Time for School-Wide Discussions on the Use of AI

I recently took part in an online event hosted by FETC titled “Transforming Education: How District Leaders are Incorporating AI This Fall.” According to event host, Jennifer Womble, Burbio group recently shared insights from k12 district school board minutes and found that only 20% of k12 districts across America are discussing artificial intelligence and less than 5% are discussing policy.

I believe burying our educational heads in the sand will only lead to more embedded issues as AI becomes even more ubiquitous within the tools we use daily. Districts will be remiss if they are not proactive.

1. In a world where many educators want to blame technology for cheating, the College Board Advance Placement (AP) program made the following statement, “Starting in May 2025, standard paper testing will be discontinued for 28 AP Exams — these exams will move to the Bluebook digital testing application. As announced to the AP community, the AP Program is accelerating the transition to digital testing to ensure the continued security of AP Exams.” Cheating is a heart issue. Whether it is paper and pencil or digitally, there have always been students who look for shortcuts to achieve the desired grade they want. Cheating is a systemic issue that is not tied to the way students are tested, albeit some classrooms make it easier for students to succumb to this temptation more than others do.

2. Cheating is a response to unattainable expectations. Students cheat because of academic anxiety. In a grades-driven culture, students can often see where not studying for one test, or doing poorly in one class can change the trajectory of their entire life. I remember being in a dual enrollment class my senior year in high school and our salutatorian was also in that class. For the first time ever, his grades faltered. He actually dropped the class and moved to another more traditional k12 advanced English class for fear of missing out on possible college scholarships if he stayed in that classroom. If your school sees an extreme amount of academic cheating, how are you supporting your students in showing them their ultimate worth is not tied to a grade book? How can your school change the narrative of academic anxiety and yet still provide opportunities to excel in higher education? What is your district doing to speak into this space?

3. Math teachers don’t care. What’s the difference for them? Math teachers have been dealing with platforms that solve math equations with a click of a button for years. My friend, Dan Lyons, scoffed at the panic of educators when Chat-GPT became public facing. His response to math platforms that make cheating easy is having students do homework in the way he solves problems. If he finds students have solved their homework problems using different steps in the process, he is more aware that students might be cheating to get their answers. While this works with math, are there ways other disciplines can embed tells into assignments to give educators indications of possible cheating? How should teachers respond when seeing those tells?

4. There is a monstrous difference between the critical thinking used through evaluating the curated information a student receives from a well-written prompt and the type of critical-thinking needed to create the information themselves. While both types of thinking are needed in this world, the two concepts are totally separate goals. How might teachers show students the value of creativity in their classroom? How might teachers open the door for students to feel more comfortable tapping into and developing their creative side?

5. Districts should not be lackadaisical in their understanding and approach to artificial intelligence. For years we have had expectations of students using technology in the classroom without really explaining to them what responsible, ethical use looks like. The concepts of digital citizenship, the value of one’s own thoughts, and the joy of creating and learning need to be discussed and wrestled with in boardrooms, classroom, and professional development days this fall.

6. This bombardment of AI, for better or worse, is a perfect opportunity for districts to step back and re-evaluate what is taught, how it is taught, and why. After years of poor technology integration because teachers really didn’t know better, there are now established frameworks and thought leaders to help teachers better see what good technology integration looks like in their disciplines. It is time to reevaluate what 21st century classrooms look like- to hold on to the tried and true, let go of the tired and mundane, and embrace the things that not only make classrooms more efficient, but intentionally support classroom learning in formative ways for all learners.

7. Teachers must be supported in rethinking their pedagogy in light of the world we live in. I’ve heard of college professors that have not changed their assignments one bit in this world of AI because they don’t see it as their problem. How might districts create professional development days to help teachers discern how to truly evaluate and trust the learning taking place in their classrooms? How might students writing assignments be adjusted to give teachers more trust in the fact that they are grading original thoughts? How might we teach responsible use of AI in the learning narrative without throwing the baby out with the bath water?

(https://apcentral.collegeboard.org/exam-administration-ordering-scores/digital-ap-exams/28-exams-digital-2025)