Schools in North Dakota are working to integrate artificial intelligence (AI) into their educational frameworks while addressing the challenges that come with its rapid development. K-12 educators express a mix of excitement and frustration regarding AI tools, which have the potential to enhance learning but also risk being misused by students.
Discussions among teachers and administrators reveal a sense of urgency to keep pace with AI advancements. Many educators find themselves feeling overwhelmed by the speed of change and the lack of sufficient training. As students increasingly utilize AI tools, concerns arise about their ethical understanding and the potential for shortcuts that undermine learning.
Levi Bachmeier, the new state Superintendent of Schools, emphasized the need for clear policies. While the North Dakota Department of Public Instruction offers a guidance framework, it is almost three years old and may not reflect the latest developments in AI technology. “I think that the time is probably right to review that and explore if there are ways that we can probably put out better, more actionable recommendations,” Bachmeier stated.
Educators Grapple with AI’s Dual Nature
Teachers like Jennifer Kallenbach, a high school history instructor, feel they are often two steps behind their students regarding AI use. “Once we catch up, students will probably find a loophole,” she remarked. Kallenbach advocates for using AI as a supportive tool rather than a crutch. She encourages her students to engage with AI for brainstorming but warns of the inaccuracies that can arise, particularly in historical contexts.
Striking a balance is essential, according to Kallenbach. She said, “I always think, how can I help students use this as a tool to make their life more efficient, but not lose that deep, slow, critical thinking which is really the most beautiful thing about education.”
Bachmeier shared his view on AI in education, summarizing his feelings as a combination of inevitability, nervousness, and excitement. He pointed out that AI can enhance efficiency in lesson planning and administrative tasks, allowing educators to focus more on building relationships with their students. “If we can find ways to help support districts, to help support teachers, to use the benefits of AI to make their work more efficient, then they can do what they do really well,” he explained.
The Need for Training and Ethical Discussions
The challenge of inappropriate AI use has been echoed by several educators. Mark Andresen, principal at Mandan High School, noted that inappropriate usage can hinder student learning in critical areas like mathematics and writing. “Schools are being challenged greatly with inappropriate use, which is actually hurting students in the long run,” he stated.
Superintendent Cory Steiner of Fargo Public Schools highlighted the necessity for ongoing discussions between students and educators regarding appropriate AI use. He described a recent meeting with student leaders where the need for guidance on AI’s role in their education came up. “They really want to work with their teachers to figure out when AI is appropriate,” Steiner said.
Many educators call for more training and time to explore AI tools. Loren Nieuwsma, a speech and English teacher, identified time as a significant barrier. “It’s literally been so overwhelming for teachers,” he said. Teachers also express a need for more structured discussions around ethics in AI use, as they strive to guide students on responsible practices.
The ethical implications of AI in the classroom are underscored by Jefferey Brandt, principal at Dickinson High School. He believes that teaching students about appropriate AI usage is critical, particularly as academic dishonesty policies may not cover every scenario. He hopes educators will recognize changes in student performance that could indicate misuse of AI.
Despite the challenges, there is optimism about the potential for AI to enhance educational experiences. Grayson Erling, a fifth-grade teacher in the Bismarck Public Schools, sees promise in AI tools but acknowledges limited adoption at the elementary level. He stressed the importance of preparing younger students for middle school by using AI as a learning resource rather than a shortcut.
As North Dakota schools navigate the complexities of AI integration, the focus remains on fostering an environment where technology enhances education rather than detracts from it. The collaborative efforts of educators, administrators, and students will play a crucial role in determining the future landscape of learning in the state.
