You’re a math teacher at a middle school, and you’ve just been told that your students will be using AI to help them learn. While you recognize the potential benefits of this technology, you’re also overwhelmed. What will the AI do? How will it impact my students? Will it change how I grade? And, What are some considerations before using AI in the classroom? You can find more answers to these questions in the following article. It will help you confidently implement AI in the classroom, ensure it enhances learning experiences for your students, and address key concerns like privacy, cost, and ethical implications.
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What is AI in the Context of Education?
Artificial intelligence (AI) can be defined briefly as the branch of computer science that deals with the simulation of intelligent behavior in computers and their capacity to mimic and, ideally, improve human behavior. AI dominates science, engineering, and technology but is also present in education through machine-learning systems and algorithm productions.
AI has a variety of algorithmic applications in education, such as personalized learning systems to promote students’ learning, automated assessment systems to support teachers in evaluating what students know, and facial recognition systems to provide insights about learners’ behaviors. In addition to these platforms, algorithm systems are prominent in education through social media outlets, such as:
- Social network sites
- Microblogging systems
- Mobile applications
The Role of AI in Enhancing K-12 Education Through Social Media Integration
Social media are increasingly integrated into K-12 education and subordinate learners’ activities to intelligent algorithm systems. We use the American term K–12 education to refer to students’ education in kindergarten (K) (ages 5–6) through 12th grade (ages 17–18) in the United States, which is similar to primary and secondary education or pre-college level schooling in other countries.
These AI systems can increase the capacity of K-12 educational systems and support the social and cognitive development of students and teachers. More specifically, applications of AI can support instruction in mixed-ability classrooms. At the same time, personalized learning systems provide students with detailed and timely feedback about their writing products, and automated assessment systems support teachers by freeing them from excessive workloads.
How is AI Used in Education?
We may not think about artificial intelligence (AI) daily, but it is all around us, and we have been using it for years. When doing a Google search, reading our emails, getting a doctor’s appointment, asking for driving directions, or getting movie and music recommendations, we are constantly using the applications of AI and its assistance in our lives.
This need for assistance and our dependence on AI systems became even more apparent during the COVID-19 pandemic. AI systems' growing impact and dominance is evident in:
- Healthcare
- Education
- Communications
- Transportation
- Agriculture, etc.
What are Some Examples of AI in Education?
Artificial intelligence (AI) can be defined briefly as the branch of computer science that deals with the simulation of intelligent behavior in computers and their capacity to mimic and, ideally, improve human behavior. AI dominates science, engineering, and technology but is also present in education through machine-learning systems and algorithm productions.
AI has a variety of algorithmic applications in education, such as:
- Personalized learning systems to promote students’ learning
- Automated assessment systems to support teachers in evaluating what students know
- Facial recognition systems to provide insights about learners’ behaviors
In addition to these platforms, algorithm systems are prominent in education through social media outlets, such as:
- Social network sites
- Microblogging systems
- Mobile applications
What are the Functions of AI in Education?
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AI-powered educational games are transforming the way students learn. Teachers have long recognized the value of play-based learning, and schools have used educational computer games, such as The Oregon Trail, which was first released in 1974, since the early days of computer gaming. Today’s AI-powered games can deliver targeted learning thanks to user-responsive programming.
When students play these games, the AI tracks their progress and adapts the game to meet their individual needs. As a result, students get the help they need to improve their scores and move on to higher-level concepts, often without even realizing they are playing a game.
Adaptive Learning Platforms: Customizing Learning to Meet Individual Needs
Adaptive learning platforms are among the most common uses of AI in education. Educational technology leaders such as Carnegie Learning and Knewton offer adaptive platforms that customize learning activities and content in real-time. Continuous assessment allows for immediate feedback and helps the system adjust its approach. Adaptive learning methodologies vary from simple rules-based systems to multifaceted machine learning algorithms.
Automated Grading and Feedback Systems: Freeing Up Educators’ Time
Artificial intelligence systems can free up educators’ time and energy for increased student contact by automating grading, planning, and administrative work. This is a common argument in support of using AI in the classroom.
Chatbots for Student Support: A 24/7 Resource for Learners
At many higher education institutions, university chatbots support learners by responding to admissions queries, connecting students to course information and student services, and delivering reminders. Other chatbots can help students:
- Brainstorm ideas
- Improve their writing skills
- Optimize their study time
Intelligent Tutoring Systems: Simulating the One-on-One Experience
Often dedicated to a single subject such as math or language, intelligent tutoring systems simulate the one-on-one experience of working with a human tutor. Examples include the Duolingo app and Khan Academy’s Khanmigo tutoring system.
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What Do Teachers Think about AI in Education?
Teachers appreciate how AI tools can reduce workloads and assist them in lesson planning, preparation, and delivery. For instance, AI can quickly generate resources, such as quizzes or writing prompts, and offer suggestions to personalize learning for individual students. In one survey, 61 percent of educators said they see AI as a tool to help them do their jobs better. Generative AI programs can produce human-like text with impressive speed, helping students become more engaged in their learning.
For example, instead of writing a mundane 300-word essay on a topic for homework, students can collaborate with AI to help them brainstorm ideas, create an outline, and even draft portions of the paper. The class can review the results together. “As a teacher, AI can rapidly give me new material to work on, but as an educator proper, I am more interested in making my students understand how not to turn it into the ‘new frontier’ of cheating,” says Massimo Soranzio, a teacher at I.S.I.S. Michelangelo Buonarroti in Monfalcone, Italy. “AI can be useful for guided and individual work in class, where the teacher can mediate and stimulate a critical approach to the use of technology.”
AI Tools Help Personalize Learning
AI can help teachers personalize learning for individual students and cater to different learning styles. “I have some students who are using ChatGPT to help them when they have to use English at work,” says Sonjie Kennington, a language coach in Spain. “They have told me that the changes ChatGPT makes to what they have written draw their attention to mistakes or new phrases, vocabulary, and structures they would never have thought of using. I think it’s helping them to advance more quickly, it’s like having a free, 24/7 teacher available to correct their work and give feedback.”
Kennington is also beginning to use AI with her students as a more customizable form of learner’s dictionary. “With lower level students, the definitions in some learner’s dictionaries are sometimes too complex,” she explains. “If you ask ChatGPT for a simple definition using a clear prompt, the definitions may not be complete, but are simpler and easier to understand.”
The Cons of AI in the Classroom
It’s not all smooth sailing regarding AI in education. Integrating this technology into learning environments poses serious challenges that must be addressed before it can be fully embraced. For starters, many educators fear AI will replace their jobs or diminish their roles in the classroom. “Automation is here, and it is changing the world in which we work,” says one teacher in an EdWeek Market Brief survey. “I can’t help but worry that it will eventually negatively impact my job.”
Another concern for many teachers is academic dishonesty. As generative AI programs become more sophisticated, there is a growing fear that students will use these tools to cheat or produce work that isn’t their own. “I am worried about homework and individual study,” says Soranzio. “New ways of motivating younger students to use AI as a tool that can help them, not as a bot to do their homework for them, need to be devised.”
Should AI be Introduced in the School Curriculum?
With artificial intelligence already permeating various industries, the moment is ripe for its integration into our classrooms. Here are a few compelling reasons why AI in the school curriculum is essential.
AI Enhances Learning Experience
Three ways AI is revolutionizing the way students learn:
Personalized Learning Experience
Teachers can use AI-powered tools to analyze student data, provide insights, and even create personalized lesson plans that cater to each student’s needs.
Independent Learning
It fosters independent learning through interactive tools. For example, students can use chatbots for instant information access, feedback, and language practice.
Immersive Learning through VR and AR
AI can also make learning more immersive via virtual reality (VR) and augmented reality (AR). For example, students, by using VR, can explore the human body, travel through time, or visit different parts of the world. This makes learning more memorable, leading to improved retention.
AI Prepares Students for the Future
Introducing AI in the school curriculum will shape students’ minds for the future. As AI and machine learning jobs become more prevalent globally, teaching students about AI will equip them for these roles and clarify AI’s societal impact.
Learning AI concepts and working with them will improve their critical and computational thinking, which are critical in other fields beyond tech and everyday life.
AI-Powered Educational Games
Teachers have long recognized the value of play-based learning, and schools have used
educational computer games, such as The Oregon Trail, which was first released in 1974, since the early days of computer gaming. Today’s AI-powered games can deliver targeted learning thanks to user-responsive programming.
Adaptive Learning Platforms
Educational technology leaders such as Carnegie Learning and Knewton offer adaptive platforms that customize learning activities and content in real-time. Continuous assessment allows for immediate feedback and helps the system adjust its approach. Adaptive learning methodologies vary from simple rules-based systems to multifaceted machine learning algorithms.
Automated Grading and Feedback Systems
Artificial intelligence systems can free up educators’ time and energy to increase student contact by automating grading, planning, and administrative work. This is a common argument in support of using AI in the classroom.
Chatbots for Student Support
At many higher education institutions, university chatbots support learners by responding to admissions queries, connecting students to course information and student services, and delivering reminders. Other chatbots can help students brainstorm ideas, improve their writing skills, and optimize their study time.
Intelligent Tutoring Systems
Often dedicated to a single subject such as math or language, intelligent tutoring systems simulate the one-on-one experience of working with a human tutor. Examples include the Duolingo app and Khan Academy’s Khanmigo tutoring system.
What are Some Considerations Before Using AI in the Classroom?
Plagiarism: What Happens When Students Use AI to Generate Their Assignments?
AI tools can produce text that is so sophisticated and well-written that it can be difficult to tell it apart from something a student has written. This poses serious concerns for educators regarding originality and plagiarism.
Teachers must be aware of and prepare for the situation before using AI tools with students. It’s essential to have conversations with students about the ethical implications of using AI for school assignments, including how to cite AI appropriately when it’s used for research and background information.
Age Restrictions and Mature Content: Can Kids Safely Use AI?
Many AI tools have age restrictions. The popular Poe tool requires a minimum age of 13. Teachers should read the terms of service for any AI site before using it with students.
For students under age 13, parental consent should be obtained before allowing them to use AI. Some AI tools can create images or text that are highly inappropriate, sexualized, or violent. Teachers must be aware of these concerns and read the fine print, as some tools may produce harmful content when prompted.
Access: Can All Students Equally Use the AI Tools?
AI tools vary in accessibility. Some are free, some are partially free, and others require a fee. Students in the classroom will have varying degrees of access based on socioeconomic status. If a student comes from a more affluent family, they will be more likely to purchase the paid versions of the AI tools, which come with more features.
Using AI might further widen the digital divide between those without resources. Some students have devices and internet access at school and home, and some do not. AI can be used for deep learning, but only by those with access to the technology.
Bias and Stereotyping: Can the AI Tools Perpetuate Harmful Biases?
AI image-creator tools often draw on our collective history and biases when producing images. Asking AI to generate a person from a certain country or cultural background could create an image with unintended racial or sexist undertones. Students and teachers must be conscious of this to prevent perpetuating stereotypes.
Before students use AI in the classroom, reminding them of how stereotyping can be perpetuated unintentionally can be beneficial. Insight and empathy become key concepts for a lesson before using AI. We need constant conversation and communication about the images produced to prevent this from happening when some may not have the lens to see the bias.
Lack of Citations and Misinformation: Can We Trust What AI Produces?
AI does not typically cite sources, making fact-checking its claims difficult. It is also prone to hallucinations and can provide incorrect or nonsensical information, especially when asked higher-level math and science questions.
The lack of in-text citations is also a problem for students conducting research, as there are no direct quotes or evidence to support claims. AI writes general essays well but could do better when asked to write about specific, localized events. As of publication, ChatGPT’s last knowledge update was in April 2023, so more recent events cannot be trusted to be recalled with accuracy.
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Principles for Efficient AI Use in the Classroom
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Policies regarding the use of AI in the classroom should be explicit, clear, and developed with student input. If you allow the use of ChatGPT on writing assignments, you might explain to students that they can receive feedback on their drafts but that they must disclose this use and how it informed their revisions.
As with all course policies, especially those related to academic integrity, instructors must be explicit and transparent about their expectations and have frank conversations with their students. Some colleagues are collecting and maintaining an open-source repository of sample digital transparency language and policies from higher education. While not affiliated with Columbia, this collection can offer insight into the different approaches institutions and individual instructors are taking when addressing AI tools in the classroom.
Scaffold Activities and Assignments
Regardless of AI tool innovation or evolution, a critical approach for instructors is to leverage scaffolded activities and assignments. Scaffolding breaks down a larger assignment into subtasks, creating opportunities for students to check in and receive feedback. At the same time, scaffolding can help instructors become more familiar with students’ work as the semester progresses.
This cyclical feedback and revision process makes using tools like ChatGPT challenging and unlikely, as students will provide drafts incrementally and engage in drafting and revision. More importantly, though, breaking down a large project into incremental parts helps students engage more deeply with the different skills and parts while also creating valuable time for feedback and reflection throughout the process.
Design Authentic Assessments for Learning
Authentic assessments centered on student learning can help instructors and learners make intentional choices about integrating AI tools into the writing process. These authentic assessments ask students to apply the course concepts they have learned to a real-world situation or problem. In doing so, authentic assessments can enhance student learning by engaging students in doing a particular subject and practicing specific disciplinary skills that will help prepare them for their professional lives outside the classroom.
These kinds of assignments engage students in higher-order thinking and require them to grapple with real-world problems and challenges. Designing authentic assessments can ask students to draw from and engage with specific course materials, explore their local community, make connections between course concepts, or incorporate their personal experiences or reflections.
Incorporate AI Tools into Assignment Design
For some courses, depending on the goals and objectives, instructors might consider ways to incorporate AI tools in their assignment design; in doing so, instructors can provide students with opportunities to practice and foster the digital literacy skills they will need for the future. These creative assignments ask students to produce AI-written texts to develop an awareness of voice, authorship, and accuracy.
Students could apply a rubric and offer feedback on AI-produced texts to build deeper awareness of a course prompt. ChatGPT might be called upon as a learning support tool, where students ask for feedback on their texts, have readings summarized, create personalized study materials, or brainstorm ideas. No matter the assignment design approach, instructors should offer opportunities to discuss the assignment with students, asking them to reflect on the experience and analyze their engagement with the tool.
Draft Your AI Policy
All instructors should update their syllabi to include guidance on using generative AI in their classes. We encourage faculty to consider their stance on AI use thoughtfully. In this shift in higher education and the rapidly changing AI market, standardized, one-size-fits-all AI policies are not sustainable in the long term.
They may also not account for instructors' varying stances regarding AI use in their classrooms. Because generative AI is becoming more ubiquitous, you’ll need to consider your stance on AI in your work and your classrooms. Establishing an AI policy for your class allows you to have meaningful discussions with students on this topic. Being specific about how AI is or isn’t allowed makes the rules clear for students and faculty if there are also academic integrity violations.
Do Your Homework
Kevin Gannon (Queens College in Charlotte) argues in an article titled “Should I Write an AI Policy” (NetID login required) that instructors should start with research into the topic before writing their policy. He offers a list for instructors of varied sources that provide a primer on the mechanics of generative AI, the pros and cons of AI use, and a grounding in how generative AI can be incorporated into teaching.
Share the Rationale Behind Your Policy
As you define your individualized AI syllabus statement, your reasoning should be grounded in the intellectual work of the course, your discipline, and your understanding of critical thought. Some of the questions you might ask yourself are:
- What will students lose (or gain) by using generative AI in your course?
- What do you want students to understand about AI and their intellectual development?
We encourage you to explain the rationale for your policies to your students and open a conversation about AI with them. Below are three policy examples that detail the instructors’ thinking behind their AI policy.
Support AI Literacy
Although students may already use generative AI, they must understand the tool's limitations and how to use it properly. For example, generative AI is a brand-new source of information, and the rules for citation and the general use of AI are still being developed. Suppose you explain to students how to cite content generated from AI sources. In that case, it reduces students' cognitive load needing help acting within the Duke Community Standard and raises their awareness of what is at stake when interacting with AI content. Most academic style guides have already formulated citation practices for generative AI.
Monash University has curated a list of the various AI citation formats. You have the option to personalize your approach to citations. Some educators instruct students to submit a conversation transcript with generative AI as an appendix to their written work. Another alternative might be a reflective piece as a companion to an assignment, as Pam Harland (Plymouth State University) has done by providing guiding questions for students:
- What was your prompt?
- Did you revise the AI model’s original output for my submission?
- Did you ask follow-up questions?
- What did you learn?”
Define Acceptable Use
If you decide to allow generative AI as a tool for learning in your courses, clarify for your students the circumstances in which AI is allowable. Kim Sydow Cambell (University of Texas) offers an example policy that expands upon the tasks that students can ask AI to perform: “Because the effective use of Artificial Intelligence (AI) tools is increasingly important to the work of technical communicators, their use is sometimes required or allowed in course assignments. AI tools can support content creator during all phases of their work:
- Pre-writing: before content is created, writers can use some tools to research topics, collect genre samples, brainstorm ideas, craft outlines, etc.
- Drafting: some tools support the generation of content revising: after content is generated, many tools aid writers in identifying and altering style/tone, spelling, punctuation, grammar, etc.”
From Howard University of Law, Howard Bruckner explains to students what tasks are acceptable and underscores the students’ responsibilities for ethical use. “Generative AI tools can be invaluable for generating ideas, identifying sources, synthesizing text, and starting to understand what is essential about a topic. But YOU must guide, verify and craft your work product; do not just cut and paste without understanding.”
Explore the Continuum of Policies
Below are policy examples from the University of Delaware’s Center for Teaching and Assessment of Learning, which distill the four basic approaches that instructors can take in their syllabi. We invite you to consider them as starting points in your exploration of what your AI policy will be.
Use Prohibited
Students must refrain from using advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools.
Use Only with Prior Permission
Students can use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless permitted to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools. Use only with acknowledgment.
Guidelines for Using AI Tools in Course Assignments
Students can use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. For example, text generated using ChatGPT-3 should include a citation such as:
- Chat-GPT-3. (YYYY, Month DD of query).
- Text of your query.
- Generated using OpenAI
Use is Freely Permitted With No Acknowledgment
Students can use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course; no special documentation or citation is required.
About AI Detection Software
We don’t recommend AI detection software as a part of your AI policy for three reasons.
- The products could be more reliable. Research on AI detection software from MIT highlights the false positive and negative rates. OpenAI (the company behind ChatGPT) withdrew its detection software due to its unreliability.
- Stanford research shows that detection software is biased against certain segments of learners, such as non-native speakers.
- As AI changes, detection software cannot keep up. If you use detection software, share that information with your students beforehand.
Results from the software should not be the only measure of whether students have cheated. Students can be encouraged to use detection software before handing in work to check for originality (although they should also be warned of the limitations).
Another option is to craft a policy that warns students to speak with you and defend their work if plagiarism is suspected. As Liza Long (College of Western Idaho) explains, “If I suspect that you have used ChatGPT, and you have not included the required citation and reflection, then you will need to meet with me either in person or through Zoom to talk about the assignment. This conversation will include knowledge checks for course content.”
Explore AI as a Tool, Not a Threat to Learning and Development
As with any change to traditional methods, there is often an initial hesitation about the unknown. Yet rather than shutting out the change and continuing as normal, it is important to explore the benefits and make informed choices about how such change can be best utilized. With AI and ChatGPT, there is an opportunity to lean into these technological changes and, rather than fearing and banning these new technologies, advisely embrace them as tools to enhance learning.
Consistent with this, teachers are more likely to view AI technologies as tools to enhance students’ learning and development (59%) than to see them as a threat (41%). This perspective highlights the desire to explore how these tools can be best utilized to strengthen student outcomes.
Teachers' Perceptions of AI: Navigating Opportunities and Concerns in Education
The largest proportion are only slightly likely to view AI as a tool (31%) rather than a threat, which highlights that the sentiment towards AI could quickly shift if there are broad negative experiences. Most teachers are open to using AI for teaching and learning but not wholehearted advocates, demonstrating their evidence-based professionalism. While adaptive to change, teachers also exercise prudence in assessing educational methodology and caution regarding novelty.
Focus on Critical Thinking and Curiosity
Clarity on AI’s purpose and role in learning is essential. A key concern for teachers is the impact of AI on how students develop and are assessed on fundamental skills such as the development of original ideas and their writing skills. Seven in ten teachers (71%) strongly/somewhat agree ChatGPT and other AI technologies will increase levels of plagiarism. More than three in five teachers (62%) strongly/somewhat agree AI will significantly change how students are assessed and graded and will hinder their writing ability (57%).
The implications of these concerns are significant, so the way AI engages with them is important. In some schools, teachers experiment with using ChatGPT to help students research a topic and build a base understanding of it before they begin looking at it more closely in the classroom. Others are using it to generate samples of work for students to critique.
Utilise AI to Improve Efficiencies
Understandably, most of the conversation around AI has been about how it will impact student development. The topic of how AI can improve teacher efficiencies has been explored to a lesser extent. The amount of time teachers spend on administrative tasks has risen over the years, and teachers feel the squeeze, with just 30% of teachers strongly/somewhat agreeing that they have adequate administrative support.
Teachers are unlikely to be looking to AI to improve efficiencies, with just three in ten (31%) strongly/somewhat agreeing that AI technologies will greatly improve their productivity as teachers. There are, however, many potential efficiency gains from AI for teacher workflow management and knowledge sharing. To help alleviate teacher burnout, exploring technological solutions to improve processes and streamline workflow is important. While there is still some uncertainty around AI, which should be engaged with prudently, there are also significant opportunities if engaged well.
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6 Things That Educators Need to Consider When Choosing AI Tools
1. Data Privacy: Safeguarding Student Information
Student safety should always come first when using any new technology in the classroom. With AI tools, a key area of concern is data privacy. Before using an AI tool, check the terms and conditions to see what data the tool collects and how it uses that information. Work with your IT team to confirm that the tool complies with your school or district’s data privacy policies and will not pose a risk to your students.
2. District and School Policy Adherence: Know the Rules Before Playing the Game
Before using any new AI in the classroom, consider what your school and district policies state about using AI. In some cases, schools may not allow certain tools to be used by students, teachers, or both. It is also important to note that schools may only partially overhaul their technology plan; many of the same parameters that keep students safe with standard technology also apply to AI.
3. Technology Capabilities: Will the Tool Work with What You Already Have?
Different AI tools may require different operating systems or technological capabilities. Think about what your students and teachers have regarding tech and whether the new tool will work with what you have.
4. Teacher and Parent Opinions: Get Stakeholders on the Board
While people undoubtedly have differing views about AI in education, considering teacher and parent opinions may be a good idea before using a new AI tool. If stakeholders are not informed about the benefits of a particular tool or using AI for education content, administrators could develop professional development by teaching the benefits of using the tool and why you choose to have it in their classroom.
5. Identify Your Goals: Know What You Want to Achieve
AI should never be the end goal; rather, it should be used to help students reach a standard or objective. This means it is important to identify goals ahead of time and then consider how AI may help a student reach these goals.
6. Think About Your Timeline: Start Slow
There are a lot of tools, and AI should not replace personal instruction within the classroom.
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