Generative Artificial Intelligence has, without a doubt, opened up all kinds of opportunities for both educators and students. I have to admit that the power of AI in today’s world is both astonishing and frightening. I strongly believe that understanding how to use this tool correctly in schools is essential to protecting students and preserving the integrity of their education. I want to believe AI can be a helpful partner in learning, but I also know students need to understand how it works and where it can cause complications in their education. This is important to understand, as better decisions can be made when one is properly informed and aware of a situation.

Student use of AI has surpassed educator use pretty much since day one. Honestly, I am not shocked. Students commonly use AI to spark creativity, summarize assignments, build study plans, and edit their writing. When using AI, however, I believe it is crucial that students remember that their teachers’ expectations and guidelines come first. Personal essays and individual should not be assisted by AI. A student’s own voice deserves to be expressed and heard without a robot trying to take the wheel. Different teachers may set different rules for AI, so I always recommend asking for clarity.

Generative tools like Copilot can help with everything from brainstorming to simplifying tough concepts. I personally love how AI can personalize learning. AI can generate practice questions, flashcards, or discussion prompts based on whatever you put into it. That instant feedback can be incredibly helpful for seeing what skills you have mastered and what was misunderstood. Still, I am cautious here, AI is fast, but immediate answers do not always mean they are accurate and trustworthy. Students should keep their teachers’ guidance as their main guide and compass.

AI also happens to be an excellent brainstorming tool. AI can save time and effort if you need help narrowing down a broad idea or choosing a research topic for a project. If a concept just isn’t clicking, AI can help to explain it in simpler terms or offer alternative perspectives or ways of interpretation. I always suggest keeping prompts general and not spoon-feeding AI the exact prompts or questions you are given.

Another superpower of AI is summarizing large amounts of information. Need a summary of an article that is just way too long or your messy lecture notes? AI can help with this as well as general exam review. Just remember, always double-check the accuracy of what an AI produces. At the end of the day, students should rely on what they’ve actually learned from their teachers, not just what AI thinks it knows.

I asked students that have experience using AI in class for their input on this, and the responses were very consistent. Grace Bohms, a Senior in College Writing with Mrs. Belseth, explained that “I usually send in a portion of her writing to CoPilot and prompt the AI for suggestions on how to improve it. I also send in a digital rubric provided by my teacher so the AI can grade and provide edits based on the guidelines for that particular assignment.” Ella Klaas, a Senior in Mrs. Cavanaugh’s AP Literature class, has had similar experiences. She detailed “I would suggest not using it [AI] solely to copy down answers but as a way to improve…emphasizing not to rewrite your work, and then you can understand where you are struggling.”

I may be slightly wary of AI in the classroom, but I am also hopeful. When used properly and responsibly, AI can absolutely support learning, inspire creativity, and improve understanding. My honest hope is that AI remains a helpful tool used occasionally, not a shortcut for every step of the way. If we get this balance right, the future of AI in education could be pretty promising.