AI (artificial intelligence) is becoming common in schools and teachers are noticing. At Stevens Point Area Senior High, students are not receiving specific instructions on when they can use artificial intelligence for assignments. This approach is highlighted in Mrs. Porlier’s Journalism class syllabus and all other English department syllabi: “Inappropriate use of AI to complete a graded assignment will be treated as an incident of academic dishonesty.” Most English teachers don’t want students to use AI for their assignments because they want to emphasize the process of learning and sometimes learning requires getting things wrong so that you can work towards getting it right.
AI worries: shortcut, independence and privacy
One major worry is that AI might lead students to take shortcuts instead of actually learning. The College Board is an American not-for-profit membership organization that develops and administers standardized tests used in the K–12 and higher education systems, and they conducted research stating that “as students and educators, (including teachers and school and district administrators), grapple with this quickly shifting new reality, student use of GenAI tools continues to increase both globally and domestically. In 2024, 86% of higher education students worldwide report using it as part of their studies, and 54% report using it on a weekly basis (Digital Education Council, 2024). The U.S. exhibits similarly high rates of use, with 85% of high school and college students reporting such use for schoolwork in 2025, up from 66% the year prior (Quizlet, 2025).”Given these high rates of AI usage among students, educators are starting to see both the potential benefits and significant drawbacks. One particular worry is that AI could diminish students’ independence in their class in their learning process. Expanding on this, the College Board also said “teachers agree that AI makes students overly dependent on technology for basic tasks, less likely to develop critical thinking, reduces students’ ability to express original ideas, and less likely to engage deeply with course materials” I also interviewed some of the teachers here at SPASH they all came up with this conclusion that students won’t think as critically, develop their own ideas, or value their learning as much, ultimately, there’s a fear that AI might solve problems for students, rather than helping them develop their own problem solving skills.
Keeping information private is important to teachers and schools. The College of Education in Michigan stated that “people worry about what personal info AI collects, how it is used and if it’s safe from being leaked.” This is important because students are young and might not know how their info is stored or shared. Many teachers think protecting students’ privacy is as important as stopping cheating.
The debate over the concern
Not all teachers agree; some believe AI can be useful if used with limits. A school leader in California suggested that schools need to discuss what students should learn in the age of AI, emphasizing that AI might make learning more personalized and relevant for each student. This was interesting because this perspective shows that some teachers see AI as a tool to transform their teaching methods rather than replace them entirely. Other teachers advocate for teaching students to use AI responsibly instead of imposing right bans. One teacher explained, “I show them how to use AI the right way. You can’t use it to write for you, but you can use it to get feedback. Find sentences, ideas, make outlines and organize thoughts.” The key to using Ai in this way is that it serves as a helper, not a replacement for learning. For example, tools like Grammarly can be incredibly useful, but if they simply fix errors without the student understanding “why” the correction was needed, the student misses out on the opportunity to learn and improve their writing skills. By guiding students to understand “why” AI suggested certain changes, educators can ensure that AI enhances rather than undermines the learning process. Ai can help students brainstorm, revise and structure ideas, but they still have to do the actual learning.
One other teacher said that “we must help students deal with the real world and learn to use AI honestly. Students already know about tools like ChatGPT, so teachers need to guide them instead of pretending AI doesn’t exist.” This means schools should teach reading or being good digital citizens. For example, this could involve teaching students about the ethical implications of using AI, such as avoiding cheating and understanding the potential biases in AI-generated content. It might also involve teaching them how to critically evaluate information provided by AI, just as they would evaluate information from any other sources.
Many teachers don’t want a simple yes or no answer. They want rules, training and limits from schools. They want students to know when AI is allowed, when it is not and how to use it ethically. They also want assignments that reward original thinking and make it harder to cheat. Elizabeth M. Ross (teacher) says teachers should be creative and think about what students are really asking and want to know. This is just a way of showing that teachers are still the center of learning and AI is just one tool they can use.
Overall, teachers have mixed feelings about AI in schools. Many worry it can cause cheating, weaken thinking and risk privacy. Others see it as a helpful tool if used responsibly. The best approach is to guide students carefully, not just accept or reject AI completely. Schools that set clear rules and teach students how to use AI well might be better prepared for the future than schools that ignore it.
