In recent years, use of artificial intelligence (AI) has become a topic of debate in classrooms across the country — not only for students, but also for teachers.
Currently, Camas School District does not have a policy regulating teacher use of AI, according to Camas High School (CHS) principal Kelly O’Rourke.
“I know some districts have [created policies],” O’Rourke said. “I think the concern with that is the question of how that policy is regulated and how it’s monitored.”
O’Rourke does not believe that a complete ban of AI would benefit students or teachers. Instead, she thinks the focus should be on using the technology as a tool and not a shortcut.
“If we tell teachers a flat out no on using AI, then who’s modeling to students how to use it correctly?” O’Rourke said. “If teachers don’t understand how to use it, then it’s difficult to model it for kids.”
At CHS, O’Rourke observed that most use of AI by teachers centers on lesson planning. She gave the example of a teacher using an advanced chatbot to scaffold a lesson, meaning the content can be adjusted for individual students depending on the level of support they need.
She added that while AI can provide quick feedback for students, it cannot replace teaching all together.
“You can’t replace the personalized conversation between a teacher and a student,” O’Rourke said. “In most cases I’ve seen, teachers use it for initial commentary and then go back, consider the suggestions, and provide their own.”
O’Rourke said that three CHS staff members, all of whom are well-versed in AI systems, have been providing peer training to other teachers. She also recently obtained a book on modeling responsible AI use to students, hoping to apply some strategies from it to classrooms.
Regarding the possibility of teachers becoming reliant on AI, she thinks that is an issue not exclusive to education.
“I see an overreliance of AI happening with kids and adults in every field,” O’Rourke said. “I don’t think it’s just a teacher thing and teaching is still very much a people-business … I don’t think that aspect will ever go away.”
Students also have opinions regarding the use of AI by educators. Junior Avni Gupta believes that AI can be useful to teachers for preparing lesson materials efficiently, but questions its value in grading and providing criticism.
“I think AI can be beneficial when teachers use it to help make assignments or customize lessons,” Gupta said. “But I don’t think it’s helpful when teachers use it for feedback because I could just plug my work into ChatGPT on my own time and get that same feedback.”
Gupta added that human connection is a vital part of teaching, which is something that AI lacks.
“The whole point of teaching is having another human’s perspective to help you grasp concepts and lessons,” she said. “Feedback with no connection isn’t really helpful.”
She also said that teachers should be fully transparent with students if they choose to use AI, noting that AI algorithms are based on pattern recognition and can produce incorrect answers.
Sophomore Isabella Impens has similar concerns. She mentioned that mistakes in AI-generated assignments and tests could create problems. Impens also questions whether teachers should be allowed to use AI when students cannot.
“Students can’t usually use AI so I think it’s a little unfair when teachers use it,” Impens said. “It could be useful [to teachers] for creating assignments faster but it could also go downhill quickly.”
As AI continues to rapidly develop, O’Rourke noted that policies may be created to reflect any challenges that arise in the future.
