In this paper, we describe a study that explored the use of AI as a method for collecting data on the instructional practices used in undergraduate introductory statistics courses. Six instructors were asked to use an AI app to track classroom discussions over a 12-week term. Comparison with classroom observation data confirmed that classes were lecture-centric with only nominal amounts of student interaction. The findings point to the use of AI as a viable method for learning about postsecondary instructional practices at scale.