The U.S. Department of Education (ED) has published guidance on how schools can manage the rise of artificial intelligence (AI). The document focuses on ways to mitigate risk and ensure data security in the use of technology, how and when to use it in instruction, and building AI literacy among users. It was created following listening sessions with teachers and other school staff.
For example, AI might be used to help translate materials into students’ home languages, identify instructional approaches or needs for students, project outcomes, and monitor students’ online activity to detect potential issues like cheating or inappropriate material. Notably, the guidance suggests that districts and schools consider how the AI tools can be used to reduce administrative burden and assist instruction, but that feeding data into those tools comes with some risk about data privacy and conflicts with existing student privacy laws. ED also noted the potential risk for errors and algorithmic discrimination that comes along with AI tools, and emphasized the need for “humans in the loop” to help mitigate bias, flag misinformation, and halt harmful content or malicious use and suggested that schools come up with plans to address civil rights concerns. The agency also noted that lack of access to digital tools like AI or AI-assisted instruction, especially for low-income students and those with disabilities, can create equity concerns.
Additionally, the document talks about the importance of creating a “clear and coherent strategy” around the use of AI, including how and whether to integrate those tools into classroom instruction. There are three critical steps that the guidance says came from teachers consulted: developing AI literacy for educators, creating and revising responsible use policies, and building a system-wide plan. The guidance document contains suggestions for public comment and discussion questions, as well as items to consider including evidence for AI, capacity, and levels of adoption including areas where use of AI is encouraged, allowed, limited, or prohibited.
The document also defines and describes a number of terms surrounding concerns about AI, including algorithmic discrimination, deepfakes, and impersonation with examples of ways these effects could impact students to help educators understand the implications of certain uses.
This is the first document ED has issued on the use of AI in schools. While it is largely classroom facing, there is an emphasis on using tools in ways that reduce administrative burden and paperwork handled by administrative staff.
The guidance on AI is available here.
