长见解。超过600名六至十二年级的学生在其老师的指导下使用该平台进行课堂活动，这些老师设计并指导了所有AI相关活动。在试点期间，教师们作为共设合作伙伴，他们计划活动、将它们付诸实施，并每周提供关于AI在课堂环境中作用的反思反馈。教师们的反馈引导Colleague AI进行了迭代改进。研究团队通过调查问卷、教学规划和反思表单、小组会议、一对一访谈以及平台使用日志等方法收集了丰富的数据，以了解AI在哪种情况下能增加教学价值，在哪些方面需要进一步完善。
URL
https://arxiv.org/abs/2512.12045
