There’s no need to imagine a world where apps can create essays, generate artwork, and even make decisions for us. That world is already here. As we enter an era of increasingly advanced artificial intelligence (AI), educators must guide students through the complexities of technology that will inevitably shape the future by modeling ethical engagement with AI.
My own experience with AI led me to approach AI instruction in my classroom through a critical lens, using scenarios to allow students to analyze the potential consequences as well as the potential benefits of their use of AI. When we challenge students to think deeply, it is inevitable that they confront their own beliefs and values. This method allows them to approach AI with a level of mindfulness and responsibility that will serve them well not only in the classroom but also as responsible citizens in society.
Gradual release of learning in AI
As teachers, we have the unique opportunity to guide students in understanding that AI is a tool to enhance learning, not a replacement for critical thinking. This foundational understanding is essential to using AI responsibly. Using the gradual release of learning, I model how to engage with AI critically and ethically.
For example, I might show how to use an AI tool like ChatGPT to brainstorm ideas for a persuasive essay. I guide students in evaluating AI’s suggestions, identifying those aligned with their goals, and refining them using their own creativity and critical thinking.
Another example is a scenario in which a student uses AI to complete their homework without disclosing it to the teacher. Through an interactive think-aloud, I model reflecting on the importance of honesty and responsibility in learning. We discuss the potential consequences of such actions, including how it undermines personal growth, academic integrity, and living and working as responsible citizens.
Next, students participate in guided group discussions where they analyze a scenario together. In these discussions, students learn to use critical thinking along with their morals and beliefs to analyze different situations. A good scenario for this is a student who uses AI to create a presentation for a science fair project. Students could discuss whether relying solely on AI’s response and content diminishes the student’s ownership of the work and explore how the student might incorporate their research, creativity, and unique perspective. Through this collaboration, students learn from each other to develop a foundation for using AI based on morals and values.
Finally, I give students the opportunity to independently analyze scenarios. For example, I might ask students to reflect on how they could use AI in their history class to create a timeline of major events. They could explore how AI can support their learning by quickly organizing events or suggesting connections between them, while also considering how over-relying on AI might hinder their understanding or prevent them from developing their own insights into historical analysis. By applying the learned lessons from our discussions to real-life situations, students gain confidence in their ability to make informed and responsible decisions about AI.
Through these lessons and scenarios, students are encouraged to think critically, analyze diverse perspectives, and develop a strong ethical framework. By discussing the ethical implications of AI in a safe and guided classroom environment, we prepare them for a future in which AI will play an increasing role.
Critical thinking
In addition to ethical reasoning, I also emphasize the importance of critical thinking and individualized voice in academic work. AI can be a game-changing tool for brainstorming ideas, organizing thoughts, or even improving writing, but it should not replace a student’s own voice and personal experiences. For example, I demonstrate how to use an AI tool to brainstorm potential topics for a narrative essay. After generating a list of ideas, I guide students to choose a topic that resonates with their personal experiences and interests, encouraging them to expand on it using their unique perspective rather than relying solely on AI suggestions. Personalizing their work to take ownership is something they should never surrender to AI.
When integrating AI into the classroom, it is crucial to prioritize ethical decision-making. By discussing “what if” scenarios, we can help students become responsible, thoughtful users of AI. For instance, I might present a scenario where a student uses AI to generate the entire content of a science lab report. We would discuss the ethical implications of submitting work that doesn’t represent their own analysis and how this could hinder their ability to develop critical reasoning.
National Assessment of Educational Progress (NAEP) results highlight the importance of reading assessments that require students to demonstrate deeper analysis, synthesis, and critical thinking skills, influencing state educational standards. This aligns with the importance of teaching students to engage with AI as a tool that supports, rather than replaces, these skills. Empowering students with the tools to make informed, ethical decisions as they navigate this rapidly changing era requires these real-world connections. By bringing relatable scenarios, concrete examples, and research-based insights into the classroom, we help students understand the balance between leveraging AI and staying true to their values and individual learning goals.
Preparing the next generation
It is our moral responsibility as educators to guide students through models and support. By taking small, thoughtful steps and engaging our students in meaningful conversations, we can help ensure that the next generation of AI users engages in wise, ethical decision-making.
Catherine Gibbons serves as a reading specialist for grades 7–12 at Gateway Regional High School in Woodbury Heights, NJ. She also works as a graduate reading adjunct professor.