Authors: Cynthia McGurl, PhD and Bob Maisscotte
https://doi.org/10.51388/20.500.12265/298
Abstract: Education Research and Development (R&D) demands efficient methods to bridge the gap between conceptualization and district-, school-, or classroom-ready solutions. This field note examines how AI-supported prototyping accelerates development, enabling R&D teams to transition from ideas to functional, testable tools. By integrating AI into structured workflows, teams can systematically incorporate real-time educator feedback to uncover usability issues early and iteratively refine designs. The authors outline four critical lessons for leveraging AI effectively: establishing clear team workflows with consistent review cycles, utilizing intentional and well-prompted AI inputs, prioritizing the development of interactive “working” prototypes over static wireframes, and maintaining visible logs of design decisions. These strategies provide a roadmap for teams to minimize costly rework, reduce reliance on opinion, and ensure that AI-enabled educational technologies are grounded in evidence, collaborative structures, and the genuine needs of educators and learners.
Suggested Citation: McGurl, C. & Maisscotte, B.. (2026). ATS Field Note: Using AI in Prototyping. In ATS
Hub Field Note Series. https://doi.org/10.51388/20.500.12265/298
This material was developed under The Institute of Education Sciences Award R305N250006 from the U.S. Department of Education. Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the views of IES.