In the rapidly evolving landscape of educational technology, the conversation often centers on efficiency—how quickly we can generate a lesson plan, grade a paper, or analyze data. However, for Noor Shammas, an Instructional Technology Coordinator at Naperville Community Unit School District 203 in Illinois in her second year of leadership – and recent winner of the Tech & Learning Innovative Leader Award – the focus must remain steadfastly on the “human” element of the equation.
Shammas, who describes her role as a synthesis of her “Big Four” passions—instructional technology, curriculum and instruction, professional learning, and coaching—believes that while AI offers incredible utility, its true power lies in its ability to deepen human connection rather than replace it.
Defining Human-Centered AI
The fear that AI might replace educators is a common narrative, but Shammas argues that a human-centered approach renders that fear obsolete. To her, the definition is clear.
“Human-centered AI in education is when we integrate AI and other technology into classrooms in ways that enhance strong instructional practices, student learning, and human relationships rather than replacing them,” Shammas says.
She clarifies what this looks like in practice. It isn’t simply typing a prompt, generating an output, and copying and pasting it to save time. While Shammas acknowledges that “time is our greatest commodity that’s depleting faster than we can keep up with,” she emphasizes that efficiency should be a means to an end, not the end itself. The goal is to use AI to handle tasks that free up the educator to focus on complex problem-solving and interpersonal connections.
“It means that you’re using AI to increase your efficiency in one area so that you can solve a problem or accomplish a goal with colleagues and students in another area,” she says. “It’s keeping humans in the loop. You’re the one who knows what your students need first.”
AI in Action: From Penguins to Multimodal Learning
Shammas offers concrete examples of how her district is leveraging AI to personalize instruction in ways that were previously incredibly time-consuming. She highlights a coach she works with who utilizes image generation to support a student with specific needs.
“I’ve worked with a coach who is creating social stories for a student who loves penguins, and the coach is creating images of penguins to teach the student her lagging skills in social stories. Truly personalizing learning for the student,” Shammas says.
Beyond individualization, teachers in her district are using tools such as NotebookLM to create multimodal artifacts, allowing students to review and extend their learning through different mediums. Crucially, the students themselves are becoming part of the process. Shammas notes that students are “creating their own images now . . . and refining their prompts to navigate the bias and inaccuracies that AI can produce.”
This inclusion of student voice is vital. Shammas’ district recently facilitated a learning advisory during which staff listened to students in grades 6 through 12. The feedback was illuminating.
“We actually had one student say, ‘I wish my teachers knew that we are truly trying to use it to learn . . . not only to cheat. I really want to use it for learning,'” Shammas says.
The Power of Coalition
Navigating this new terrain is not a solo endeavor. Shammas is deeply involved with the LEAP Innovations Chicagoland Coalition for Human-Centered AI. This group brings together a diverse array of educational leaders—from public and private schools to charter and rural districts—to grapple with the hopes and fears surrounding AI. The coalition allows districts to share stories, problem-solve, and realize that despite their different demographics, they are facing the same challenges.
For districts looking to replicate this success without access to a local coalition, Shammas advises looking at existing partners in a new light. She suggests that Customer Success Managers (CSMs) from edtech vendors are often untapped resources.
“Don’t underestimate your customer service managers. They’re not just selling products. They’re also willing to help connect you,” she says, noting that these partners often see what is working in other districts and can facilitate connections. (See her Tools They Use).
Leadership with a Vulnerable Heart
Implementing such a complex vision requires steady, authentic leadership. Shammas admits that stepping out of the classroom into a coordinator role came with “impostor syndrome,” a feeling familiar to many women in leadership. Her advice to aspiring leaders is to lean into vulnerability and self-reflection.
Citing Brené Brown as an influence, Shammas suggests leading with a heart that isn’t “armored.” “To me, that just means being vulnerable, like admitting when I don’t know something or I can’t do something,” she says.
She also emphasizes the importance of surrounding oneself with critical thinkers rather than “yes people,” and maintaining a growth mindset even when the job gets tough. She shares a personal strategy for those difficult days when she feels the urge to retreat.
“By shifting my mindset from ‘I want to run away’ to ‘What can I learn from it?’ it really helps me grow as a leader,” she says. “You have to always be growing as a leader.”
Intentionality First
Ultimately, whether discussing leadership struggles or the latest AI rollout, Shammas returns to a core philosophy: intentionality.
“Technology should serve the inquiry, not dictate it,” she says. “Like the discussions we have at Tech & Learning’s events, we need a return to intentional use—focusing on pedagogy first, rather than chasing the latest shiny, flashy tools.”
The technology must serve the learning, not the other way around.
“We try to quickly move staff from learning about the capabilities of a tool to focus on what we want students to learn and how we want them to show they’ve learned it. And then we align the use of the tool to those driving questions,” Shammas says. “It’s all about choosing your starting point.”
By keeping the focus on relationships, student needs, and clear instructional goals, Shammas demonstrates that the future of AI in education isn’t about the code—it’s about the people.
- Shammas’ district is a Microsoft and Google district. “Our Google rep has been incredibly helpful,” she says.
- Magic School – “They’ve also been incredible,” she says.
- Seesaw – “Another great one as well, offering lots of professional learning.”
- Formative – “An awesome group of people who really help us to get into the tools.’
