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Editor’s note: This story on generative AI originally appeared on CoSN’s blog and is reposted here with permission.

Key points:

As we step into 2024, the educational landscape is just beginning to feel the transformative shift brought on by generative artificial intelligence (Gen AI). This year marks a significant milestone in integrating advanced AI technologies into educational practices, heralding a new era of teaching and learning. Gen AI is set to revolutionize the way we approach education.

The rise of generative AI in education

Gen AI is a type of AI that can create new content, from text to images, audio, video, code, 3D models, and more. It is a game changer for all industries due to its ability to produce original outputs.

Gen AI is revolutionizing education by offering a range of capabilities that cater to diverse learning needs and styles. Here’s a non-comprehensive overview:

• Text generation: From drafting lesson plans to creating formative assessments, Gen AI can produce a wide range of written content and aid educators in curriculum development.
• Visual content creation: Gen AI can design images, graphics, and diagrams, useful for visual learning aids. Canva has a host of AI features in their Magic Studio that assist with graphics creation.
• Audio production: Beyond text, Gen AI can create spoken audio content, music, and sound effects, enhancing auditory learning experiences. SpeechKi turns any text into audio with realistic AI voices.
• Video production: AI can produce videos, making multiple means of representation possible for a teacher to provide learners. I have had great luck with Pictory for creating quick and easy visual representations of content.
• Personalized learning materials: Gen AI makes it easy to tailor educational content to individual student needs; it can adapt materials based on difficulty levels, interests, and learning styles. Try asking a Gen AI chatbot such as ChatGPT to customize text to a specific reading level.
• Language translation: Gen AI can translate educational materials for diverse language needs, making learning more accessible and inclusive.

In essence, the rise of Gen AI in education signifies the potential to shift towards more dynamic, inclusive, and personalized learning experiences. However, due to the original outputs, it also presents a challenge to traditional educational methods with focus on memorizing content. Students often demonstrate their learning through written explanations in the forms of short answer questions and essays. Gen AI is flipping this on its head. 

Demonstrating learning in the AI era

The advent of Gen AI in education is reshaping the way we assess and demonstrate learning. The traditional methods of testing and evaluation must evolve to accommodate the capabilities of AI. Demonstrating learning needs to move from testing memorization to showcasing transferable skills. This shift has the potential to make assessments more engaging and more reflective of real-world skills and knowledge application.

In this new era, educators are exploring innovative assessment methods that emphasize critical thinking, creativity, and problem-solving. AI-assisted tools can provide real-time feedback, enabling personalized learning experiences that adapt to each student’s progress. Project-based assessments, peer reviews, and interactive simulations offer students opportunities to demonstrate their understanding in diverse and meaningful ways.

Moving away from traditional memorization-based methods, educators are exploring how to evaluate students’ ability to apply knowledge in practical, real-world scenarios:

• Project-based learning: Students can work on real-world problems, using AI as a tool to analyze data, predict outcomes, and propose solutions. This hands-on approach fosters critical thinking and problem-solving skills.
• Reflective learning: AI can prompt students to reflect on their learning journey, guiding them to articulate their thoughts and feelings about the material learned. This reflective practice helps students internalize their learning and develop metacognitive skills.
• Real-time feedback: One of the significant advantages of AI in education is the ability to provide immediate feedback. This instant response helps students quickly understand their mistakes and learn from them, promoting a growth mindset.
• Ethical and critical engagement with AI: As students interact with AI tools, they also learn to critically evaluate the information and outputs provided by these systems. This critical engagement is essential in an era where digital literacy and ethical considerations around AI are becoming increasingly important.

These evolving assessment methods, empowered by AI, not only cater to the diverse needs of learners but also align with the skills required in a technologically advanced society.

Preparing educators and students for a world of AI

The integration of Gen AI into education necessitates a shift in how educators and students interact with technology. Educators need to be equipped with the skills and knowledge to effectively incorporate AI tools into their teaching methodologies. This includes understanding how to use AI for content creation, personalization of learning experiences, and assessment, as well as being aware of the ethical considerations and limitations of AI.

Students need to be prepared to navigate an AI-enhanced world. This involves not only leveraging AI tools for learning but also developing critical thinking skills to discern the quality and reliability of AI-generated content.

The Consortium for School Networking (CoSN) plays a crucial role in this transition. As a leading voice in advancing innovative teaching and learning, CoSN provides valuable resources and support for educators to navigate the new AI-enhanced educational paradigm. Educators can explore a wealth of information on effectively navigating this new normal at CoSN’s AI in Education resource page.

What lies ahead

2024 stands as a watershed year for the integration of Gen AI in education. This technology’s transformative potential extends beyond just enhancing teaching methodologies; it reshapes the very way we demonstrate and assess learning. As we embrace the opportunities presented by AI, it’s imperative to prepare both educators and students for this new era. The journey ahead is filled with possibilities to improve educational outcomes and foster a more engaging, inclusive, and adaptive learning environment.

Lindy Hockenbary

Lindy Hockenbary is a CoSN Driving K-12 Innovation Advisory Member.

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Rather than replacing student thinking, when teachers design and guide AI experiences, the technology is most often used to deepen critical thinking and strengthen instruction, according to new insights from SchoolAI.

The research, AI isn’t replacing thinking: Teachers are using SchoolAI to deepen it and boost engagement, offers educators, school leaders, and policymakers large-scale evidence of how AI is actually being used in classrooms.

The report analyzed more than 23,000 teacher-created SchoolAI ‘Spaces’ used during the 2024-25 school year. These Spaces span English language arts, math, science, and social studies across elementary, middle, and high school classrooms. To answer the question of AI’s impact on student learning, we must first understand how it’s being used in the classroom. This study examined what teachers built and how students were asked to think when AI was involved.

Across subjects and grade levels, the data shows that higher-order thinking appears far more often than simple recall. Seventy-three percent of lessons require conceptual understanding, while 59 percent ask students to analyze information, and 58 percent ask them to evaluate ideas or make judgments. More than 75 percent of AI-supported lessons remain grounded in core academic curriculum, showing that teachers are extending familiar instruction rather than replacing it.

“There has been a lot of speculation about what AI might do to learning,” said Caleb Hicks, founder and CEO of SchoolAI. “This research gives educators, leaders, and policymakers something far more useful: evidence of what teachers are actually doing. When teachers design the experience and set clear expectations, AI becomes a way to push students toward deeper reasoning, analysis, and judgment. It supports rigorous thinking rather than replacing it, which is why AI can be a valuable tool for classroom learning.”

The study also highlights how teachers are using AI to create interactive, engaging learning experiences at scale while maintaining academic rigor. In science classrooms, roughly 25 percent of Spaces encourage open-ended investigation, while role-play and simulation appear in 18-20 percent of reading and social studies lessons.

At the same time, teachers recognize the importance of boundaries in responsible AI use. Teachers reinforce learning instead of simply looking up answers by designing experiences that push students toward deeper reasoning, not shortcuts.

“This study was designed to look at practice, not predictions,” said Cynthia Chiong, principal research scientist at SchoolAI. “We wanted to understand the kinds of thinking teachers are intentionally asking for when AI is involved. The findings offer concrete evidence of how teacher-led design shapes meaningful and responsible use of AI in real classrooms.”

Together, the findings challenge common fears about AI undermining learning. The research shows that when teachers lead the design, AI can strengthen critical thinking, increase engagement, and support responsible instruction across classrooms.

This press release originally appeared online.

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To date, only six states have formulated a comprehensive AI policy absent federal guidance for districts to look to, according to findings from The 2024 Administrator AI Report: Perceptions, Practices, and Potential in Education, a new report from digital curriculum solution provider Imagine Learning. The report aims to identify administrators’ perceptions on the benefits and advantages of generative AI and benchmark its current rate of adoption.

Although several organizations, such as the CoSN, ISTE, and the Council of the Great City Schools have released generative AI guidelines and best-use practices for K-12 educators and districts, according to the report, 47 percent of administrators are planning to implement comprehensive policies on their own and 54 percent have indicated they would also like help from education solutions providers to reduce risks and concerns associated with generative AI.

One-third of administrators also expressed a desire for education companies to publish and use a code of ethics when developing generative AI, while 36 percent plan to implement guiding frameworks for adoption and use within their schools. 

These findings suggest the need for a strong call-to-action to increase technology use and services, as well as training and official guidance for safe AI implementation in schools, with education solution providers at the forefront of this push alongside schools.

Other notable findings from Imagine Learning’s report indicate the following sentiments and intentions from administrators: 

• AI’s Net Positive Outlook in Education: 64 percent of administrators believe generative AI will positively impact education, with only a minimal number (5 percent) planning to ban it.
• Positive Student Engagement with Generative AI: The majority of students using generative AI use it ethically to improve knowledge, with research (70 percent), writing refinement (65 percent), and creating study aids (55 percent) as top uses.
• Easing the Burden on Teachers with Personalized Learning and Efficiency: Over one-third of administrators recognize generative AI’s role in creating personalized learning materials and saving time, a significant priority in K-12 education. 
• Supporting Teachers and Curriculum Development: 50 percent see generative AI aiding in lesson planning, with notable contributions to idea generation and individualizing lesson materials that aid teachers in completing repetitive tasks, easing teacher burnout. 

“Districts are willing to integrate AI into their classrooms, but currently lack the proper resources, governance, and training needed to do so successfully,” said Sari Factor, Chief Strategy Officer at Imagine Learning. “Our survey reveals a critical opportunity for shaping AI’s role in education. It’s a collective call to action, urging us to work alongside policymakers and education organizations to craft guidelines that ensure AI’s integration is as responsible as it is transformative.”

The results are encouraging when it comes to analyzing how AI might improve teachers’ day-to-day experiences.

“While protecting students’ data privacy is a top concern and priority in the digital age, we’re very excited that teachers and administrators see the benefits of AI use in the classroom,” Factor added. “Teachers are under so much pressure today, and the question must be, ‘How can we support teachers and lighten their loads using AI to drive personalized learning and lesson plan creation to improve student engagement and achievement?’” 

“This survey isn’t just about understanding AI’s role in education—it’s a roadmap for responsible implementation,” said Kinsey Rawe, Senior Vice President & General Manager, Courseware & Instructional Services. “By understanding firsthand how AI tools enhance teaching and learning, we’re poised to guide the development of policies that are both innovative and attuned to the real needs of educators and students in a digital-first learning environment.” 

Consistent with recent findings from Imagine Learning’s 2023 Educator AI Report, both teachers and administrators recognize the potential for generative AI to alleviate much of the burden currently impacting teachers.

This press release originally appeared online.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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Many educators are cautiously optimistic about AI, indicating that they’d like more guidance to effectively integrate it into their instructional strategies. But while generative AI tools like ChatGPT have dominated conversations for the past year, there are many classroom tools that have quietly used AI to deliver personalized and targeted learning to students.

Let’s take a look at some classroom tools that are already leveraging AI for efficiency and learning outcomes:

Tutor.com‘s Multi-Tiered System of Supports focuses on moment-of-need in its first tier and provides immediate and comprehensive support when students need it most. This includes on-demand tutoring along with AI tools that offer feedback on written work. These AI tools help students fine-tune their essays before they connect with a live tutor or before they submit their assignments to teachers. AI Writing Review enables students to submit their drafts for lightning-fast feedback. This tool was trained in instructional methodology honed over the course of 26+ million tutoring sessions that Tutor.com has delivered. It doesn’t rewrite a student’s work, but rather provides insightful guidance about how (and where) the student can make revisions to improve an essay’s style, structure, and composition. Students get summary feedback–with advice addressing areas such as flow and transitions, showing vs. telling, conciseness and redundancy, use of imagery, grammar and syntax, and more–along with line-by-line feedback, in which certain excerpts are highlighted with suggestions for revision displayed in mouseover text.

Carnegie Learning’s MATHia gives educators real-time feedback and assessments to help them understand where students are and where they’re headed. MATHia is an intelligent math software supported by sophisticated AI technology and is designed to provide individual student support and insightful data. MATHia adjusts to every action students take in the software to meet them where they are and help them progress.

If you’ve ever used AudioPen to dictate feedback on student work, you’ve been using AI. AudioPen is an AI-powered tool that converts voice notes into text that’s easy to read and ready to share with students and fellow teachers.

Students in a classroom learn and consume information differently. Educators who use the Chrome extension Brisk are using AI to ensure information is accessible to all learners. Clicking on the Brisk extension lets teachers see the reading level of any text on the internet. Brisk uses the length of sentences and the vocabulary used in the text to determine what age level the text is appropriate for. Brisk shows up on any news article teachers land on and is accessible on most sites, which makes changing the text’s reading level as easy as clicking a button. When educators convert an article, Brisk will automatically populate it in a new Google Doc for them to then share with their students. Teachers also can have Brisk use the article to generate additional materials, like a reading comprehension quiz.

Duolingo, a popular language-learning app, has literally been using AI for years. AI is behind the app’s ability to personalize learning for its users, leveraging data around their strengths and weaknesses to create more engaging and productive learning experiences. AI helps Duolingo analyze user responses to identify common grammar mistakes and make corrections and suggestions, and analyze the sounds and patterns of users’ speech for targeted feedback on their pronunciation. It’s also behind the auto-suggest in Stories freeform writing exercises, which helps learners learn to write in the language they’re learning. Using AI, Duolingo is able to provide access to high-quality education in places where students don’t have access to good schools and teachers, and enables students to certify their English proficiency in places where accessing test centers is either challenging, or impossible. The company is fully committed to using AI for good.

Canva’s Classroom Magic is a suite of AI tools for the classroom, available to both students and teachers. Here’s a look at just some of the AI tools in Classroom Magic: Free up time for important work with Magic Write as a new AI-powered assistant. Enter a simple prompt to generate a first draft, reword complex content to suit different learning styles or summarize text to be more comprehensible. Users can also adapt content to different reading levels to further individualize the learning process. Magic Animate creates eye-catching transitions to bring your work to life in an instant. Students can create their own animations to transform their assignments into engaging classroom presentations. Redesign teaching materials and class projects with Magic Grab. Simply select the subject of your image to edit, reposition, or resize it. You can also use Grab Text to quickly extract and modify text from photos of documents or screenshots. 

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism. Latest posts by Laura Ascione (see all)

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Smaller schools and districts do a lot with a little.

Often, the same people managing technology are also supporting instruction, student wellbeing, and day-to-day operations. There’s rarely a large IT team or dedicated safety department. Instead, safety is something schools manage alongside everything else.

Over time, many smaller schools and districts add tools to solve specific needs. One platform for web filtering. Another for classroom management. A separate system for student safety monitoring. Another for tracking student movement on campus.

Each tool may work well on its own. But when they don’t connect, teams are left piecing together information across multiple systems, often during the moments when clarity matters most.

That’s where a connected approach makes a real difference.

The challenge with disconnected safety tools

When systems operate in isolation, smaller schools and districts often experience:

• Limited visibility into the full student experience
• More manual work to track down context
• Slower response times during safety concerns
• Extra complexity managing multiple vendors and dashboards

None of this happens because schools are doing something wrong. It happens because most tools were never designed to work together.

For smaller teams especially, that lack of connection can quietly add stress, workload, and risk.

A simpler approach built for smaller schools and districts

Securly safetyOS™ was designed specifically with smaller schools and districts in mind.

Instead of juggling separate platforms, safetyOS™ connects the core areas of student safety into one unified ecosystem:

• Web filtering and online activity visibility
• Classroom management and learning focus
• Student safety monitoring and alerts
• Campus movement and digital hall passes
• AI Transparency to understand student AI use

With everything in one place, schools gain clearer insight without added complexity. Teams spend less time switching between tools and more time supporting students.

It’s a system built to grow with schools, whether they deploy everything at once or start with specific components.

Why connection changes everything

When safety systems work together, smaller schools and districts are able to respond faster with better context. This reduces manual work and follow-ups, simplifies daily operations, and strengthens visibility across students’ digital and physical environments. 

For many schools, the biggest shift isn’t adding new technology. It’s finally having everything work together.

Ready to see how a connected safety ecosystem can work for your school or district?

If you’d like to explore how Securly safetyOS™ brings safety, visibility, and simplicity into one platform, we’d love to walk you through it.

Frequently Asked Questions

Do we have to implement every tool at once?

No. Schools and districts can deploy the full ecosystem or start with specific components and expand over time. Everything is designed to connect seamlessly as you grow.

Will this replace the tools we already use?

In many cases, safetyOS™ can replace multiple disconnected systems with one connected platform. During a demo, teams can explore how it fits with their current setup and goals.

How does AI Transparency fit into safetyOS™?

AI Transparency provides visibility into student AI usage across tools, helping schools understand trends, guide responsible use, and maintain appropriate guardrails as AI becomes part of everyday learning.

Is safetyOS™ manageable for smaller teams?

Yes. The goal of safetyOS™ is to simplify operations, reduce manual work, and give teams one place to manage safety instead of juggling multiple platforms.

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Almost all school superintendents (97 percent) say that schools have an obligation to teach students how to use AI effectively and responsibly. Still, only 37 percent have a plan for incorporating AI instruction in the classroom, according to the 2024 Voice of the Superintendent Survey released by education company EAB at the School Superintendent Association (AASA) National Conference on Education.

Eighty-four percent say teachers in their districts are concerned about students using generative AI to cheat and take shortcuts.

“EAB’s report confirms that teacher shortages, behavioral disruptions, worsening student mental health, and other familiar challenges are so pervasive that exploring how new technologies such as AI can help doesn’t even make the ‘to-do’ list,” said EAB Senior Director of K-12 Research Ben Court.

Superintendents indicated that staffing issues remain their most pressing problem. Roughly half (52 percent) say the number of teacher vacancies has increased over the past 12 months, and two-thirds (66 percent) say the number of vacancies for noninstructional staff has increased.

A rise in work absences among teachers further compounds the staffing shortage. Nearly half (48 percent) of districts report an increase in missed workdays among instructional staff over the past year, while 55 percent of districts report an increase in missed workdays among noninstructional staff.

The survey also showed there has been little relief from rising rates of disruptive behavior and student absenteeism that soared during the pandemic. Sixty-four percent cite no improvement while 42 percent say rates of absenteeism have increased over the past year. Similarly, 76 percent of superintendents report no improvement in disruptive behaviors while 57 percent say disruptive incidents have increased.

“EAB continues to work with district leaders to share data and best practices on how to overcome these perennial problems so they can focus on teaching students the skills they need to succeed,” Court continued.

This press release originally appeared online.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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Public charter schools move fast and do a lot with lean teams.

Whether managing one campus or a growing network, charter leaders are often responsible for student safety, classroom technology, campus movement, and digital oversight all at once. Over time, many schools add tools to solve specific needs, one for filtering, another for classroom management, another for safety monitoring, and another for tracking student movement.

Each tool may work well on its own. But when they don’t connect, staff are left piecing together information across systems, slowing response times and creating blind spots during the moments that matter most.

That’s why nearly 2,000 public charter schools, and more than 6,000 schools overall, trust Securly as their student safety partner.

The challenge charter schools face with disconnected systems

When safety tools operate in isolation, public charter schools often experience:

• Gaps in visibility across student activity
• More manual work for already stretched teams
• Slower response when safety concerns arise
• Growing complexity as schools scale

This isn’t because charter teams are doing anything wrong. It’s simply the result of systems that weren’t designed to work together.

A connected ecosystem built to support charter environments

Securly safetyOS™ brings the core elements of student safety into one unified platform designed to scale with charter schools and networks:

• Web filtering and online activity visibility
• Classroom management and learning focus
• Student safety monitoring and alerts
• Campus movement and digital hall passes
• AI Transparency to guide and monitor student AI use

With everything connected in one place, charter schools gain clearer context, faster insights, and simpler day-to-day operations without adding more tools to manage.

Schools can deploy the full ecosystem or start with specific components and expand as their needs grow.

Why leading charter schools choose a unified approach

When safety systems work together, public charter schools can:

• Respond faster with better context
• Reduce manual follow-ups and system hopping
• Maintain visibility as campuses grow
• Simplify operations across teams and locations

For many charter leaders, the biggest shift isn’t adding new technology. It’s finally having everything work together in a way that supports both safety and scale.

See how thousands of charter schools are simplifying student safety

If you’d like to explore how Securly safetyOS™ connects safety, visibility, and operations into one platform trusted by nearly 2,000 public charter schools, we’d love to walk you through it.

Frequently Asked Questions

Why do so many public charter schools choose Securly?

Securly supports over 6,000 schools nationwide, including nearly 2,000 public charter schools. Charter leaders choose Securly for its connected platform, ability to scale across campuses, and strong support for lean teams.

Can safetyOS™ support growing charter networks?

Yes, safetyOS™ is designed to work for single campuses and multi-school networks, with flexible deployment and centralized visibility as schools expand.

Do charter schools have to implement every tool at once?

No. Schools can start with specific components and add others over time. Everything connects seamlessly as needs evolve.

How does AI Transparency help charter schools?

AI Transparency provides visibility into student AI usage across tools, helping charter leaders guide responsible use while maintaining appropriate safeguards.

Is safetyOS™ difficult to manage with small teams?

Not at all. The platform is designed to simplify operations by bringing multiple safety functions into one place instead of managing disconnected systems.

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The Los Angeles Unified School District has launched an innovative AI-fueled learning acceleration platform named Ed, a first-of-its-kind tool designed to provide the district’s 540,000 students and their families with the resources, support, and tools to fast-track student achievement beyond the school day.

The pioneering digital platform creates personalized action plans uniquely tailored to each student. Ed is currently available to students and families at select schools and will be phased into the remainder of the district.

“We understand that one size fits none when it comes to education,” LAUSD Superintendent Alberto M. Carvalho said. “This resource is a game changer. By leveraging the power of AI, we are creating a tool for all students that maximizes resources beyond the school day by individualizing their education and integrating information for accelerating learning at a level never before seen. Ed is accessible to students and families in multiple languages, shares information to support learning needs and helps students improve skills and pursue interests.

“Teachers have been and will always be central to education,” Carvalho said. “Artificial intelligence will never replace the talent of a teacher. It is a social interaction that requires eye-to-eye, heart-to-heart, mind-to-mind interaction that is not replaceable by any technology.”

Ed is designed to be an educational co-pilot, using AI to supplement the instruction and support provided by Los Angeles Unified educators and staff by analyzing district data, including grades, attendance and District offerings, and recommending resources, programs and at-home skill practice based on that analysis. The platform can safely, securely and proactively engage with students and families, offering reminders and prompts, including those for social-emotional well-being. Ed has undergone pilot testing with Los Angeles Unified students and families and has received positive feedback.

Key features include:

• Interoperability: Streamlined, personalized access to resources and communication to accelerate learning in a single platform.
• Personalized and Engaging Learning Activities: Interactive learning paths based on student data that includes reading, math, computer science and other academic skill practice exercises to meet their individual needs or interests beyond the school day.
• Targeted Alerts with Direct Guidance: Alerts provide clear direction on steps students and families can take to accelerate learning, removing the guesswork and simplifying how they navigate their educational experience.
• Progress Monitoring: Updates on grades, attendance, graduation readiness and more to inform of a child’s academic performance.
• Timely Support: Notifications about resources and support available to assist students in continuous improvement.
• Multilingual Capabilities: The ability to communicate in dozens of languages ensures families can access resources in their preferred language.
• Adaptive Intelligence: Ed is an intuitive and continuous learning platform that becomes smarter with each interaction, enhancing its ability to provide more tailored experiences.
• High-Quality Content Support: Pre-approved content from major curriculum providers.

“It is the power of artificial intelligence that will [give us] real-time understanding of where students are and where they need to go,” Carvalho said. “It is the power of this technology through Ed that we will meet every one of our students where they are and accelerate them academically and in terms of enrichment towards their full potential. No other technology can deliver real-time on this promise.”

LAUSD, the second-largest district in the nation, is the first to systematically leverage AI, opening access to students, families and teachers. To analyze the risks and benefits of this technology, the district formed a task force consisting of technology experts, educators, families and students, and created policies and training for its school community. In addition, the district has provided professional development for teachers to help students become thoughtful consumers and producers of content. Teachers also engage students in digital citizenship lessons throughout the year and other activities to promote the responsible use of technology, including AI.

LAUSD developed Ed through a public-private partnership with AllHere, a Harvard Innovation Labs venture and leading developer of AI-powered digital applications. AllHere’s award-winning solutions are built by educators and independently proven to positively impact stakeholder communication, family engagement and student success.

District and stakeholder comments included:

“No matter your opinion about Artificial Intelligence, it’s here to stay and will be an important part of our future,” Board President Jackie Goldberg said. “So let’s harness its power to help our students plot their own course of action toward meeting their education and life goals.”

“Technology is evolving faster than ever and with the release of Artificial Intelligence, it is important for our district to adapt to these changes,” Board Vice President Scott M. Schmerelson said. “I am looking forward to seeing how this works with students, teachers and administrators. AI can be a valuable tool in the education space, or it can be a threat to education. We must ensure that this proves to be a good tool for the enrichment of student achievement.”

“The launch of Ed hopes to leverage technology to give our students additional tools to help accelerate classroom success, while also connecting educators, students and parents,” Board Member Dr. George J. McKenna III said.

“While there is no substitute for the human connection – particularly the personal guidance of our teachers – our students deserve 21st century tools that prepare them for future life endeavors by balancing the responsible use of technology with the joy of learning in many different ways,” Board Member Dr. Rocio Rivas said.

“I appreciate the District’s investment in innovative strategies to connect with students and to share information with families about how to support their children in school. I look forward to the iterative development of Ed to coherently support the work of school leaders, educators and in classrooms,” Board Member Nick Melvoin said.

“Los Angeles Unified is dedicated to leveraging every available resource to support student success, including cutting-edge technologies,” Board Member Kelly Gonez said. “We are excited to see the ways that this innovative platform will meet students and families where they are to accelerate student learning.”

“As the nation’s second-largest school district, it is vital that we leverage technology to enhance our communication with families to support increased student outcomes,” Board Member Tanya Ortiz Franklin said. “Ed will give us the opportunity to innovate utilizing AI, to improve the academic tools for student success and provide our families with valuable resources.”

“AllHere is honored to partner with Los Angeles Unified to deliver on the Superintendent’s vision of making ultra-personalized learning a reality for every student in this District,” Founder and CEO of AllHere Joanna Smith-Griffin said. “Looking at 2024 and beyond, we see a trajectory of growth for Ed that allows us to share our effective AI on an unprecedented scale and in unprecedented settings. This partnership with Los Angeles Unified, the second largest school district in the country, is an important step in providing an industry-leading and whole-child approach to AI that students, families and schools trust and districts need.”

“Los Angeles Unified is at the forefront of making public education accessible, equitable and innovative by leveraging the capabilities and technology of AI,” Executive Director of ASU Learning Transformation Studios and Center EDGE Alan Arkatov said. “I look forward to the ways ASU can partner with Los Angeles Unified in transforming the possibilities of education.”

Material from a press release was used in this report.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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Remember the early 2000s, back when high-speed internet felt like a luxury reserved for the tech elite and the lucky few with deep pockets? We called it the Broadband Gap or Equity of Access, and it influenced who got ahead and who got left behind.

Fast forward to 2026, and we’re staring down the barrel of a new divide: the AI Equity Crisis. Students and schools are running to catch a speeding train. Just as broadband became the essential utility for the 21st century, AI is fast becoming the engine of modern productivity. But there’s a catch. High-performance AI is incredibly expensive to run, creating a massive barrier for students and casual users, and a cost issue for the providers.

We’re stuck in a digital conundrum: how do we keep the AI platforms of the future solvent without locking the classroom door on those who can’t afford the cover charge?

The ad-vantage, or the distraction?

OpenAI recently dropped a bombshell: Ads are coming to the interface. While it feels like a punch to the gut for purists, from an economic perspective, it was inevitable. Without a sustainable economic model, AI companies will fold, leaving the market to a few massive monopolies. Just about anyone could probably figure out who that would be if that became a reality. We need many AI providers more than ever before–not only for market competition, but also to promote the free flow of information and ideas. Many of us use different specialized tools to get through a workday; a world with only one or two big AI players would be a creative desert, and possibly something worse.

However, the user experience disruption is real. Imagine you’re deep in a thinking state crafting a complex essay or coding a new app, and BAM, a 30-second detergent ad pops up. Your concentration is shattered, and your creative juices drained. AI isn’t like watching a YouTube video; it’s a cognitive partner. Frequent interruptions don’t just annoy; they derail deep thought. If we’re forced to rush our work to beat the next ad, the quality of human-AI collaboration will plummet. Using an ad-supported AI for creative work is like trying to write a novel in Microsoft Word, but the screen freezes every 10 minutes to show you a commercial. This situation fosters frustration and would result in reduced performance. Because students often struggle to stay focused, advertising interruptions can be a great hinderance.

Stop selling only the 55-gallon barrel of AI, please!

The current subscription model does not support the needs of students and instructors, as well as the vendor providers. Right now, free tiers are adequate for very minor use and are a crippling cost for vendors. Generally, platforms require a monthly fee, essentially selling you a 55-gallon barrel when you only need a quart of milk for your morning coffee. AI companies are using the Coscto model when many users don’t require the quantity they are selling. I don’t think many households would be very happy to lose all their local grocery stores and purchase only at a bulk retailer. Sorry, but I just don’t need a refrigerator-sized box of Cheerios.

If we want to solve the equity of access issue, we need to rethink the packaging of artificial intelligence. Here are two ideas we can use to right-size the industry:

• Micro-payments for macro results: Why can’t I buy a Day Pass or pay per session? If a student needs to polish a single term paper, they shouldn’t have to subscribe for a month they may not use. The same is true for instructors.
• Kill the free tier to save the access: Interrupting AI learning is more harmful than interrupting leisure viewing. It sounds counterintuitive, but free often leads to the invasive ad models we despise. Does anyone ever rejoice about a sudden ad for soap in the middle of a YouTube video? Internet ads are the equivalent of the doorbell ringing with an unwanted person trying to sell you a new vacuum cleaner. It is both intrusive and interruptive. By replacing the ad-driven “free tier” with lower cost pay-as-you-go options, vendors can stay solvent while reducing barriers to usage.

When the milk is free, no one buys the cow. Everyone loves free stuff over the internet, but this time, it is understood that it is cost prohibitive to deliver AI for free. But please don’t force me into a ‘Clockwork Orange’ scenario where I’m strapped to a chair watching ads to access the tools of my trade. Like the music industry figured out, many users want to purchase one song, not a full album. Allow AI users the smaller purchase options, with no commitment and no bulk payment for unused capacity.

Ironically, this would be easy to create. Just use AI! There are endless possibilities to control access to AI using different payment strategies that in the end could result in a win-win for both AI vendors and access to everyone.

In a more cynical discussion, we should also ask if we can trust any company to remain ad-free in perpetuity. Cable companies’ original selling point was that if you pay for TV, you don’t have to watch commercials.  Of course, that lasted about a New York minute. It could be inevitable that we are stuck with ads anyway, but this time, at least we have the benefit of hindsight to thwart it proactively. History informs us about the ubiquity of advertising, but I would like to argue that if AI is used in a learning context, we cannot make a Faustian bargain to live in a world of disruptions of constant messaging. George Orwell would agree that the constant streaming of advertisements that cannot be turned off, only dimmed, is no grand bargain.

The bottom line

We are still at the beginning of AI, but hopefully at just a crossroads. We can either turn AI into a gated community accessible only to the deep-pocketed, or we can innovate our access models to ensure every instructor, student, and creator has a viable economic access path.

Let’s skip the commercial breaks and start talking about different options for fair-use pricing. After all, the next great breakthrough shouldn’t be stalled by a Skip Ad button.

Dr. Mark Taormino, College of Southern Nevada

Dr. Mark Taormino is a professor in the Computing & Information Technology Department at the College of Southern Nevada. His research interests are focused on Instructional Technology and using technology as an instructional and learning catalyst. In addition to teaching computer and technology courses, he works closely with faculty to integrate pedagogy and technology into teaching practice.

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The summer of 2023 brought with it a declaration from our Executive Director of Technology that it would be the Summer of AI. As a digital learning team, we were assigned the responsibility of exploring the full spectrum of AI in education. The broad nature of this request led to investigations of AI in cybersecurity, data science, marketing, healthcare, and education.

Our AI deep dive resulted in the development of three guiding principles: high standards and expectations, future ready skills, and cultural proficiency. Each principle directly aligns with the district’s vision, mission, and core values. The three guiding principles have become the foundation which underpins all AI professional development, communication, and future planning.

As AI evolves to become an ever-present part of education, there must be a systemic imperative for K-12 school districts to cultivate an ethically-driven mindset. From district office operations to kindergarten classrooms, the integration of AI must be navigated with a moral compass, steering the use of AI toward the collective good while safeguarding against its potential pitfalls. Our AI guiding principles started this process of building an ethical AI mindset, which provided pathways to critically question AI in our system. As we reflect on our work to this point in time, we have identified four spaces (District, School, Classroom/Teacher, Student) in which we have worked to explicitly address ethical AI usage.

Defining AI in each of these spaces has resulted in the emergence of specific questions that guide AI usage and encourage innovation with AI.  For schools trying to figure out how to start on this AI journey, we hope that these guiding questions can be used to jump start the process. Questions are meant to be used in iterative cycles as organizations develop around AI and as AI continues to evolve.

For the purpose of this article, AI ethics in education will refer to principles that govern the use of AI so that individual rights, privacy, and well-being are respected within the entirety of the educational ecosystem. This framing of AI ethics in education considers the implications of AI’s decision-making capabilities, data usage, and potential biases, ensuring that AI tools are used to enhance educational outcomes without increasing inequities (Akgun & Greenhow, 2022; Hagendorff, 2020; Nguyen et al., 2023). Additionally, the broad term of artificial intelligence (AI) in this context will be defined as the branch of computer science concerned with creating systems that can perform tasks requiring human intelligence, including generative AI technologies that produce content, solve problems, and adapt to new information within the educational sector, aiming to support and enhance learning processes and outcomes.

District: The foundation of ethical AI integration

At the district level, ethical AI use is about setting a precedent. Districts must develop guidelines that balance innovation with responsibility (Holter, Rummel & Skadsem, 2024). These guidelines should address privacy, equity, and security while fostering an environment where AI tools enhance cultural proficiency and educational standards. Questions for the district might include:

• How can we create AI usage guidelines that respect student and teacher privacy and ensure equitable access to technology?
• What measures will we implement to monitor the impact of AI and adjust our strategies accordingly?
• In what ways will our investment in AI technologies reflect our dedication to cultural competency and educational excellence?

School: Building an ethical AI culture

Schools must create a learning environment where ethical AI use is part of the culture. This involves professional development for staff, inclusive innovation, and community engagement to demystify AI. Potential questions include:

• How can we establish a school culture that values ethical considerations in the use of AI?
• What training can we provide to empower our educators to integrate AI ethically into their teaching practices?
• In what ways can we involve parents and the community in our journey toward responsible AI use?

Teacher: The ethical AI practitioner

Teachers are the front-line practitioners of ethical AI use in the classroom. They are responsible for selecting, implementing, and evaluating AI tools that support their pedagogical goals and students’ needs. They are also role models for their students, demonstrating critical thinking and ethical reasoning when using AI. Potential questions include:

• How can we assess the quality, reliability, and suitability of AI tools for our learning objectives and contexts?
• How can we ensure that the AI tools we use are fair, transparent, and accountable, and do not introduce or reinforce biases or discrimination?
• How can we foster a culture of inquiry and reflection among our students, encouraging them to question the ethical implications of AI use and generation?

Student: The ethical AI learner

Students are the primary beneficiaries and users of AI in education. They are expected to engage with AI tools as learners, creators, and consumers of content. They are also the future citizens and leaders who will shape the direction and impact of AI in society. Potential questions include:

• How can we develop the skills and competencies that enable us to use AI effectively and responsibly for our learning and personal growth?
• How can we express our creativity and originality with AI tools, while respecting the intellectual property and moral rights of others?
• How can we critically evaluate the AI-generated content that we encounter, and challenge the assumptions and values that underlie it?

Conclusion

The journey toward integrating AI into K-12 education ethically is a collaborative endeavor requiring engagement at all levels. By addressing the unique considerations within districts, schools, classrooms, and the student body, we lay the groundwork for an education system that not only prepares students for the future, but does so with a strong ethical foundation. This article serves as a call to action for educational leaders to engage with AI responsibly, ensuring that technology enhances the learning experience without compromising our commitment to our core human and organizational values.

References

Akgun, S., Greenhow, C. Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI Ethics 2, 431–440 (2022). https://doi.org/10.1007/s43681-021-00096-7

Hagendorff, T. The Ethics of AI Ethics: An Evaluation of Guidelines. Minds & Machines 30, 99–120 (2020). https://doi.org/10.1007/s11023-020-09517-8

Holter, A., Rummel, & Skadsem, H. (2023)  Bloomington Public Schools: Digital Learning AI One-Pager. https://docs.google.com/document/d/e/2PACX-1vR-N4hgLDay6Io5LnEoq7IDqUU_H0g10s-Z5UbfiJET-JlrH_OTUf_8j0akNJAfc9MLlOimZuirHSWG/pub

Holter, A., Rummel, & Skadsem, H. (2024)  Bloomington Public Schools: AI in BPS- Guiding Principle https://docs.google.com/document/d/1WHTy3Uc0uMwLOZ68yidZwwz7o3K4UpgBVK4wEiCWAOM/edit?usp=sharing

Nguyen, A., Ngo, H.N., Hong, Y. et al. Ethical principles for artificial intelligence in education. Educ Inf Technol 28, 4221–4241 (2023). https://doi.org/10.1007/s10639-022-11316-w

Dr. Alexandra Holter, Andrew Rummel & Holly Skadsem, Bloomington Public Schools

Dr. Alexandra Holter, the K-12 Computer Science Coordinator for Bloomington Public Schools in Minnesota, has a background in Mathematics and Science Education with a Ph.D. in Educational Leadership and Policy Studies. In her current role, she is dedicated to expanding computer science education to all grade levels and actively contributes to educational policy through her involvement as the Chair of the CSTA Policy Committee and a SciMathMN Board Member.

Andrew Rummel is the Digital Learning Coordinator for Secondary Schools and the coordinator of New Code Academy Middle and High Schools for Bloomington Public Schools. He is a former Language Arts teacher, literacy coach, and K-12 Literacy Coordinator.

Holly Skadsem is the District Digital Learning and Online Elementary School Coordinator at Bloomington Public Schools in Minnesota. She is a licensed administrator, and a former elementary school teacher. Her passion is creating new pathways and opportunities for students and families in public education. She is also the author of author of Elementary Online Learning.

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