HMH Writable: AI Devil in Disguise or ELA Godsend?

Ironically, after my AI fatigue the last two weeks, we were tasked with exploring AI classroom tools this week. So, I dusted myself off and stepped into the role of a student inside an HMH Writable demo classroom.  With a jaded mind, I wondered how this (totally unknown to me) AI-powered platform could support student writing without erasing student voice. As I mentioned in previous posts, I’ve watched the rise of AI in education with a mix of excitement and caution. Some tools feel like a godsend; others, a devil in disguise.

Despite my recent cynicism, Writable pleasantly surprised me. It didn’t write for me, but it did help me write better – something we all want for our students.

Testing Writable: Writing Coach, Not Ghostwriter

Using the trial demo, I quickly uploaded a student sample to receive AI-generated feedback. Unlike some of the AI I’ve recently encountered, Writable didn’t write – or offer to write – for me. Instead, it provided clear feedback like “defend this idea” and “consider revising for clarity.” No auto-writing or over-stepping, just the same level of supportive feedback I try to provide my students. And Writable still allows teacher autonomy with personalized feedback options.

When I think back to being a high school English teacher with hundreds of students and hundreds more papers to comment on and grade, the timeliness of Writable’s feedback really does seem like a godsend. For students, it would be like having a 1:1 writing coach beside them, not a robot replacing their voice.  The distinction matters in a time when AI tools are easily erasing student ownership (often with their blind consent).

All the Things I Love

What really stood out to me was how Writable supports a full literacy journey, scaffolding skills over time and helping teachers manage what often feels unmanageable in a single, streamlined space.

As I read the feedback in my student role, I found myself pausing to question: How could I phrase this differently? Is there enough evidence in the writing? Should I show, not tell, in this particular sentence?

Hello, writing metacognition – a covetable skill not easily taught! At its best, AI doesn’t offer magic fixes, but rather prompts creative curiousity and self-reflection… just like this.

As well…

• Year-Long Skill Building: From High 5 quick writes and essays to media reflections and debates, Writable builds comprehensive student reading and writing skills.

• Customizable Assignments: Variety in abundance! Whether you need narrative or short response suggestions with video prompts, Writable has resources galore.
  

  AI generated, but easy to customize. A great balance. Snapshots: Writable.com

• AI-Enhanced but Teacher Controlled: Writable AI will generate learning targets, guide revisions, and flag AI-generated work, but teachers remain in the driver seat. Data collected can be used by teachers to adjust lessons and resources for students as needed.

• Differentiate and Celebrate: Writable quickly flags students who need supportive differentiation (so helpful in overflowing classrooms with varying needs) but it also highlights improvements worth celebrating. Our children need both of these things to build their skills and confidence.

• Organized and Insightful: Again, if you have 100s of students and 100s of papers to grade, the organizational tools found in Writable are amazing. Everything’s in one place – resources, rubrics, student progress, message centre, feedback!

Double-Checking My Enthusiasm: Writable in the TPACK Framework

Despite my AI-fatigue, I – admittedly – also often over-enthusiastically jump on edtech bandwagons if they initially impress me. A cautionary

tale of sometimes leaping before I really look. Enter ISTE’s Technological Pedagogical Content Knowledge unpacking process.

Using the TPACK framework, I wanted to make sure Writable checks off the right boxes for classroom integration:

• Technological Knowledge: Student (and teacher) friendly, adaptable, and integrates well into pre-existing classroom technology.
• Pedagogical Knowledge: Supports formative feedback, UDL principles, the revision process, and differentiated instruction.
• Content Knowledge: Targets actual writing skills, like organization, voice, clarity, grammar…

Conclusion: It’s okay if I jump on this bandwagon. Writable fits with good teaching and can help me enhance my practices based on the TPACK framework.

Acknowledging Shortfalls

All that glitters is not gold, and even the best resources have challenges.

• U.S.-Centred Standards: Like so many edtech tools, Writable is States-based. While ELA content is fortunately transferable, the rubrics and standards still need to be adapted to meet Saskatchewan outcomes. Again, it’s doable but does provide an added layer of work for Canadian teachers.

• Everything Comes at a Cost: In a utopian society, everything that enhances learning would be free (for the betterment of the people). Alas, we do not live in that simulation. Running the numbers for my middle year classroom and adjusting for Canadian currency, Writable would cost me around $800 annually. Full transparency, my school division is blessed with an “anonymous” benefactor who funds annual classroom grants – so this is (shockingly) doable for me. But, of course, not many teachers have this privilege.
• Access and Equity: Always at the forefront of our questions about edtech tools: Who can afford them? Who gets left out of the opportunity to use AI ethically and effectively? If tools like Writable offer so many benefits and become essential to cutting edge classrooms, how do we ensure all students benefit?

Avoiding Red Flags: Resources for Using AI Responsibly

I’d be remiss if I didn’t add that not all AI tools are created with actual learning in mind. Blatant use of ChatGPT without student guardrails in place or chatting with AI-generated – often biased, over-simplified – historical figures (without teacher vetting), can flatline the learning process. Potential devils in disguise.

So, if you – like me – want to explore AI with students, how can you do so ethically and responsibly? Fortunately, technology adapts to meet our needs, providing some great resources:

1. Common Sense Education – AI Literacy Toolkit: Digital citizenship lessons for middle years and beyond.
2. ISTE + ASCD – AI in Education Guide: Excellent guidance for teachers trying to thoughtfully integrate AI in their classrooms.
3. MIT Media Lab – Responsible AI Curriculum: Hands-on resources that explore fairness, bias, and the social impact of AI.

And there’s so many more! If AI isn’t going anywhere – and I highly doubt it is – this is where professional development must turn in the coming years. Instead of shunning AI in our classrooms, we must show students how to use it properly. The first step is educating ourselves.

Final Thoughts: AI Must Amplify, Not Rewrite

Godsends or devils in disguise, AI can never replace a teacher beaming with pride at a student’s progress or the satisfaction that student feels when they independently click the submit button. But tools like Writable can scaffold those moments, providing structure, encouragement, and student-centred guidance.

With a cynical eye, I’ll keep exploring AI. I’ll continue to question and choose tools that support student voice rather than silence it. At the end of the school day, what matters most is student progress, teacher autonomy, and genuine learning opportunities with the future of our youth at the forefront.

POINTS TO PONDER

Please use your voice to answer one/all the reflective questions, or provide your own insights, feedback, and/or resources.

1. How do you currently balance student voice with available digital tools? How have you had to adjust your teaching and implementation with the sudden explosion of AI tools?
2. What criteria do you use to evaluate if a digital tool actually enhances student learning? How do AI tools like Writable align or conflict with your teaching pedagogy?
3. How can we ensure equitable access to AI tools so that innovation doesn’t broaden the gap between “have” and “have-not” classrooms?