In the past few years, it has been almost impossible to talk about school without mentioning AI. You can always hear someone say, “Oh, it helped me finish my essay,” or the occasional “Hey, my teachers use it to generate slides.” Technology is everywhere—in casual conversations, homework routines (whether people admit it or not), and now in teaching. AI is clearly here to stay, so it’s important to look at when it’s appropriate to use and when it crosses a line.
AI isn’t inherently good or bad. It’s a tool, and like any tool, its value comes from how we decide to use it. In a way, it’s comparable to a calculator. Mr. Doron Blake, instructor in philosophy and religion, said, “When the goal is simply to accomplish a rote task, then using technological tools seems appropriate. We have been using calculators for years to do computations and other tasks, when those tasks are already mastered by the student. It saves time and allows the student to focus on the new, more complex elements of the work.” In other words, when AI expedites busywork, not thinking, it can be helpful.
We should seek to apply this tool appropriately, because then we can learn with it. If the administration decides to ban AI, it will only lead to students using it secretly and carelessly. It’s not going away anytime soon. I use AI to help me study for my Spanish assessments. I feed it assignments I’ve done in the past and ask it to give me practice quizzes and tests. That doesn’t replace my studying; it helps me study more effectively.
Another positive example comes from my physics teacher. She allows us to use AI when we need grammar help with our lab reports. If we’re not sure how our writing flows, we can ask ChatGPT for feedback—but not to write anything for us. This makes sense in STEM courses, where the goal is understanding the science content. This kind of usage helps students learn because it’s targeted and transparent.
On the topic of transparency, another important discussion has been around teachers’ use of AI. According to students, there have been increasing cases of teachers using AI, for purposes ranging from creating class materials to grading students’ work. To see the teacher’s perspective: stress from teaching multiple classes is compounded by leading a co-curricular and other additional responsibilities. Maybe they think that by using AI in elements of their teaching and grading or by directing students to use it for feedback, they can better direct their limited time to helping students in other ways.
But from a different point of view, many students may feel dissatisfied. This AI use impersonalizes and dehumanizes the learning experience. Questions are raised, such as, “What’s the point of paying such an expensive tuition just to be taught by AI?” If students wanted AI to review their work, they wouldn’t need to come to such a prestigious school. The teachers here have years of experience and knowledge in their subjects. Understandably, students may feel disappointed at receiving comments from AI.
The lack of transparency in teachers’ use of AI has led to rumors and misconceptions. Students joke about teachers using AI to grade their essays, because everyone in the class got the same result. While these accusations may not be true, because many faculty aren’t transparent about what they use AI for and when, it’s easy for rumors to spread.
When we think of teachers, we think of people we look up to—who we rely on and learn from. They set examples for us, and if students think teachers are using AI to grade, they might think that it’s “fair” for them to use AI to write. This thought process may not hold true for every student, but it’s crucial that teachers step up and are clear about their use of AI to their students. AI should not do the work that is essential and irreplaceable to students’ learning. The challenge is determining its balance as a tool.
