Key points:
The summer of 2023 was marked by our Executive Director of Technology declaring that it would be the summer of AI. As a digital learning team, we have been given the responsibility to explore the full spectrum of AI in education. The broad nature of this demand has led to investigations into AI in cybersecurity, data science, marketing, healthcare, and education.
Our in-depth analysis of AI resulted in the development of three guiding principles: high standards and expectations, future-ready skills, and cultural fluency. Each principle directly aligns with the district’s vision, mission, and core values. The three guiding principles have become the foundation that underpins all AI professional development, communication, and future planning.
As AI evolves to become a ubiquitous element in education, there must be a systemic imperative for K-12 school districts to cultivate an ethics-driven mindset. From district office operations to kindergarten classrooms, AI integration must be approached with a moral compass, directing the use of AI toward the collective good while guarding against its potential pitfalls. Our AI Guiding Principles began this process of building an ethical AI mindset, which set the stage for critically questioning AI in our system. Reflecting on our work so far, we identified four spaces (district, school, classroom/teacher, student) in which we worked to explicitly address the ethical use of AI.
Defining AI in each of these spaces has resulted in the emergence of specific questions that guide the use of AI and encourage innovation through AI. For schools trying to understand where to begin this AI journey, we hope these guiding questions can be used to get the process started. The questions are intended to be used in iterative cycles as organizations grow around AI and AI continues to evolve.
For the purposes of this article, the ethics of AI in education will refer to the principles that govern the use of AI so that individual rights, privacy and well-being are respected within the entire educational ecosystem. This AI ethics framework in education considers the implications of AI decision-making capabilities, data use and potential bias, ensuring that AI tools are used to improve educational outcomes without increasing inequalities (Akgun & Greenhow, 2022; Hagendorff, 2020; Nguyen et al., 2023). Additionally, the broad term artificial intelligence (AI) in this context will be defined as the branch of computer science concerned with creating systems capable of performing tasks requiring human intelligence, including AI technologies generative that produce content, solve problems and adapt to new ones. information within the education sector, aimed at supporting and improving learning processes and outcomes.
District: the foundation of ethical AI integration
At the district level, ethical use of AI is about setting a precedent. Districts should develop guidelines that balance innovation and accountability (Holter, Rummel & Skadsem, 2024). These guidelines should address privacy, fairness, and security while fostering an environment in which AI tools improve cultural competency and educational standards. Questions to ask the district might include:
- How can we create AI use guidelines that respect the privacy of students and teachers and ensure equitable access to the technology?
- What measures will we implement to monitor the impact of AI and adjust our strategies accordingly?
- How will our investment in AI technologies reflect our commitment to cultural competence and educational excellence?
School: Building an ethical AI culture
Schools must create a learning environment where ethical use of AI is part of the culture. This involves professional staff development, 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 offer to enable our teachers to ethically integrate AI into their teaching practices?
- In what ways can we involve parents and the community in our journey towards responsible use of AI?
Teacher: The ethical AI practitioner
Teachers are the frontline practitioners of the ethical use of AI in the classroom. They are responsible for selecting, implementing, and evaluating AI tools that support their educational goals and student 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 that they do not introduce or reinforce bias or discrimination?
- How can we foster a culture of inquiry and reflection among our students, encouraging them to question the ethical implications of using and generating AI?
Student: The ethical learner in AI
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. It is 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 we encounter and question the assumptions and values behind it?
The journey toward ethically integrating AI into K-12 education is a collaborative effort requiring commitment at all levels. By addressing the unique considerations within districts, schools, classrooms, and the student body, we lay the foundation for an education system that not only prepares students for the future, but also does so on an ethical basis solid. This article is a call to action for education leaders to responsibly engage with AI, ensuring that the technology enhances the learning experience without compromising our commitment to our human and organizational values fundamental.
The references
Akgun, S., Greenhow, C. Artificial Intelligence in Education: Addressing Ethical Challenges in K-12 Contexts. AI Ethics 2431-440 (2022). https://doi.org/10.1007/s43681-021-00096-7
Hagendorff, T. AI ethics: an assessment of the guidelines. Minds and machines 3099-120 (2020). https://doi.org/10.1007/s11023-020-09517-8
Holter, A., Rummel and Skadsem, H. (2023) Bloomington Public Schools: AI Digital Learning One-Pager. https://docs.google.com/document/d/e/2PACX-1vR-N4hgLDay6Io5LnEoq7IDqUU_H0g10s-Z5UbfiJET-JlrH_OTUf_8j0akNJAfc9MLlOimZuirHSWG/pub
Holter, A., Rummel and 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 of artificial intelligence in education. Educ Inf Technol 284221-4241 (2023). https://doi.org/10.1007/s10639-022-11316-w
