I remember the day a student casually mentioned, “I used ChatGPT to get started on my history essay last night.” It was delivered with the same ease as, “I used Google to look something up,” and it made me pause. As educators, we’re stewards of integrity. So what happens when AI enters the homework equation?
Think about it. On one hand, ChatGPT can be a super-smart brainstorming buddy. It helps students unpack tough ideas, offers instant summaries, even checks grammar. Like when a student says they were stuck on how to begin a persuasive essay, then uses ChatGPT to craft an outline that could boost confidence and structure. I see the potential: shorter feedback loops, more personalized support, opportunity for revision, and yes, maybe even a chance to explore voice and argument in a low-stakes setting.
But, and it’s a big BUT, the risk is real. What if students lean on AI not as a helper, but as a substitute? Studies show about 26 percent of teens report using ChatGPT on schoolwork in 2024. This is double from the prior year. More than half say it’s okay for research, but only 18 percent think it’s fine for writing essays. These numbers tell me that students themselves are ambivalent, aware of the line between assistance and dependency.
So here we stand with a tool that could elevate learning, or erode it. As Superintendent, my goal isn’t to ban or embrace without question. It is to craft intentional boundaries and design pedagogical experiences that use AI thoughtfully.
First, clear guidelines: ChatGPT is a tool, not a replacement. We’ll create honor codes that specify when it’s okay (like for idea-generation or iterative feedback) and when it’s off-limits, like writing full essays or solving unique problems. Students need to know it’s there for support, not for shortcuts.
Second, design AI-aware assignments. Let’s build tasks that require reflection, process documentation, or in-person discussion. For instance, a “show your work” component could ask students to submit ChatGPT prompts alongside their responses (or explain in writing how they adjusted outputs). That way, the thinking behind the thinking remains transparent.
Third, elevate digital literacy. We need regular classroom conversations about AI bias, hallucination, and ethical use. I imagine teachers leading students through exercises where they challenge ChatGPT, fact-check outputs, or identify when the tool delivers inaccurate content. That helps reinforce critical thinking skills.
Fourth, empower educators. Our teachers are already creative innovators. We’ll offer professional learning sessions and collaborative planning time focused on AI: when to lean in, when to step back, and how to weave ChatGPT into differentiated instruction, feedback cycles, and project-based learning.
Finally, involve families and the community. AI isn’t just a classroom concern. Hosting workshops where parents learn how to spot if ChatGPT is being misused, or better yet, how to encourage responsible experimentation, builds trust and alignment between school and home.
Why do this? Because banning AI ignores reality. Our students are already using it, and likely will continue to. The calculator analogy comes to mind. When scientific calculators emerged, some educators resisted. But today we accept them, while still valuing mental math and problem solving. AI deserves the same thoughtful integration.
If we handle ChatGPT with calm confidence, not panic or prohibition, we can shift from reactive policing to proactive preparation. We can teach students to treat AI as a collaborator, not a crutch. We can help them understand when to turn it on, and when real growth comes from turning it off.
In the end, I'd rather have students who say, “I used ChatGPT to jumpstart my thinking, then I dug deeper,” versus, “I had ChatGPT write it all for me.” Our goal is learners who understand how they learn, not just what they can produce. And if AI becomes an extension of their thinking, one they control with integrity, then we’ve done our job.
Being a thoughtful digital citizen means knowing not just what tools to use, but why, when, and how to use them. And that’s a lesson worth teaching, with or without AI.
Until next time...
*Authors note: This blog entry was written with AI as a co-collaborator.
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