Introduction to Generative AI in Education
Generative artificial intelligence (AI) is transforming the education landscape in unprecedented ways, bringing both benefits and risks. As K-12 schools navigate this new era, they face a significant challenge: operating in a policy vacuum. While some states offer guidance on AI, only a few require local schools to develop specific policies, leaving a gap between policy and practice. This disconnect is evident in the words of a policymaker, who noted, “You have policy and what’s actually happening in the classrooms – those are two very different things.”
Research and Survey Findings
As part of ongoing research on AI and education policy, a survey was conducted with members of the National Association of State Boards of Education. The survey revealed that education policymakers are concerned about various ethical issues, including student safety, data privacy, and the impact of AI on student learning. They also expressed concerns about industry influence and the potential for schools to be charged for AI tools that are currently free. Additionally, administrators are worried about the misuse of AI, such as deepfakes, which could lead to serious consequences like school cancellations or bomb threats.
Local Actions and Policy Vacuums
Despite the lack of comprehensive policies, local decisions dominate the landscape, with each school district primarily responsible for shaping its own plans. While some states provide guidance or tool kits, others are starting to write state-level policies. However, the survey showed that local influence remains high, regardless of whether a state issues guidance or not. This is evident in the words of one respondent, who stated, “We are a ‘local control’ state, so some school districts have banned generative AI.” Another respondent noted, “Our state department of education has an AI tool kit, but policies are all local.”
Challenges and Limitations
The lack of evidence on the impact of AI on learners and teachers poses a significant challenge in formulating policies. This knowledge gap will take years to fill, adding to the difficulties in creating effective policies. Moreover, the uneven adoption of AI across schools, with higher-poverty schools being less likely to use AI tools, raises concerns about equity and access.
States as Guiding Lights
State policy can provide vital guidance by prioritizing ethics, equity, and safety. A coherent state policy can answer key questions, such as acceptable student use of AI, and ensure more consistent standards of practice. Without such direction, districts are left to their own devices to identify appropriate uses and construct guardrails. Policymakers emphasized the need for foundational generative AI policies in education, focusing on privacy, safety, and equity.
Human Values and Broad Participation
Rather than imposing technology on schools and families, many policymakers argued for grounding the discussion in human values and broad participation. As one policymaker noted, “What is the role that families play in all this? This is something that is constantly missing from the conversation and something to uplift.” This emphasis on human values and community engagement is crucial in ensuring that AI is used in a way that benefits all stakeholders.
Introducing New Technology
According to a recent Gallup Poll, 60% of teachers report using some AI for their work. However, there is also “shadow use of AI,” where employees implement generative AI without explicit school or district IT or security approval. Some states, like Indiana, offer schools the opportunity to apply for grants to fund AI-powered platforms, while others opt for pilot tests funded by nonprofits.
International Approaches
One initiative from the Netherlands offers a different approach, where schools take the lead with questions or challenges they are facing and turn to industry to develop solutions informed by research. This approach emphasizes the importance of collaboration and community engagement in developing effective AI solutions.
Core Principles for AI in Education
Policymakers emphasized the need to emphasize ethical principles in providing guidance on how to use AI technology in teaching and learning. This includes ensuring that students and teachers learn about the limitations and opportunities of generative AI, critically evaluate its output, and ethically disclose its use. By analyzing tensions and decision-making in organizational contexts, schools, districts, and states can navigate the complexities of AI and create effective policies.
Co-Creating a Path Forward
Despite the confusion around AI and the fragmented policy landscape, policymakers recognize the need for each school, district, and state to engage their communities and families to co-create a path forward. As one policymaker put it, “Knowing the horse has already left the barn (and that AI use) is already prevalent among students and faculty … (on) AI-human collaboration vs. outright ban, where on the spectrum do you want to be?” This question highlights the need for ongoing dialogue and collaboration to ensure that AI is used in a way that benefits all stakeholders.
