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An AI classroom presenter for the slides you already teach from

Upload the lesson PDF you already have. It reads your slides out loud on the projector, page by page, in the voice and language you pick.

Share the link, and a student stuck on page 12 can ask on page 12. The answer comes from your file, not from whatever a general model happens to think.

You’ve given that explanation a hundred times. Now it gives the explanation, and you answer the questions.

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A lesson playing on the classroom display with a question panel beside it, while students follow the same page on their own laptops and tablets

What one lesson actually looks like

A classroom has one teacher, one screen and one pace. Here is what changes when every student has the same lesson open as well.

You open the link on your laptop and project it. It reads out the part of the lesson that hasn’t changed in years — the part you have given so often you no longer think about it. You’re watching faces instead of talking.

Then a student raises a hand and you answer. In a normal lesson that costs everyone else two minutes. Here it doesn’t. The others have the same page open on their own devices, so while you’re with one student the rest keep going, or replay the part they didn’t follow.

That second thing is what a room full of people can’t normally do. A lesson plays once, at one speed. Miss the sentence that mattered and it’s gone. On their own screen a student can stop, go back and hear it again, as many times as they need, without asking you to repeat yourself in front of everyone.

Where a student sits stops mattering, too. The back row gets the same page at the same size as the front row, and hears it through their own device instead of across the room.

Some practical things, because a classroom isn’t a demo. The lesson page needs a live connection, so test the Wi-Fi before you rely on it. Tablets, laptops and large displays all work well. A phone is fine for a student following along, but don’t use a phone for the classroom display. And if you want a second language, make that version the night before — you can’t switch mid-lesson.

A student holds a tablet showing a lesson page with a question box beside it, while the same page plays on the classroom display at the front of the room
The same lesson page, on the display at the front and in the student’s hands.

Where the questions actually live

This is the part a recording can’t do.

On a page, or on a chapter

You pick the level. A question that only makes sense next to one diagram goes on that page; one about the whole unit goes on the chapter. Students only see what belongs where they are.

In your words, if you want

You already know the questions that come up every time you teach this — the same few, in the same place, in every class. Write those answers once and they come back the way you’d have said them.

Some can be required

Mark a question as required and students have to answer it before they continue. It’s a checkpoint, not a grade. Nothing gets scored.

Where the answers come from

Only from the knowledge base built out of your own file.

A general model answers from whatever it learned during training. That can include material well outside your syllabus, and answers that are simply wrong.

A published lesson doesn’t work that way. Every answer comes from the knowledge base built out of the file you uploaded, and from nothing else.

You can open that knowledge base yourself. Read it, correct anything that is wrong, add the context your slides assumed — all before a single student sees it.

What the same link does across a whole term

You make it once, for one lesson. It keeps working after that — for revision, for whoever was away, for the next class you teach it to, and for the version you teach next year.

  1. A tablet on a stand in a lamplit room in the evening, playing a narrated lesson page with a question box beside it

    Before the lesson, students preview it

    Students who open the link get the whole lesson at their own pace. They can stop, replay the part they didn’t follow, and ask on the page where they got stuck. They walk in with a question instead of a blank page.

  2. One empty desk in the foreground of a classroom while the lesson runs on the display behind it

    After the lesson, students review it

    The same link is the revision material. A student going back over a chapter before an exam gets the narration and the questions again, not a folder of silent slides. It also covers whoever was away — illness, a scheduling conflict, a school trip — and you prepare nothing extra for them.

  3. The same narrated lesson page open on the display in three different classrooms, each room furnished differently

    Across every class you teach it to

    Four parallel classes hear the same explanation. The fourth one isn’t worse than the first, and the difference between them isn’t how tired you were by the end of the day.

  4. The lesson editor: one page selected from the list on the left, its narration text below, and the controls for regenerating the voice-over on the right

    Next time you teach it

    Fix that one page, regenerate its narration, and the next group gets the corrected version. The lesson gets better every time you teach it, instead of staying where it was the year you wrote it.

What it doesn’t do

Every page on this topic lists what its tool can do. Here’s the other half, because it saves you an afternoon.

No quizzes, no scoring, no gradebook.
Required questions are a checkpoint during the lesson, not an assessment. Nothing is scored, and nothing is recorded against a student.
Progress tracking is a custom engagement.
The standard product won’t tell you who watched, how far they got, or when. Completion and viewing analytics exist on-premises or for enterprise deployments, confirmed case by case. Better to know that now than in week three.
It starts from slides you already made.
The lesson is yours; it adds the voice and the questions. If you haven’t made the slides yet, you want a different kind of tool, and there are better ones for that.
PDF only, one file at a time.
Up to 20MB. PowerPoint and Keynote have to be exported first, and there’s no batch upload, so twenty lectures means twenty uploads.
The judgement in the room stays with you.
It handles the explanation you’ve given before. Reading the room, noticing the silence, deciding halfway through to abandon the plan and teach it another way — that is the part it never touches.

What students said

Collected from students in AI‑assisted classes. Names withheld.

“Clear, standard narration; I can replay key parts to review.”
“Pre‑class preview helped me come prepared, so I asked better questions.”
“I’m more confident before exams thanks to the review links.”

Where to look next

Beyond the classroom pages: how the narration itself works, and how it differs from a design tool.

AI Education Hub

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Upload a document and a digital presenter narrates every page, in the voice and language you pick. Viewers ask questions while they watch.

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Canva designs a good-looking deck. MyPresenter AI narrates the deck you already have and answers questions about it.

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Questions teachers ask first

Starting a class, devices, network, questions, languages, and sign-in.

Start with the lesson that generates the most email

Not your best one. Pick the one students keep getting stuck on — you’ll see the difference in one lesson.

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