AI has made significant strides in education, revolutionizing the way students learn and teachers teach. In response, ATLIS hosted a four-part virtual workshop on AI in education for the independent school community.
As educators and policymakers grapple with the implications of integrating AI into the classroom, the ATLIS AI workshop series provided a platform for stakeholders to share insights and discuss the opportunities and challenges presented by this transformative technology. This piece explores the key takeaways from each session, highlighting the perspectives of students, educators, and industry experts.
Session One: AI As a Learning Tool
The first session, led by Mark Hines, Ph.D., director of Kupu Hou Academy at Mid-Pacific Institute in Honolulu, Hawai‘i, and Jon Pennington, Ph.D., educational technologist at Mid-Pacific Institute, focused on students’ perceptions of AI as a learning tool. Chris Ferry, English language development chair at Mid-Pacific Institute, facilitated the session. A panel of students from Mid-Pacific Institute participated as well, presenting their perceptions in their own voices. The showcase of student projects demonstrated the vast potential of AI, particularly ChatGPT, in enhancing various aspects of education.
Ferry provided several examples of how he has incorporated AI into his classrooms to improve his teaching. “We know that students learn best when learning is authentic, when it has value to them, when it’s relevant to them,” Ferry remarked. “I feel like this tool (ChatGPT) is finally the thing that’s really enabling me to make my lessons more relevant and authentic.”
Students reported using AI for understanding complex concepts, summarizing information, aiding research, and receiving feedback on their writing. Moreover, they recognized the potential of AI in leveling the playing field for English as a second language students and those with reading disabilities, making education more accessible.
However, students also voiced ethical concerns regarding AI usage, particularly around plagiarism. They emphasized the importance of using AI as a support tool rather than a means to complete their work entirely. To address these concerns, students suggested designing assignments that could not be accomplished solely with AI, encouraging a balanced integration of technology and personal effort.
The biggest takeaway from the first session was the need for balance. Using AI in moderation can lead to it being a beneficial tool and can greatly augment student outcomes. There is a danger of overreliance, though, and teachers should help students carefully navigate the appropriate times to use the tool and times to work without it.
One example was brainstorming. Depending on the objective of the lesson, the students could first brainstorm their own ideas, and then use AI to help refine those ideas or generate additional ones. On the flip side, there is also a danger in avoidance and refusal to integrate AI into the classroom. While changes can be scary, if we don’t teach our students how to harness the power of AI, we leave them at a disadvantage, participants said.
Session Two: Ethics and Bias of AI
Led by Ashley Cross, Ed.D., senior director of education and content at ATLIS, the second session shed light on the ethical considerations and bias associated with AI in education. A panel of esteemed educators and experts included Anjulee Bhalla, upper school computer science teacher at The Bryn Mawr School in Baltimore, Maryland; Laura Tierney, founder and CEO of The Social Institute in Durham, North Carolina; Ferry; Phil Bossert, Ph.D., executive director of Hawaii Association of Independent Schools in Honolulu, Hawai‘i; and Maggie Renken, Ph.D., STEAM director at Rabun Gap-Nacoochee School in Rabun Gap, Georgia.
Collaboration emerged as a central theme, with an emphasis on the need for educators, students, and parents to learn together and navigate the implementation and understanding of AI as a community. Panelists stressed the responsible and ethical use of AI, and encouraged educators to model proper behavior and remind students that AI is a tool, not a replacement for their own thinking and creativity. Plagiarism concerns were addressed, especially with regard to the importance of using AI appropriately while citing sources.
A key objective of the discussion was the need to develop a nuanced understanding of AI’s role in society. To achieve this, open dialogues during school events and faculty meetings were proposed to discuss AI’s benefits and drawbacks. These conversations would foster a deeper understanding among teachers, administrators, students, and parents, encouraging a holistic perspective on the implications of AI.
“I often think about ethical considerations, and one thing that comes up frequently is the realization that the students we’re currently teaching will eventually become future engineers, designers, and content creators,” Renken said. “So, I’m always interested in how we give them access to real and authentic opportunities to see how bias gets into what they’re building, and how bias shows up a lot of times in unintended ways with unintended consequences. One of the areas that I really am interested in talking more to people about and thinking about is how we develop kids who become adults who are creating content that’s inclusive and mindful of unintended consequences.”
Session Three: Student Perspectives and Best Practices
Session three, facilitated by Michelle Zimmerman, Ph.D., director of innovative teaching and learning sciences at Renton Prep in Renton, Washington state, and Aaron Maurer, STEM lead at Mississippi Bend Area Education Agency in Bettendorf, Iowa, provided insights from student discussions on incorporating AI effectively in the classroom. Students from Renton Prep were also brought in to speak about their experiences. The students emphasized the need to make learning materials more accessible through AI tools such as dictionaries and thesauruses to support their research process. They acknowledged the importance of avoiding plagiarism by attributing and citing sources, including AI tools like ChatGPT. Students recommended introducing AI and ChatGPT early in the year, discussing their research and how AI could be used as a writing aid.
Ethics surrounding AI use was a recurring theme. Students advocated for student involvement in creating classroom rules and ethical guidelines, adding that AI is seen as a valuable resource for brainstorming, generating writing prompts, aiding research, and recognizing students’ strengths. The facilitators agreed with involving students. “If we don’t have established trust between students and teachers and know how to teach respect, and what it means to demonstrate your learning, valuing that process and saying, ‘What skills will this help you be able to do in the future?’ rather than how can you just meet a grade or a percentage, then we’re missing out on those kinds of opportunities,” Zimmerman observed.
Panelists encouraged educators to explore resources including the U.S. Department of Education AI Resource and the AI Bill of Rights, fostering digital citizenship and critical-thinking skills. Additionally, style guides such as MLA and APA have official guidelines on how to cite and generate AI when it is used to aid writing.
Session Four: Leadership and the Future of Education
The final session of ATLIS’s AI workshop series was led by Donnie Piercey, classroom teacher at Fayette County Public Schools in Kentucky and 2021 Kentucky Teacher of the Year. The session featured educational leaders who discussed the future of curriculum and assessment. Bridging the digital divide emerged as a critical concern, emphasizing the need to ensure equitable access to technology for all students.
This session explored how professional development for educators is essential to effectively integrate AI into teaching practices. This proposed training should emphasize AI as a tool for student development rather than relying solely on it for assessment. The session emphasized clear communication about the purpose and learning outcomes of assignments, encouraging teachers to prioritize skill development and critical thinking over the final product.
Piercey suggested creating divisional research groups in schools to help teachers learn from one another. “You know, we do believe that it’s important that we have those divisional research groups that are just testing and sharing these experiences with one another. Because all of this stuff is so brand new, that when the newest feature comes out, or the newest idea, the newest, ‘Hey, did you know that AI can do this?’ or ‘Oh my goodness, I didn’t realize that it can write a sea shanty with complete chords for music class,’ ” said Piercey. “When those types of things are discovered, the only way that the teachers in our building are going to start to know about them is if they are able to share those ideas with one another.”
This session also explored the responsible use of AI as another area of focus, with the expectation that educators would assume the role of guiding students toward ethical AI usage. The discussion highlighted developing policies that balance acceptable use guidelines with flexibility for emerging technologies, and it also advocated for the inclusion of student voices in policy discussions and decision-making processes.
The ATLIS AI in education workshop series showcased the exciting potential of AI to enhance learning experiences, improve accessibility, and equip students with valuable skills. However, it also emphasized the need for responsible and ethical AI integration, addressing concerns such as plagiarism, privacy, data ownership, and bias.
Through collaboration, open dialogues, and student involvement, educators can navigate the opportunities and challenges presented by AI, ensuring it remains a valuable tool that empowers students and fosters their intellectual growth in the digital age.
To support efforts toward navigating AI at independent schools, ATLIS continues to gather insights from thought leaders who are ahead of the curve in emerging technologies and to develop resources that schools can use to help harness this rapidly evolving world of technology in education. This webinar series is now available for purchase on demand. You can find ATLIS’s collection of AI resources at theATLIS.org/ai.