With my graduation and eventual introduction to college on the horizon, I found myself comparing the newest computers to see which one I would want to purchase over the summer.
For me, the main selling points were the battery life and if it could seamlessly run all of the programs I’d need for my major. However, on the company websites I looked at, the main selling point was how compatible the computers were with each company’s respective artificial intelligence software.
Overwhelmed with the AI and computer jargon I didn’t understand, I moved to studying my AP Psychology flashcards. Opening up the website, the first thing I was met with was several pop-ups about paying for premium so AI could do half the work for me.
Whether you’re computer shopping or studying, AI is everywhere, all the time. Staring into the jaws of college, I’ll be the first to admit that its prevalence is scary. I won’t even get into the new environmental, ethical and legal implications that seem to pop up every day.
However, at what point does fearing AI cost us an opportunity to learn ethical ways to use this technology that is so ingrained into our society, whether we like it or not? Reflecting on my time here at West High, a school that rightfully prides itself on preparing students for college and their careers, I think it’s time that AI usage and etiquette make their way into a key skill that schools need to teach students before they graduate.
I’m painfully aware that writing this as a student who refuses to use AI for homework unless it’s a program like Grammarly or Turnitin is incredibly ironic. But, embracing all the spiels I’ve heard about how teachers finally submitted to using computers and cell phones in the classroom, the rapidly growing prevalence of AI in society proves to be too big to ignore.
Like the leadership, social skills, time management and overall responsibility that West has already emphasized, perhaps adding a lesson or two about how to use AI ethically and to enhance learning wouldn’t hurt. Although it would be a complete 180 from the usual banning of AI in classrooms currently, I think there are ways to incorporate it just enough so students are set up for their futures.
To me, I think the easiest way to incorporate AI in schools is simply addressing it as something that, for better or for worse, actually exists. Instead of just banning it completely, schools should allow teachers to set guidelines for their respective classes and, if it is applicable to the class, involve students in that process. For example, with news outlets like the New York Times going all in on AI, WSS editors were allowed to offer input for the WSS editorial policy sections directly addressing AI.
Having that open conversation challenged me to think about AI in a completely different way than I previously had. Instead of just obeying the complete bans, I had to reason and think critically about what using AI meant for the publication. Although AI might not be as prevalent in other classes, having conversations where you discuss the other classroom rules can still have that effect. Additionally, it can promote AI exploration through approved usage, like Murrow and Otter in my WSS example, while still maintaining control of what is considered too much AI.
I often hear students complaining about assignments in classes because they feel like busy work. I’ve for sure felt this way too. It’s important that teachers who allow AI in the classroom also discuss the importance of assigning work that AI could easily do. Emphasizing skills like creativity and critical thinking that are, as of now, uniquely human, can give students a clear purpose and some motivation to do the assignments.
There are certain classes where this shift is easy, like the Interpretation of Literature class I took through Kirkwood Community College last semester. In fact, my professor addressed our midterm and final papers by saying that close reading and reasoning skills were so integral to the papers that AI could not possibly generate a paper that met the requirements. Although initially annoyed because I knew that meant that the papers would require deeper thought and attention, I appreciated knowing the purpose of his assignments and being challenged to learn and apply the skills myself.
Of course, there are still things that can easily be done by AI, such as math problems. A detailed reasoning requirement can be added, but as someone who absolutely dreaded proofs, subjects and situations like this are perfectly fine to keep AI far from the classroom.
Incorporating AI into all classes would be helpful, but I think it’s especially important for some of the more career-focused classes that West offers. While administration might have a handle on controlling it within school walls, many careers are adapting to working alongside AI.
How AI is integrated into certain careers seems to be changing every day, but offering a few lessons about how they’re using AI currently could set students up for success. This could include teaching quick lessons in business classes about how a variety of companies are using AI, adding content about AI at the end of selected AP classes or incorporating it into career exploration classes like Professional Pathways.
The point to remember here is that, although I’m all for incorporating AI into the classroom, I’m not suggesting that schools promote it as a fully positive thing that doesn’t have flaws or need guidelines. The downsides of AI should not be sugarcoated. Not only are the programs inherently flawed, but I’m fully aware that there are several ways that it can be used to harm learning. Cheating, plagiarism, overuse, take your pick at this point. However, being able to recognize its faults and navigate using it ethically is a skill that needs to be learned before graduation.
As much as I know that it can be a disruption in the classroom, it’s already overtaken several aspects of everyday life. The only way for schools to continue to teach students the skills they’ll need after graduation is if they keep up with artificial intelligence.
