Using AI Intelligently in Education
Artificial intelligence (AI) applications have become increasingly useful in various sectors, including education. However, the question arises: can schools harness AI intelligently without harming students’ creativity or turning them into mere consumers of automated content?
Initial Encounters with AI
Savannah Jenkins, now a communications manager at Onja, first engaged with AI through ChatGPT in February 2025 while applying for a writing position. She expressed her internal conflict, questioning the value of being a ‘Writer’ when much of her work involved proofreading machine-generated outputs. This sentiment resonates with other educators and professionals, raising pertinent questions about authenticity and critical thinking in students’ work.
The Mixed Feelings of AI Usage
Jenkins likened her initial experience with AI to magic, echoing the feelings of astonishment and trepidation that previous generations felt with new technologies. Despite her ongoing use of ChatGPT to manage heavy workloads, she worries about its potential to stifle creativity and deep thought. Similarly, Alexandra Gray-Harkins utilizes AI for everyday tasks—from cooking to travel planning—acknowledging the benefits while questioning the depth of her engagement with the work.
Addiction to Convenience
Giuliana Nicolucci-Altman’s experiences mirror those of Jenkins. Initially using AI for tasks like spelling checks, she later recognized a tendency to rely heavily on it, resulting in sloppier work. This addiction highlights a broader trend where AI provides convenience at the expense of thoroughness, making it crucial for users to remain vigilant and critical of AI outputs.
Guidelines for Ethical AI Use
Recognizing these challenges, News Decoder has established Ethical Guidelines for Using AI, emphasizing transparency, accountability, and fairness. These guidelines encourage anyone using AI-generated content to disclose its use, prioritize authenticity, and verify information. However, even with these protocols in place, educators find themselves navigating a complex dilemma regarding AI’s role in the classroom.
The Educator’s Dilemma
Many educators face the pressing question: should they integrate AI into their teaching practices or attempt to limit its use? Nicolucci-Altman articulated concerns that had AI existed during her schooling, her academic discipline could have suffered. High school teachers echo these thoughts, struggling to discern the extent of AI-generated work submitted by students.
The Call for Balance
Jenkins advocates for a critical approach whereby educational frameworks shift from productivity to fostering learning. “Although we live in a fast-paced world, society must slow down to enhance authentic learning experiences,” she argues. Insights from Emma Bapt emphasize the necessity of establishing clear protocols for AI usage, encouraging both honesty from students regarding AI assistance and proper training for users.
The Role of AI in Schools
A significant question looms: should AI be present in the educational landscape at all? Jenkins staunchly opposes its introduction in high schools, arguing that it could rob students of forming their unique opinions. In contrast, Gray-Harkins posits that while AI should not be used to produce original work, it can aid students in refining and synthesizing content. Nicolucci-Altman further highlights the necessity of parental involvement in discussions about AI’s impact on education, suggesting that collaboration could help cultivate responsible AI usage.
Critical Reflections
This ongoing discourse reflects broader concerns surrounding the intersection of technology and education. As AI continues to evolve and its applications become more widespread, the challenge remains to foster creativity and critical thinking among students, ensuring they grow into independent thinkers rather than mere consumers of technology.