Important Policy Factors for AI Control in Educational Settings

In the rapidly evolving world of education, artificial intelligence (AI) tools have become an integral part of both the classroom and faculty office. The Biden Administration, recognising the potential of AI, issued an executive order in October 2023, outlining guidance for schools. This guidance emphasises the importance of considerations about equity, privacy, and the use of watermarks to identify AI-generated content.

The U.S. Dept. of Education, tasked with providing guidance for classrooms, published a comprehensive document in May 2023. This guidance addresses the need for human decision-making within automated processes, ensuring equitable treatment for all, particularly non-native English speakers. Transparency is also a priority, with a focus on identifying AI-generated materials, not just within the classroom, but throughout the institution.

Instructors play a crucial role in this AI-integrated learning environment. They should be clear about when and how students can or cannot utilize AI tools. For instance, AI can be useful in tasks such as outlining, but it's essential to reserve drafting for human creativity. Teachai.org provides a sample set of recommendations to inform policy development, while the article "Developing AI Pedagogical Practices" offers insights into the focus on developing AI-centric teaching methods.

The current edtech landscape is fluid, with new AI tools emerging daily. However, it's not about outright banning AI, but rather about using it responsibly. For example, AI tools should not be restricted in the development of assignments, as this would also restrict the use of common tools like MS Office and Grammarly. On the other hand, AI tools used in the development of student-specific items, such as personalised learning plans or Individualised Education Programs (IEPs), should not include personally identifiable information and should comply with FERPA and ADA regulations.

The journey towards AI integration in education requires careful policy development and consideration of key factors to harness benefits while mitigating potential risks. This includes revising existing policies in light of AI, as opposed to building a new AI policy that may not align with other policies. The article "My Student Was Submitting AI Papers. Here's What I Did" provides valuable insights into handling AI-generated work.

The introduction of AI tools, such as ChatGPT, has sparked debates, with some educators attempting to ban their use, as seen in NYC Public Schools. However, these bans have been rescinded after a few months, highlighting the need for ongoing dialogue and thoughtful decision-making.

In conclusion, the integration of AI in education is a complex and evolving issue. By focusing on human decision-making, transparency, and responsible use of AI tools, educators and policymakers can harness the benefits of AI while mitigating potential risks. The sample syllabus language provided in "5 Things AI Can and Can Not Do For Students" serves as a valuable resource for educators seeking guidance in this area.