FROM THE BLACKBOARD TO THE PROMPT: REINVENTING LESSON PLANNING IN THE AGE OF ARTIFICIAL INTELLIGENCE

Abstract

Technological transformations over recent decades have significantly changed the ways of teaching, learning and organizing pedagogical work, affecting one of the most central dimensions of teaching practice: lesson planning. While blackboards, textbooks and printed materials constituted the main instruments for organizing teaching for many years, the emergence of generative artificial intelligence introduces new possibilities for the production, curation and personalization of educational experiences. In this context, this chapter aims to reflect on the reinvention of teacher planning in the age of artificial intelligence, discussing the impacts of generative AI tools on the design of classes, activities, assessments and learning pathways. This is a qualitative, bibliographic and theoretical-reflective study grounded in authors who discuss teacher knowledge, didactics, educational technologies and artificial intelligence in education. The analysis suggests that incorporating AI does not imply replacing teachers, but rather redefining their role as mediators, curators, designers of learning experiences and ethical agents in the use of digital technologies. It is concluded that the transition from the blackboard to the prompt represents less a rupture with traditional planning and more an expansion of pedagogical possibilities and teacher autonomy in the face of contemporary educational challenges.