Our Machine Overlords: Generative AI

Generative AI is defined as an artificial intelligence designed to produce output, especially text or images, normally requiring human intelligence, typically by applying machine learning techniques to large collections of data. Recently, it has come into the spotlight, especially in schools, although it can be found everywhere. ChatGPT, Google Gemini, Claude, Grok, and many more have wormed their way into our everyday lives. Open up any app on your phone, and you may just find an AI chatbot asking to assist you. According to a study done by the Brookings Institution, “Among the full sample of 1,163 respondents, 57% report using generative AI for at least one personal purpose, most of whom use it for internet searches or web browsing (74%)” (Alikhani, Malihe, et al). Suffice it to say, AI is everywhere, and it has shown no signs of slowing down or going away. 

Clearly, opinions about the usage of generative AI are varied and often passionate in both the student body and staff, and they each deserve their own time and place in an article like this one. Based on a poll taken in April 2026, among the Kenmore West student body, there were a lot of similar stances about where and when AI should be used, aside from the main disagreement. Students against the use of AI in both everyday life and school brought up its impact on the environment, clean water, literacy, and development in children. Students for using AI in school and day-to-day life promoted the convenience, advancements in technology, and usefulness in research and studying. 

Senior Madelyn Meckes believes that AI should not be used in schools or personal life, saying, “The consequence of using AI is not worth using it. Relating to human intelligence, it removes all of the skills a student and human needs to critically think. Some students can not complete a single assignment without the help of AI. This is an issue. One of the attributes that make humans human is the ability to critically think.” She brings up a point others have mentioned. The ability to think critically is a skill developed primarily through a student’s education in every class they take. It is an important aspect of every class and essential for functioning later in life. A study performed by the Center for Strategic Corporate Foresight and Sustainability in Switzerland found that “Younger participants (17–25) exhibited higher AI tool usage and cognitive offloading, but lower critical thinking scores. In contrast, older participants (46 and above) showed lower AI tool usage and cognitive offloading, with higher critical thinking scores…significant differences in critical thinking scores across different levels of AI tool usage, suggesting that higher AI tool usage is associated with reduced critical thinking abilities” (Gerlich).

In contrast, however, Freshman Anthony King believes, “It is very useful for finding answers without going through browsers and searching through forums, it could also easily help me study by making flashcards or quizzing me, etc., Google Gemini is particularly useful for image generation as well…just like most human technologies, it makes our lives easier and could be implemented into daily life seamlessly.” This is something brought up by multiple students who support the use of AI, and there is a point to be made here. Many students at Kenmore West, when asked, talked about their struggles with schoolwork, class, and studying, claiming that using AI has improved their lives and made learning much easier. 

But what does the use of AI do to a person in the long run? Will it really help students keep up with their education, or only drag them down? Time magazine’s article reviewing the contents of an MIT study on the effects of AI on the human brain highlights this dilemma, and not in a positive light: “Researchers used an EEG to record the writers’ brain activity across 32 regions, and found that of the three groups, ChatGPT users had the lowest brain engagement and ‘consistently underperformed at neural, linguistic, and behavioral levels.’ Over the course of several months, ChatGPT users got lazier with each subsequent essay, often resorting to copy-and-paste by the end of the study” (Chow). 

Clearly, the more someone uses AI, the harder it is for them to access their critical thinking skills. Both teachers and students against AI bring up this topic when asked, like Senior Isa Reinoso-Zegarra, “I don't believe it is helpful for my brain in the long run. I want to stay informed on the use of AI, but would like to be able to gain and keep knowledge on my own accord instead of becoming someone who has to rely on AI for any and all information simply because it is quicker… Many studies have shown that it is not helpful for the developing brain because it stunts the ability to retain information, unlike taking notes and writing things down on paper.” Or from counselor Mr. Pinti, who said, “They're fraught with issues, including but not limited to: ecological perils, plagiarizing creative labor, undermining our capacity for trusting, learning, and retaining information, storing our personal data for nefarious purposes, and compromising what is intrinsically valuable about human-to-human interpersonal connection. I'm not a fan.” 

One of the other responses I received was an overwhelming dislike from student artists and staff alike. Many are concerned that the creativity that comes with being human is being taken away by those choosing to use AI in situations when art is needed rather than a real artist. One of generative AI’s main uses is to generate art, and plenty of people who said that they use AI frequently or semi-regularly claimed that they use it to do just that. For example, Freshman Sam Webster said that he uses it to “generate funny images.” Senior John Potter does not believe AI should be used to create art, saying, “Generative AI has always rubbed me the wrong way, and as an artist I could never feel comfortable with an AI being able to generate a piece of 'art’ and have people actually believe it's just as good or BETTER than an actual piece of art made by a human.” AI art currently runs rampant in many places within Kenmore West. It can be found on social media, on posters around the school, in decorations for events, and in presentations made by both teachers and students. To some, it is a useful tool for those who aren’t skilled artists. To others, it is an insult to their craft. One of the art teachers, Mrs. Allis, mentions that “recently there have been many AI-created posters or marketing around the school. I've seen hallway posters and prom voting with AI visuals. This isn't great. We have many students who would love to help work on a flyer or poster. We used to have students create the West Fest T-Shirt design. If we are replacing some of these tasks with AI, we are losing part of being a community. There is humanity to products created by students and teachers. I have also recently heard from students that a lot of their packets in core classes are AI. I'm glad to know they can spot mistakes, but why aren't teachers editing these AI-created packets? How will students know what they are being taught is accurate? There are a lot of concerns as AI is used more and more.”

Teacher opinions on generative AI around Kenmore West are varied and often very nuanced. Some dislike it and are made uncomfortable by how casually it is used. Mr. Sinclair, one of the building subs, has strong beliefs about the existence and use of AI in school. “It feels like all critical thinking goes out the window when AI comes into play. Basic things that we should be able to do as human beings are being thrown to AI: writing literally anything, communicating with each other, brainstorming, and (for some people) having basic relationships. It all feels fake when AI comes into play.” 

Some, like one of the science teachers, Mrs. Schlifke, value AI for its usefulness and potential. “AI has many benefits and can be a great tool for both teachers and students. I think we need to teach and demonstrate proper use of AI within a school setting.” In some ways, she is right. There can be positives to using tools provided by AI that may benefit students when used responsibly. AI, even generative AI, can determine a personalized style of learning and teaching that is tailored to each specific student in a way that is currently impossible for any one teacher to do. It can assist students with disabilities by providing them with resources like text-to-speech or visual recognition that can take pressure off of students and teachers alike. It could make administrative tasks easier for teachers, allowing them to focus more on teaching and working with their students, rather than focusing a lot of their energy on grading and paperwork. Many teachers carry this opinion. AI is a useful tool when used responsibly and carefully. One such teacher is science teacher Mrs. Grosskopf, who said, “I think AI is a super helpful tool, IF used appropriately. Using AI to generate work for you doesn't help the student or the teacher, but using it to support your brainstorming and to help provide you with feedback on your written work is an efficient and appropriate way to use AI.”

While these uses may be true, do the pros outweigh the cons? One of the most glaring and obvious negatives of using generative AI is its environmental impact. Simply put, AI is powered by servers in a data center. A data center is a temperature-controlled building that houses computing infrastructure like servers, data storage drives, and network equipment. According to an article in MIT News, “Scientists have estimated that the power requirements of data centers in North America increased from 2,688 megawatts at the end of 2022 to 5,341 megawatts at the end of 2023, partly driven by the demands of generative AI. Globally, the electricity consumption of data centers rose to 460 terawatt-hours in 2022. By 2026, the electricity consumption of data centers is expected to approach 1,050 terawatt-hours (which would bump data centers up to fifth place on the global list, between Japan and Russia).” They also said that “chilled water is used to cool a data center by absorbing heat from computing equipment. It has been estimated that, for each kilowatt hour of energy a data center consumes, it would need two liters of water for cooling, says Bashir” (Zewe). Without going into extreme detail, it is clear that AI takes up a lot of resources to be maintained, and many of those go to waste. With so many new and updated models coming out so frequently, all the water, electricity, and time put into the previous generative AI models are rendered obsolete. 

But what does any of this mean? In some ways, this article was written in an attempt to educate anyone who does not already know the risks of generative AI. Of course, many people already know these things. They hear about it on the news, on social media, and from the people around them. But many are set in their ways, whether that is in protest of AI or in support of it. This made it very difficult to write this article at times. I found that many of those who were very strongly for and against generative AI asked not to be quoted with their opinions. I find this interesting, especially as it was far more often found on the pro side of the spectrum. Although that isn’t the purpose of this article, it was something I took into consideration while writing it. Many people I’ve spoken to about AI have mentioned that those with differing opinions on the subject are frequently hostile towards them if they attempt to engage in discussion. While I personally disagree with the use of generative AI in any sort of setting and fully recognize its effects on the environment, the people using it, and the industries it affects, I also found many things that could be considered positives while researching this topic. 

What was most interesting, however, was how many students against AI detailed the ways that they used to use it. Those students described learning about the harmful effects of generative AI and changing their perspectives with the help of people who supported them. Whether or not you believe AI is a good or bad thing, it’s important to maintain empathy for those who disagree with you and encourage them to educate themselves about what AI is doing to our planet and people.

If I could sum up this article, and maybe the opinions of many students, staff, and more, it would be this quote written by Sophomore Charli Chavez. “How much easier must we make our lives before the machines are living for us?”