You’re on a committee tasked with generating a AI draft use policy for Leafville Ohio High School. Work together with your group to come up with the a policy document and stakeholder listening and education plan. Consider ethical principles such a privacy, bias, and our Leafville’s general obligation to give students and future-focused education. Also, do not neglect to consider FERPA as it is very relevant to this case. Be realistic, considering that AI checkers are not 100% accurate and there may be substantive opposition on both sides of the issue, and that there may not be many local AI experts. Using AI to help draft this policy is fine, but the goal is to stimulate a discussion amongst the group about controversies and stakeholder buy in.
I. Introduction
- Purpose of the Policy: Explains why the policy is needed, focusing on the benefits and challenges of using generative AI in education.
- Scope: Clarifies who is affected by the policy (e.g., students, teachers, administrative staff) and in what contexts it applies (classroom use, homework, research projects)
The following artificial intelligence (AI) usage policy seeks to provide guidance on appropriate uses of AI while still providing a meaningful education to students and protecting individuals’ privacy. AI has the ability to offer unique tools that teachers and students can use to enhance the learning process. For students, in many ways, AI could be used to function as a personalized tutor. For example, AI could allow students to efficiently create study guides, practice quizzes, and other education content that focus on specific course material. Not only that but teachers could work with AI to generate coursework and lesson plans, with teachers using AI to provide a higher-quality education. Although there are several benefits to implementing AI into the education process, there are several challenges as well. Firstly, AI must be fact-checked and monitored in any use-case. Secondly, students’ may abuse AI to the point of not gaining a proper understanding of coursework. Lastly, the use of AI involves several privacy concerns, with input data being used by companies for training or storage. Therefore, this policy seeks to provide guidelines on AI usage for students, teachers, and staff within the classroom, homework, and administrative duties.
II. Definitions
- Generative AI: Provides a clear definition of generative AI technologies covered by the policy.
- Key Terms: Defines other important terms used within the policy for clarity (e.g., academic integrity, bias).
Several unique terms will be used throughout this policy, including generative AI, academic integrity and bias. Generative AI refers to artificial intelligence that can be used to create content consisting of text, image, video, or other media formats. Academic integrity refers to responsible and ethical considerations being given to each step in the educational process. Violations of academic integrity could include plagiarism, divulging private information to AI systems, and accessing disallowed materials during testing. Lastly, bias will be used to refer to preference being given to ideas, whether by AI or individuals, without a strong factual basis.
III. Ethical Principles
- Integrity and Honesty: Guidelines on maintaining academic honesty with AI-generated content.
- Equity and Accessibility: Ensures equitable access to AI tools and addresses potential biases in AI-generated content.
- Privacy and Security: Outlines how students’ and educators’ data will be protected when using AI tools.
The school will use AI to help make education more accessible and personalized, enabling students to learn at their own pace and provide teachers with a tool to identify areas where students are struggling. It will be used to create opportunities for students in remote areas or those who cannot attend school due to health or disabilities. The school will make all efforts to ensure that all students have equal access to the technology and infrastructure needed for AI based education. The digital divide can exacerbate educational inequalities.
AI systems and education often rely on collecting and analyzing large amounts of data about students. The school will create databases and maintain records of students at the school. The school will also create user passwords that will only be accessible to senior staff data. The student data will be shared on a need-to-know basis for reporting purposes for grants, local, state, and federal government reporting purposes.
IV. Guidelines for Use
- Educational Use Cases: Describes approved ways in which generative AI can be used to support learning objectives.
- Prohibited Uses: Specifies situations or purposes for which generative AI may not be used (e.g., completing assignments on behalf of students).
- Collaboration and Sharing: Guidelines on how students and teachers can share AI-generated work within and outside the school environment.
Use AI to create learning process personalization. AI based platforms can collect and analyze student data on interaction with educational materials exercise completion time test results and overall performance to better understand each student’s attitudes and needs. Drawing on this data generative AI tools can design personalized training pathways and adapt them in real time to track learner’s progress.
Instead of prohibited uses, make it appropriate AI uses. By making it clear what is considered appropriate use of AI by students, educators can demonstrate how they are prepared to embrace it in ways that enhance the student experience and their development to learn.
AI x Education= Student Success. Introduce learning platforms or shared spaces that enable students to co-create knowledge hubs to promote transparency and communication with both teachers and students. Examples of this are Boodlebox and Perplexity. The goal or outcome would be to promote collaboration by using platforms so that standards so that students and teachers can connect and set specific instructions for how to respond.
V. Responsibilities
- Students: Outlines expectations for responsible use of generative AI, including citing sources and distinguishing between AI-assisted and original work.
- Teachers and Staff: Describes the role of educators in guiding, monitoring, and evaluating the use of generative AI in educational activities.
- Administration: Defines the responsibilities of school administrators in providing support, resources, and training for the effective and ethical use of AI.
Students are expected to use generative AI responsibly, ensuring that they properly cite any sources or content generated by AI and clearly distinguish between AI-assisted and original work. This helps maintain academic integrity and fosters a transparent approach to AI usage. Teachers and staff play a critical role in guiding students, monitoring AI use, and evaluating its application in educational activities. They are responsible for helping students understand the ethical implications of AI, offering support when needed, and ensuring that AI is used to enhance learning without undermining critical thinking. School administrators hold the responsibility of providing the necessary support, resources, and professional development to ensure the effective and ethical integration of AI in the classroom. This includes selecting appropriate AI tools, facilitating staff training on their use, and creating a framework for continuous monitoring and assessment of AI applications, ensuring that they align with the school’s educational objectives and ethical standards.
VI. Monitoring and Compliance
- Monitoring Use: Details how the use of generative AI will be monitored to ensure compliance with the policy.
- Handling Violations: Describes the procedures for addressing breaches of the policy, including potential consequences.
To ensure compliance with the AI use policy, the school will implement regular monitoring of generative AI usage across all educational activities. This will involve periodic reviews of AI-assisted assignments, assessments, and projects, with teachers and staff tracking students’ use of AI tools to ensure they are being used appropriately. Any discrepancies or potential misuse will be flagged for further investigation. In the event of a policy violation, such as failure to properly cite AI-generated content or misrepresenting AI-assisted work as entirely original, the school will follow a clear, transparent process for addressing the issue. Consequences may include educational interventions, such as workshops on academic integrity, and, in more severe cases, disciplinary actions in line with the school’s code of conduct. The goal is not only to uphold the integrity of the academic environment but also to educate students on the responsible use of technology, fostering a deeper understanding of AI’s ethical implications.
VII. Support and Resources
- Training and Education: Outlines the provision of training for students and staff on the ethical use of generative AI and the interpretation of AI-generated content. Leafville’s school is not large or rich. Consider the realistic resources of a rural school.
- Technical Support: Information on where and how to get technical help with AI tools.
At Leafville Ohio High School, we are committed to providing support and resources to ensure the ethical and effective use of AI tools. Training and education for both students and staff will focus on the responsible use of generative AI, including guidance on interpreting AI-generated content. These sessions will be incorporated into professional development for educators and offered as workshops or after-school programs for students. In addition, we will provide clear, accessible technical support through a dedicated tech team, available to assist with troubleshooting AI tools. For ongoing assistance, users can also access vendor support services or online help forums, ensuring that any technical challenges are addressed promptly. These efforts will help ensure that everyone in the school community is equipped to use AI safely, responsibly, and effectively.
VIII. Review and Update
- Policy Review Schedule: Establishes a schedule for regularly reviewing and updating the policy to adapt to new developments in AI technology and education practices.
- Feedback Mechanism: Describes how students, teachers, and parents can provide feedback on the policy.
To ensure that Leafville Ohio High School’s AI use policy remains relevant and effective, we will establish a regular review schedule. The policy will be assessed annually, with updates made as needed to account for advancements in AI technology and evolving educational practices. This process will allow the school to stay aligned with best practices and emerging ethical standards. In addition, we will implement a feedback mechanism to gather input from students, teachers, and parents. Surveys, focus groups, and open forums will provide opportunities for the school community to share their experiences and suggestions, ensuring that the policy reflects the needs and concerns of all stakeholders. This ongoing review and feedback loop will help maintain a responsive and responsible approach to AI in education.