Otro tema que puede generar muchas dudas entre las familias del CPI Zaragoza Sur durante el curso 2026/2027 es el uso de la inteligencia artificial (IA) para hacer los deberes, estudiar para los exámenes y preparar trabajos escolares.

Es una cuestión especialmente interesante porque afecta tanto a Primaria como a Secundaria: ¿deben los niños utilizar ChatGPT para estudiar?, ¿cómo pueden distinguir entre aprender de verdad y copiar una respuesta?, ¿qué ocurre con los trabajos que parecen perfectos pero que el alumno no sabe explicar? Y, sobre todo, ¿cómo podemos acompañarlos las familias sin ser expertos en tecnología?

Te lo preparo en inglés, manteniendo el estilo del post anterior, para que puedas publicarlo en el mismo blog o espacio dirigido a familias.

Redacción

🤖 Artificial Intelligence and Homework: What Should Families at CPI Zaragoza Sur Know in the 2026–2027 School Year?

ChatGPT, AI tools, school assignments and exams: Are our children learning with artificial intelligence, or is artificial intelligence doing the learning for them?

Imagine this situation.

Your child comes home from school, sits down to do their homework and tells you they have to write an essay, prepare a presentation or answer a series of questions about a topic studied in class.

A few minutes later, the work is finished. The text is well organised, the spelling is excellent and the explanations seem remarkably sophisticated.

You feel relieved. The homework is done, and there is no argument about how long it is taking.

But then you ask your child to explain one of the answers in their own words, and they struggle to do so.

What has happened? Did they understand the subject, or did they simply copy a response generated by artificial intelligence?

This is one of the questions that many families are beginning to face as AI tools become part of everyday life.

During the 2026–2027 school year, families at CPI Zaragoza Sur, in Zaragoza, may find themselves wondering how these technologies should fit into their children's education. The issue is no longer simply whether young people use artificial intelligence. It is how they use it, what they learn from it and how adults can help them use it responsibly.

📚 1. Can children use ChatGPT to do their homework?

This is probably one of the first questions parents ask.

The answer is not necessarily a simple yes or no. It depends on the child's age, the task, the school's instructions and the way the tool is used.

Artificial intelligence can be useful when it supports learning rather than replaces it.

For example, a pupil who does not understand fractions could ask an AI tool to explain the concept using everyday examples. A secondary school student preparing for a history exam could request practice questions. Another pupil might use AI to identify grammatical mistakes in a text they have written themselves.

In these situations, technology can act as a learning assistant.

The problem arises when a pupil asks AI to complete an entire assignment, copies the answer and submits it as their own work without understanding its content.

The assignment may look impressive, but the pupil may have missed the most important part of the exercise: thinking, making mistakes, solving problems and learning from the process.

For families, a useful principle is this:

AI should help children learn how to do something, not simply do it for them.

Before allowing a child to use an AI tool for a particular assignment, it is worth checking the teacher's instructions. Some activities may permit AI assistance, while others may specifically require independent work.

🧠 2. If AI gives the answer, what happens to learning?

One of the biggest concerns is that children may become dependent on immediate answers.

Learning often involves effort. A pupil has to read a text, identify the main ideas, compare information, organise thoughts and explain a conclusion.

These steps are not unnecessary obstacles. They are part of the learning process.

If artificial intelligence carries out all of them, children may finish their assignments more quickly without developing the skills those assignments were designed to practise.

Imagine a pupil writing a book review.

If AI generates the review, the pupil may submit a polished text without having reflected on the characters, the plot or the message of the book.

However, if the pupil reads the book, writes their own opinion and then asks AI to suggest questions that might improve their analysis, the tool can support deeper learning.

The difference is not necessarily whether AI was used. It is whether the pupil remained actively involved in the task.

Parents can encourage this by asking questions such as:

• Can you explain this answer without looking at the screen?

• Which part of the assignment did you find most difficult?

• What did you learn while doing this work?

• Did the AI suggest anything you disagreed with?

• Can you give me an example in your own words?

These questions do not need to feel like an interrogation. They can be part of a normal conversation about school.

If children can explain what they have done and why, it becomes easier to see whether the technology has genuinely helped them.

🔍 3. Can we trust everything artificial intelligence tells us?

Another important concern is accuracy.

Many AI tools can produce answers that sound confident, clear and convincing. However, they can also make mistakes, invent information, misinterpret questions or provide outdated facts.

This is particularly important when children use AI to research history, science, geography or current affairs.

A convincing answer is not necessarily a correct answer.

For example, an AI tool might provide an incorrect date for a historical event, attribute a quotation to the wrong person or include a scientific explanation that is incomplete.

Younger pupils may find it difficult to recognise these errors because they are still developing the knowledge needed to evaluate the information.

That is why children need to learn how to verify what AI tells them.

Families can encourage three simple habits:

1. Check reliable sources. Compare important facts with textbooks, educational websites and sources recommended by teachers.

2. Ask for evidence. If an answer includes statistics, quotations or historical claims, check where the information comes from.

3. Think critically. Encourage children to ask whether an explanation makes sense and whether there is enough evidence to support it.

These skills are valuable far beyond school. They can help young people navigate misinformation, online rumours and misleading content throughout their lives.

The goal is not to teach children to distrust everything. It is to help them understand that information must be evaluated, even when it comes from a sophisticated technological tool.

✍️ 4. Is using AI the same as cheating?

This is one of the most delicate questions for families.

Some parents may believe that any use of AI is dishonest. Others may see it as no different from using a calculator, a dictionary or a search engine.

In reality, the important distinction is how the tool is used and what the assignment requires.

Using AI to practise vocabulary, generate revision questions or understand a difficult concept may be a legitimate learning strategy when permitted by the teacher.

Submitting an AI-generated essay as entirely one's own work, when independent writing is required, is a different matter.

The expectations may also vary between subjects and activities. A teacher might allow AI to help pupils brainstorm ideas but prohibit its use when assessing their individual writing skills.

This is why clear communication between schools, pupils and families is so important.

Children should understand that using a tool is not automatically dishonest, but presenting work they have not produced or understood as their own can undermine academic integrity.

It is also important to teach them to be transparent about AI assistance when their teacher asks them to disclose it.

Rather than focusing exclusively on punishment, adults can use these situations to discuss honesty, responsibility and the purpose of schoolwork.

After all, the objective of homework is not simply to produce a document that looks good. It is to demonstrate understanding and develop skills.

🏫 5. What changes for pupils in Primary and Secondary Education?

Not every child needs the same approach.

At CPI Zaragoza Sur, where pupils progress from Early Years through Primary and into Compulsory Secondary Education (ESO), the conversation about AI should evolve as children grow.

Early Years and Primary Education: building the foundations

For younger children, the priority should be developing basic skills.

Reading comprehension, handwriting, mental arithmetic, communication, imagination and problem-solving are fundamental abilities that require direct practice.

Artificial intelligence should not replace the experiences through which children learn to read, write, count, explore and interact with the world.

Parents can help by reading with their children, playing educational games, asking open-ended questions and encouraging them to solve age-appropriate problems independently.

When AI is used as part of an educational activity, adult guidance is especially important. Young children may not understand how these systems work or recognise their limitations.

Secondary Education: developing critical thinking and independence

For teenagers, AI can become a more useful tool for research, revision and organising complex information.

A student preparing for a biology exam might ask for a quiz on a particular topic. Someone studying English could request exercises to practise verb tenses. Another student might use an AI tool to compare different interpretations of a historical event.

These activities can support learning when the pupil checks the information, attempts the questions independently and reviews mistakes.

However, teenagers also need to understand academic honesty, data privacy, copyright and the importance of developing their own voice.

As they prepare for further education and employment, the ability to use AI responsibly may become increasingly relevant.

The aim should be to develop independent learners who can decide when a tool is useful, when it is unreliable and when they need to work without it.

👨‍👩‍👧‍👦 6. What can parents do if they are not experts in technology?

Many adults feel uncertain about artificial intelligence.

Some parents use these tools regularly at work, while others have barely tried them. Some are enthusiastic about the possibilities; others worry about the risks.

Neither technical expertise nor constant supervision is necessary to begin supporting children.

The most important thing is to remain interested in what they are doing.

Here are five practical steps families can take during the 2026–2027 school year.

1. Ask what they are using AI for.

Instead of starting with criticism, show curiosity. Ask which tools they use, what they find helpful and whether they have encountered answers that seemed wrong.

2. Establish clear family rules.

Agree on when AI can be used, which tasks require independent work and what information must never be shared online.

3. Protect personal information.

Children should not enter passwords, home addresses, phone numbers, private school information, personal documents or sensitive photographs into AI tools. They should also understand that not every service offers the same privacy protections.

4. Encourage independent thinking.

Before asking AI for an answer, suggest that children try the problem themselves. Afterwards, they can compare their reasoning with the tool's explanation.

5. Keep communication open.

If children make a mistake or use AI inappropriately, the response should help them understand what went wrong and how to improve. Clear consequences may sometimes be necessary, but fear should not prevent them from asking for help.

These steps can help families establish sensible boundaries without turning every homework session into a confrontation.

🔐 7. What about privacy and the information children share?

AI safety is not only about homework.

Some tools allow users to upload photographs, documents, voice recordings or other personal information. Children may not realise that sharing such material can create privacy risks.

They might upload a photograph of a classmate, paste a private conversation into a chatbot or include identifying details in a request for help with a school assignment.

Families should explain that they must respect other people's privacy as well as their own.

Before using an AI service, it is sensible to check its age requirements, privacy settings and applicable terms. Children should follow the minimum age rules and any restrictions established by the school.

They should also understand that they must never use AI to humiliate classmates, create harmful impersonations or produce content intended to bully or threaten someone.

If something online makes them uncomfortable, they should feel able to tell a trusted adult.

Teaching responsible AI use therefore involves more than teaching children how to write good prompts. It also involves helping them understand consent, respect, privacy and the consequences of their actions.

🎓 8. Could AI help children who struggle at school?

It is also important to recognise the potential benefits.

Some pupils need additional explanations before they understand a topic. Others find it difficult to organise their ideas, practise a foreign language or prepare for an exam.

When appropriately used, AI tools can offer alternative explanations, generate practice exercises or break a complex topic into smaller steps.

For example, a pupil who does not understand a maths concept could request a simpler explanation and then practise with similar problems.

A student learning English could practise a conversation, receive feedback on grammar or ask for examples of unfamiliar vocabulary.

A pupil preparing a presentation might use AI to brainstorm possible structures before creating their own work.

These possibilities can be useful, but AI is not a replacement for teachers, specialist support or personalised educational assessment.

Its explanations may be unsuitable for a child's level, and its recommendations may be inaccurate. For pupils who need specific learning support, the school's guidance remains particularly important.

Technology should complement human support, not replace the relationships and professional judgement that help children learn.

📝 9. A simple family experiment: learn with AI, not through copying

Instead of treating AI as a forbidden subject, families could try a small experiment at home.

Choose a topic your child is studying at school and follow these steps together.

Step 1: Try it independently.

Ask your child to explain what they already know about the topic, solve a problem or write a short paragraph without assistance.

Step 2: Ask AI for an explanation.

If permitted and age-appropriate, use an approved tool to obtain another explanation, a worked example or a set of practice questions.

Step 3: Check the answer.

Compare the information with the textbook or another reliable source. Discuss any differences or possible mistakes.

Step 4: Put the screen away.

Ask your child to explain the concept again in their own words or solve a new problem without help.

Step 5: Reflect on the experience.

Did AI make the subject easier to understand? Did it provide anything incorrect? Which part still requires practice?

This simple exercise can help children see that AI is a resource they can evaluate rather than an authority they must automatically trust.

It also allows parents to learn alongside their children, even if they are not familiar with the technology.

🌍 10. What should we expect from schools and families?

Artificial intelligence raises questions that cannot be solved by individual families alone.

Schools need clear expectations about when AI is allowed, how pupils should acknowledge its use and how teachers will assess students' own knowledge and skills.

Families need guidance that is practical, understandable and appropriate to different ages.

Pupils need opportunities to discuss both the benefits and the limitations of these tools without assuming that every use is either automatically good or automatically bad.

For families at CPI Zaragoza Sur, it may be worth raising questions about digital literacy and AI during school meetings or through the centre's established communication channels.

For example:

• Which AI tools, if any, are pupils permitted to use for homework?

• How should students acknowledge AI assistance in an assignment?

• How can parents tell whether an activity is intended to be completed independently?

• What guidance is available on privacy, misinformation and responsible use?

• How will pupils learn to evaluate AI-generated information critically?

These are reasonable questions, and discussing them can help create clearer expectations for everyone.

The intention should not be to encourage every child to use AI for every subject. It should be to ensure that pupils understand the rules and develop the skills needed to make responsible decisions.

✨ Conclusion: the most important skill is still learning to think

Artificial intelligence is changing how we find information, solve problems and create content. It offers opportunities for education, but it also challenges us to rethink what it means to learn.

For families at CPI Zaragoza Sur, the 2026–2027 school year can be an opportunity to start these conversations at home.

We want our children to benefit from new technologies without losing the ability to think independently, ask questions, recognise mistakes and express their own ideas.

We want them to understand that a well-written answer is not necessarily proof of knowledge, that confident explanations can be wrong and that academic honesty matters even when technology makes copying easy.

Above all, we want them to become curious, responsible and independent learners.

We do not need to fear every new tool, nor do we need to accept every technological development without question. We can learn about these tools together, establish sensible boundaries and adapt our approach as our children grow.

Because the real educational challenge is not simply teaching children how to use artificial intelligence.

It is teaching them how to think for themselves in a world where artificial intelligence can provide an answer to almost any question.

💬 And now, a question for families at CPI Zaragoza Sur:

What worries you most about artificial intelligence and your children's education?

• Do you think AI makes homework easier but reduces independent effort?

• Are you concerned about cheating, inaccurate information or the loss of critical thinking?

• Would you like clearer guidance from schools about when and how children should use these tools?

• Or do you see AI as an opportunity to help children learn at their own pace?

Share your experiences and ideas respectfully. We can learn a great deal from one another, and a question raised by one family may be something many others are wondering about too.

#CPIZaragozaSur #ZaragozaSur #Families #ArtificialIntelligence #AIinEducation #DigitalLiteracy #Homework #CriticalThinking #Education2026 #SchoolYear2026_2027

Editorial note: This is a suggested discussion post for families, not an official statement from CPI Zaragoza Sur. School-specific rules on AI use should be checked with the school before publication.