By Camille Turner

TThe use of artificial intelligence in the classrooms has sparked ongoing debate following its surge in popularity in 2023. Since then, there has been a significant shift in the landscape of classrooms and campuses throughout the U.S. Some supporters believe that the use of AI can make a positive impact; personalizing learning, helping to tailor lessons for each individual student and acting as a tool for teachers. But as the use of AI continues to expand across the nation, concerns are growing over the loss of human connection in the classroom, threats to teaching jobs, and the ethics surrounding how the next generations learn.

Some educators have begun treating AI as a tool to free up time to focus on more interactive teaching. They are using it to help students stay engaged, and introduce new ideas to lessons. In fact, a new study shows that 84% of New York teachers saying they have used AI in the classroom, and 70% saying it has actually increased their passion for teaching (Stanford).

Other teachers fear that their jobs are at stake, worried that AI will progress past the need for teachers in the classroom. The risk here is losing the irreplaceable role teachers have in cognitive, emotional and social development for the students. The question is, are we capable of balancing AI with the need to preserve teacher’s human abilities?

Critics worry that AI will halt students’ ability to think critically, express themselves creatively, and to develop problem-solving skills. If the students are relying on AI for quick answers, will they lose the drive to answer questions themselves?

There is also a question of emotional intelligence that is needed for students’ cognitive development. Sure, AI can match students’ learning pace and help with the academic side of things, but it cannot understand the relational, social or emotional needs of a student the way a teacher can. And in education, especially in K-12 schools, emotional intelligence between students and teachers is not only helpful, but crucial for the child’s development.

Technology access is another big issue surrounding the AI debate. Many low in-come schools don’t have the means to provide basic technology in the classroom–with about 50% of low-income families and 42% of families of color not having the technology required for online education (Education Trust). Let alone additional AI tools for students. So, the question is, how do we incorporate these students and make sure underfunded districts are not left behind as advancements are being made so rapidly?

The main theme surrounding this issue are the ethical implications. In response to this, experts are calling for AI ethics codes in schools, similarly to the pre-existing honor codes students must agree to before entering school. Many argue that this will help guide the inevitable use of AI responsibly. Education is not just about textbooks and data, but about emotional intelligence, creativity and cognitive development.

Finally, as AI becomes increasingly common, it is crucial that we decide on who is responsible for setting these limits within our school districts. Is it the teachers, the higher-ups at universities and K-12 schools, the AI developers, the government? Deciphering who is in charge to make ethical and responsible choices is incredibly important as the usage of AI continues to evolve and expand.

The rise of AI has been a rapid and concerning one, with many critics saying that it is doing more harm than good. With the increasing use of AI, it is important to understand that it is very difficult to completely erase it in classrooms. Instead, experts are calling on people in power to make decisions about how humans can work simultaneously with such advanced technology. Who is making the decisions? At what point is it excessive? And when does it begin affecting students’ development? All of these questions are crucial to take into consideration while we navigate this unprecedented, digitally-driven era of education.