I recently had the privilege of presenting to educators from Centreville Layton School for the second year in a row. This year, we focused on Incorporating AI Tools Into Your Classroom Workflow. Thank you, Centreville Layton teachers, administrators, and guests, for an engaging and thought-provoking session and for your insightful questions and thoughtful approach to exploring the role of AI in education. 

We discussed everything from practical ways to implement AI tools to the ethical challenges they raise and their impact on creativity and learning. The questions you posed in the Mentimeter poll highlight the real issues teachers face as they navigate the world of AI. To keep the conversation going, I’ve compiled your questions—and my responses—in the Q&A format below. 

How can we teach students to use AI properly? 

A: As you integrate AI into your curriculum, focus on critical thinking, ethical use, and understanding AI's limitations. Provide clear guidelines for appropriate AI use in assignments and encourage students to view AI as a tool to enhance their skills rather than replace them. Remember, Human-AI-Human. 

What AI tools are available besides ChatGPT?

A: There are numerous AI tools for education beyond ChatGPT. These include AI-powered writing assistants, language learning platforms, personalized learning systems, and subject-specific tutoring tools. It's important to research and evaluate tools based on your specific needs. Visit my resources page for a list of tools. As I come across new tools, I will add them to the list. If you come across a tool not on the list but that you've found especially useful feel free to reach out and let me know! 

How can we identify legitimate AI tools?

A: Look for AI tools developed by reputable companies or educational institutions. Check for transparency about the tool's capabilities, user reviews, and adherence to data privacy standards. Reputable AI tools should have clear privacy policies and security measures in place to protect user data. You can also check for recent updates or version history. Legitimate AI tools are updated regularly to improve performance and address issues. You can also consult with your IT department or educational technology experts for recommendations on vetted AI tools suitable for educational purposes. 

How can AI reduce barriers for students with disabilities?

A: AI can assist students with disabilities through text-to-speech and speech-to-text technologies, real-time captioning, text simplification, and personalized learning paths. Explore assistive technologies that leverage AI to create more inclusive learning environments. For example, AI-powered mind-mapping and brainstorming tools, like GitMind, can assist neurodivergent students in organizing their thoughts and ideas. This Educause article lists AI technology tools that are helping to provide more accessible, equitable, and inclusive learning experiences for students with disabilities. 

How should we handle students using AI as their own work? 

A: Ultimately, this depends on your institution's AI policy. If your school doesn't have an AI policy, work with administrators and fellow educators to establish one that addresses the unique challenges and opportunities AI presents for your institution. Establishing a clear policy on AI use and the consequences for misuse is key for managing expectations and ensuring that students understand the boundaries. Once a policy is in place, implement a combination of prevention and detection strategies. Educate students about academic integrity in the AI era and emphasize the value of original thought and critical analysis. Encourage students to view AI as a tool for enhancing their learning rather than a shortcut to avoid intellectual engagement. When instances of misuse are detected, address them consistently according to your institution's policy, using them as teachable moments to reinforce proper AI use in academic settings. If you suspect a student of using AI to complete an assignment, it's important to have an open dialogue with the student. Always inquire; never accuse. Ask the student to explain their process for completing the assignment, and what, if any, AI tools they may have used. Use this as a teachable moment to discuss proper AI use and academic integrity, then decide on appropriate consequences, i.e., redoing the assignment, implementing a follow-up plan, or adjusting future assignments to discourage AI misuse. 

Is it considered cheating if students direct AI to produce content?

A: This is a complex issue that many educators are grappling with, and unfortunately, there is no easy answer. While students may be directing the AI, they are not generating the content themselves, which raises ethical concerns. I always emphasize to my students that they should never copy and paste AI-generated content and try to pass it off as their own work, as this is a form of plagiarism and academic dishonesty. When students submit AI-generated text without modification or acknowledgment, they are misrepresenting the work as their own original thought and effort. If AI tools are allowed in the assignment, students should: 1) Use AI as a brainstorming tool or starting point; 2) Critically evaluate and substantially modify any AI-generated content; 3) Clearly cite or acknowledge the use of AI in their work; and 4) Demonstrate their own understanding and analysis of the topic. I explain to my students that the goal of education is to develop their own critical thinking, analysis, and communication skills. While AI can be a valuable tool in the learning process, it should enhance, not replace,  their intellectual engagement with the subject matter.

What percentage of AI generation is generally acceptable in assignments?

A: The acceptable percentage varies depending on the context, course, and your institutional policies. Some institutions allow up to 30% for background sections in science papers, while humanities subjects may allow less than 15%. Whenever possible, provide clear guidelines for students on what you deem acceptable use and require students to disclose and critically evaluate any AI-generated content. For example, I allow my students to generate images using AI for a multimodal assignment. They are required to cite the AI they used in the caption as well as the prompt (Image generated by [AI Name] [Prompt])and again on their works cited page. Both MLA and APA provide guidance on how to cite AI. Guidance is available on the Purdue OWL website. 

How can we teach students to use AI as a tool without abusing it? 

A: Incorporate AI literacy into your curriculum, emphasizing responsible use, critical evaluation of AI-generated content, and the importance of original thought. Provide hands-on experiences with AI tools and discuss responsible and ethical usage to help students develop a balanced approach. 

How do we proactively prevent students from using AI to cheat? 

A: Design assignments that require personal experiences, in-class activities, or unique perspectives that AI can't easily replicate. Implement AI detection tools and educate students about the value of original work. Explain academic integrity and provide clear guidelines on acceptable AI usage. 

How can we balance AI use with creative thought?

A: Emphasize that while AI can enhance productivity and creativity, original ideas and critical thinking are invaluable. Design assignments that require personal reflection and creative problem-solving. Encourage student to use AI as a brainstorming tool but stress the importance of developing and communicating their own ideas. 

What are some AI tools to improve teacher workflow while allowing for creativity?

A: AI-powered lesson planners like Brisk Teaching and Diffit can suggest activities based on learning objectives. Grading assistants such as EssayGrader can provide initial feedback. AI-enhanced content curation tools such as Feedly can aid in gathering relevant educational resources. You can also use Perplexity.ai to draft initial versions of emails, reports, and other documents; generate explanations at different levels of complexity, and generate initial drafts for content. Remember, these tools should enhance, not replace, your unique insights and teaching style.

Can the AI market continue to grow, considering its energy costs? 

A: I can't accurately answer this question without conducting further research, so I asked Perplexity in the meantime.  Here was its answer: While AI's energy consumption is significant, ongoing research is focused on developing more efficient algorithms and hardware. The future growth of AI will likely depend on advancements in sustainable computing and renewable energy sources. Here is my take: As consumers, we need to be more concerned with sustainability and research the sustainability practices of any company we choose to patronize. Many companies are transparent about their carbon footprint and their energy consumption and make this information readily available to the public. However, it is clearly an issue that demands greater attention.  I do know there are ongoing efforts to make AI more sustainable. 

What concerns do you have personally regarding AI?

A: As an educator, I have many of the same concerns as you have expressed: plagiarism, cheating, sustainability, and loss of creativity are chief among them. One of my biggest concerns that wasn't expressed is job loss and displacement. While AI promises to create new jobs in the future, I have seen many of my friends and colleagues displaced by AI tools, especially in creative fields. I have a love/hate relationship with AI because of this. I don't believe AI will ever be able to replace human creativity or the human spirit, which is why I advocate for a human-centered approach to using AI.