Several months ago, Monroe High School principal, Jeriamy Jackson, met with a few staff members, myself included, to discuss the proliferation of artificial intelligence (AI) programs such as OpenAI’s ChatGPT and the applicability of such platforms to high school coursework and classrooms. After our meeting, I took some time to explore the features and functionality of ChatGPT. As a former history teacher, I have to admit that my first reaction to ChatGPT was to consider how I would check student assignments for plagiarism if they chose to use the program to complete an assignment rather than submit original work. I was concerned that students might easily turn to AI to complete assessments rather than engage in their coursework and participate in the process of learning. It should be noted that AI is not a new concept in education. For several years, students have used AI-type programs for help with solving math equations, checking for grammatical errors in writing assignments, and translating languages. Still, ChatGPT and AI has become a significant topic of discussion in the field of K-12 education and has recently been covered extensively in academic literature, professional conferences, and in faculty meetings in schools throughout the world.
The Changing Landscape of AI in Contemporary Classrooms
In the field of education, advances in technology have a long history of challenging extent instructional practices and pedagogical goals. Educators have a tremendous capacity to adapt to changes in technology used to meet the needs of students. Rather than reject technological advances that may impact the field of education, teachers often consider how they might utilize such advancements to improve learning opportunities and outcomes for all students. With the AI revolution upon us, we are having conversations at MHS about how we can best prepare our students to use this technology creatively in problem solving and acquiring new knowledge and skills.
Adapting Responses to Meet Innovation in AI Technology
After a number of discussions with my colleagues at MHS, I reached out to several high schools throughout Wisconsin to inquire about any policies that may currently be in place regarding student usage of AI. I wasn’t surprised to learn that school districts have implemented district-wide AI policies ranging from banning the usage of AI entirely within the classroom to allowing AI to support student learning and harnessing its power to assist students with their coursework at the discretion of classroom teachers. At this time, MHS does not have a definitive AI policy. Director of Curriculum and Instruction for the School District of Monroe, Todd Paradis, is convening a group of staff members throughout the district to help formulate a cohesive and consistent AI policy. At the high school level, discussions we’ve had with staff have revolved around how AI is to be used in the classroom while still ensuring that students are participating in their classes and completing required assignments and assessments using their own thoughts and brainpower.
Confronting The Future of Education Now That AI Is Here
While there are many conversations needed in the coming weeks and months about how to leverage AI in schools to support the academic progress of our students, it is important to acknowledge that AI is not going away. Rather, AI is changing the very nature of how business is conducted and how problems are addressed in the workplace. When Mr. Jackson first shared the concept of AI and ChatGPT with me, I had initially rejected using it. Now, I’ve been able to rely on AI in my professional responsibilities to maximize my efficiency so that I am able to spend more time in classrooms and working with students and staff. Similarly, our students need to be comfortable with a technology that will, most assuredly, be a significant part of their post-high school life. Rather than reject the use of AI in our classrooms, we are working to implement protocols that can provide students with opportunities for exploring the capabilities of AI in their courses without replacing the time-honored classroom experiences of being engaged in the process of learning.
— Josh Wilson, PhD, is the Associate Principal of Monroe High School. He can be contacted at joshuawilson@monroe.k12.wi.us or 608-328-7557.
