In most communities, nationally and internationally, discussions about the use of artificial intelligence (AI) in educational settings have become more common. The use of AI in the classroom is commonly associated with negative uses, like cheating or plagiarism. As technology improves and AI is recognized for doing great things, especially in education, the main question arises: Should AI be implemented in schools to a greater extent?
Within our community, 44 high school students at WFS were asked whether they have used artificial intelligence in school for any reason. 75% of students said they have used AI while completing schoolwork across many subjects. Students mentioned using AI tools such as Grammarly and Mathly. Saudah Ortiz ‘29, a student who was polled, mentioned, “I use [Quizlet] to make study guides for my tests”, which is a popular website among students that is mostly powered by AI.
From most students’ point of view, including WFS students, it is clear that students can rely on AI to help with tedious tasks like spell-checking or helping with a math problem. Some teachers at WFS recommend AI, while others have limits and boundaries on how AI can be used in the classroom or at home while students complete homework. This is how arguments regarding artificial intelligence in schools spark– where is the line drawn for how much students can rely on AI to help with their school work?
To pinpoint teachers’ perspectives on the healthy use of AI in schools, three teachers at WFS were asked the same set of questions. When these teachers were asked about their experiences regarding AI, Ryan Berry, an Upper School visual arts teacher and a former Middle School computer science teacher, stated that it “utilized too much creative power,” which can lead to “creating lazy kids”. Berry also mentioned, “Not many students realize that AI has a bias, which can lead to it creating false statements.”
Along the same lines, Dr. Dagold, an Upper School English teacher, said that AI “exacerbates the already-existing ill effects of digital technology use in schools”. Dagold continues by mentioning effects such as “reliance on easy answers instead of actual learning, distraction, learned helplessness,” among others. Courtney Miller, a Middle School language arts teacher, emphasizes that students are now using the technology to do their work “as opposed to using AI to strengthen their skills.” Miller concludes, “While this may seem like an advantage in the short term, in the long term it will undermine the development of key skills that students will need to be successful in their future lives.”
The three also spoke about ways they have or have not personally used AI, revealing interesting approaches others may not know about, or reasons why they might not. Dagold stated that he has not used AI in the classroom. Dagold explains, “I have considered it and have participated in faculty meetings discussing possible ways to use AI in a good way in the classroom, but have consistently determined that possible hypothetical benefits were outweighed by what I consider the clear detriments to learning and to personal and social development.”
On the contrary, Berry answered, “I use AI to make development clip art”, which can be seen on the background of his computer at times. Regarding the use of AI in education, Miller, a member of the language department, reports that she has personally used AI in her classroom to explore resources that can be helpful to students, without harming their skills and abilities. Miller stated, “For example, [the language department] has been testing a program that uses AI speakers to help students practice their speaking skills.”
Finally, when the trio looked to the future, they brought thoughtful insights and interesting predictions. When looking towards the future of AI in schools, Dagold reflected, “I think that AI exacerbates the already-entrenched reduction of learning that the overuse of digital technology has created.” Dagold stated his clear concerns about the future of AI in schools and hopes they are “unfounded”.
Next, Miller discussed the logistics of introducing AI across more areas, and she stressed the importance of balance when using the technology with students. Miller hopes, “Ideally, some responsible developers will invest in AI programs that support education in appropriate ways, building students’ skills further as opposed to undermining their growth.” Additionally, Berry predicted, “Everyone will have their own personal AI within 15 years at most”. He also thoughtfully stated that he “[can not] see [our school] without a laptop”, respectively.
The use of artificial intelligence seems to be implemented in almost everything in recent years. The technology will only continue to advance, for positive and negative purposes. Educators worldwide will continue to worry and plan for the growth of this new and extreme technology, and how to keep it manageable and healthy for schools. But ultimately, based on student and teacher insights from the WFS community, it is safe to say that our school and many others are entering a new era of AI implementation. Every teacher and student will have a different opinion on the matter, but for now, this stands: The main challenge WFS faces is ensuring its power does not tarnish creativity in the classroom.
