Grade Level: High School (Grades 10–12) or Early University
Subject Areas: English Language Arts, Media Studies, Ethics
As artificial intelligence makes its way into schools, a paradox is emerging.
Many educators, concerned about cheating and shortcuts, are trying to limit student use of A.I.
At the same time, teachers are increasingly using A.I. tools themselves, both to save time on rote tasks and to outsource some of their most meaningful work, like grading essays and tutoring struggling students.
That tension has prompted some difficult ethical questions. For example, is it fair to use A.I. to grade student essays, if you’ve prohibited students from using A.I. to write them? By Dana Goldstein The New York Times
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Access to the New York Times article: “Schools Confront the A.I. Revolution in Writing“
Learning Objectives
By the end of this lesson, students will be able to:
- Understand the role and impact of AI tools like ChatGPT in educational settings.
- Critically evaluate the ethical implications of using AI in academic work.
- Analyze different perspectives on AI integration in education.
- Develop informed opinions and articulate them through discussion and writing.
Session 1: Understanding AI’s Role in Education
Introduction:
- Begin with a class discussion: “What is Artificial Intelligence, and how is it currently used in our daily lives?”
- Introduce ChatGPT and its capabilities, emphasizing its use in generating text and assisting with writing tasks.
Article Analysis:
- Distribute copies or provide access to the New York Times article.
- Divide students into small groups and assign each group a section of the article to read and summarize.
- Each group presents their summary, highlighting key points such as benefits, challenges, and ethical considerations.
Group Discussion:
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Pose the following questions for open discussion:
- What are the potential benefits of using AI like ChatGPT in education?
- What concerns arise regarding academic integrity and student learning?
- How might AI tools change the role of teachers and the learning process?
Session 2: Debating and Reflecting on AI in Education
Debate Preparation:
- Assign students to two groups: Pro-AI Integration and Caution Against AI Use.
- Each group prepares arguments supporting their stance, using information from the article and additional research.
Debate:
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Conduct a structured debate where each group presents their arguments, followed by rebuttals and a Q&A session.
Reflection and Writing:
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Students individually write a reflective piece on their personal viewpoint regarding AI in education, considering the debate and discussions.
Session 3: The Business of AI in Education – Evaluating Impact and Value
Objective:
Students will explore how commercial interests shape AI tools in education and critically assess the value of various AI initiatives being proposed or deployed in schools.
Reading Discussion & Key Quotes
Begin this session by reading aloud or reviewing together the section of the article titled “A.I. in Schools Is Big Business.” Use these highlighted excerpts to ground discussion:
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“Over the past two years, companies working at the nexus of artificial intelligence and education have raised $1.5 billion…”
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“Google’s vision for A.I. is to provide ‘a tutor for every learner and a T.A. for every teacher.’”
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“Mr. Baron…said one company had pushed an A.I. product that watches video footage of teachers teaching, and offers feedback.”
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“Los Angeles…hired an inexperienced start-up to create an A.I. chat bot for students and families. The effort failed…”
These quotes illustrate the vast financial investment in AI tools, the mixed results of their application, and the different priorities held by educators versus tech companies.
Activity: Charting the Value of AI Initiatives
Instructions for Students:
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Review the following AI initiatives mentioned in the article (you may add others from independent research):
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Google’s Gemini chatbot for student probing.
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AI products for teacher observation via video.
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AI for administrative tasks (e.g., scheduling, finding substitutes).
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AI tutoring (e.g., Khan Academy using GPT).
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Failed startup chatbot in Los Angeles.
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Google Lens used by students for solving math problems.
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AI tools for transferring handwritten work to digital gradebooks.
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Create a two-axis chart:
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On the X-axis, place the initiative’s value to educational outcomes (from “Low” to “High”).
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On the Y-axis, place the initiative’s value to educator support (from “Low” to “High”).
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Plot each initiative on the chart and write a brief justification (1–2 sentences) next to each point.
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Discuss as a class:
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Which AI tools are most beneficial for students? Which best support teachers?
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Where are commercial interests driving solutions that may not meet actual school needs?
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What should policymakers and educators prioritize when selecting AI tools?
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Discussion Prompts
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What’s the difference between AI as a tool for learning and AI as a tool for surveillance or labor reduction?
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Should AI be more focused on supporting teacher workflow or replacing parts of teaching?
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How should schools vet new technologies marketed by private companies?
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How can we balance innovation with caution in the adoption of AI in schools?
Extension/Optional Assignment
Writing Prompt (Reflection or Opinion Editorial):
Choose one AI initiative and argue whether it should be widely adopted in schools or rejected, using evidence from the article, your analysis chart, and class discussion. Consider the role of equity, student learning, teacher autonomy, and business influence.
Extension Activity
AI Tool Exploration:
Students experiment with ChatGPT by inputting prompts related to their coursework.
They analyze the responses for accuracy, depth, and usefulness, followed by a discussion on the reliability of AI-generated content.
