As AI continues to transform industries worldwide, how should schools prepare students to navigate its benefits and ethical dilemmas?
With AI tools becoming more accessible and powerful, some educators worry there will be a negative impact on students' academic integrity. Others, however, see the potential for AI to enhance education and better equip students for a future shaped by ever evolving technology. One thing is for sure: AI is here to stay. Preparing students for the future includes not only teaching them how to use these tools, but also helping them think critically about the implications.
“Helping students wade through the many moral quandaries that AI poses is a crucial part of that preparation,” explains Friends’ Central’s English teacher Montgomery “Monty” Ogden. “For instance, discussing the enormous energy usage of AI models in the context of the climate crisis enables students to reflect more deeply on the tools they use.”
Here, we answer some key questions on the minds of parents and families as the use of AI in schools becomes increasingly prevalent.
What AI Tools Are Being Used at FCS?
A number of Middle and Upper School teachers are taking advantage of Flint, an all-in-one AI tutoring and assessment platform designed exclusively for K–12 schools. This tool provides personalized learning experiences through customized objectives and individual chatbot conversations.
“Flint enables teachers to place limits on the range of answers that chatbots can give,” Monty says, noting that the program is currently being piloted by faculty members in the History and World Languages departments. “It also offers students additional one-on-one support through AI”.
What is FCS Doing to Prevent Plagiarism?
At Friends’ Central, we understand that balancing student workloads is the key to helping them manage stress and avoid the temptation to cut corners. Most importantly, we foster open conversations with students about AI, “rather than approaching the issue from a ‘don’t ask, don’t tell’ angle,” Monty notes. “Teachers create opportunities for students to ask questions about a complex topic in ways that are honest and help to deepen trust.”
A volunteer-based AI Committee was convened by Upper School Dean of Students Alex McDonnell ’87 and Upper School Principal Lee Payton in an effort to “think about how policy ought to change and what support teachers needed.” In addition to Monty, the committee includes Cristina Pérez, Upper School English and World Languages teacher and Chair of the World Languages Department, as well as faculty members from both the Math and Science departments.
“We’re looking closely at what we might need to adjust to accommodate to AI,” Monty says. “But we’re equally focused on preserving the elements of our teaching that make learning meaningful.”
Is AI Replacing the Need to Learn?
Incorporating AI into education does not mean replacing the need for students to learn. In fact, AI can be likened to a calculator- a tool helpful for some tasks, and not for others.
As a recent New York Times article suggests, ChatGPT can be useful for:
- Brainstorming ideas
- Enhance classroom exercises and discussions
- Encourage critical thinking
- Provide personalized tutoring outside of class
- Help English language learners improve their writing skills
- Prepare students to work alongside AI systems in the future
At Friends' Central, we approach AI as a resource that, when used responsibly, can deepen students’ understanding of the world while ensuring they continue to develop essential skills on their own.
Are Schools Keeping Up with the Latest Technology?
In the rapidly changing landscape of technological advancements, Monty says the education system is not advancing quite as quickly. “I think that’s perhaps a good thing,” he says. “Schools aren’t just a place for students to learn to use such technology but also a place for them to consider what the emergence of those tools means for our society.”
