As artificial intelligence (AI) increasingly integrates into classrooms, educators across the United States are adapting their teaching methods to leverage this technology. Daniel Forrester, director of technology integration at Holy Innocents’ Episcopal School in Atlanta, Georgia. He argues that critical thinking has never been more urgently needed than in our rapidly evolving world today. Critical thinking was never not important. He argues that critical thinking has always been important. In the era of AI, it is now simply table stakes.
Forrester calls on educators to do more than just check modules after the fact. Rather, they need to look on learning the creative process that fuels their practice. We prepare students to keep a record of what they did with AI. This forces them to think critically about ways in which AI is affecting their learning outcomes. Here is a new framework he’s developed, the “Forrester 4.” This framework pushes students to be more intentional as they analyze their AI usage by answering basic but foundational questions like, “What purpose did you use AI for?”
The Importance of Understanding AI Integration
For Forrester, the central issue is not whether students utilize AI tools but whether they can effectively evaluate and integrate these technologies into their work. He emphasizes that “students have to think about when and how to use AI and then assess what it gives them for accuracy, bias, and relevance.” This problem-based approach encourages students to personalize and take ownership of their learning. AI needs to improve their educational experience, not shortchange it.
In his understanding, technology must not drown out the student’s voice or critical engagement. “It forces students to put their fingerprints on the work, to make it theirs,” Forrester states. He is quite intentional about fostering a culture of learning. Within this environment, students lead the way on how AI can improve their learning experiences.
Bart Swartz, director of the Center for Reimagining Education at the University of Kansas, agrees with Forrester. What he’s finding is that schools all over Kansas are choosing to be curious and experiment with AI rather than give in to fear. Swartz highlights creative applications of AI in educational settings, such as elementary schools personalizing after-school programs and middle school teachers tailoring instruction to better meet student needs.
Innovative Uses of AI in Schools
Recently, Swartz has seen high school students creating AI-generated study review games from their class notes. These initiatives are just a few examples of how innovative educators are using AI to facilitate engagement and deepen learning experiences. Revolutionized educational institutions By fully embracing change, Swartz believes, educational institutions will flourish and prosper long into the future. “When districts embrace change, the work moves forward,” he remarks.
Beyond these established practices, educators are venturing into new approaches that advance student voices to create strong and dynamic learning environments. One technique, named “Say, Seed, Slay.” This keeps it in the creative realm, where it encourages students to clearly articulate and explain their thoughts and ideas all while actively using and learning with AI tools. This approach fits with the larger mission of incorporating technological resources into schools while protecting the core essence of our students’ free expression.
Melania Trump’s announcement of a new Presidential AI Challenge should motivate a generation of K-12 educators and students. While specific goals of the challenge remain unspecified, its intent is clear: to ignite a spirit of innovation among participants as they celebrate significant milestones in American history. The challenge invites “students and educators of all backgrounds and expertise” to engage with AI in meaningful ways.
Rethinking Writing and Literacy
Rachel Gates, an educator who has incorporated AI into her writing curriculum, shares her experience with students running AI-written essays through “humanizer” apps that add mistakes for authenticity. Gates realized that she was dedicating more time to catching students using AI than providing constructive feedback on their work. Her discovery changed how she approached teaching writing and literacy altogether.
“I realized that I was spending more time trying to catch my students using AI than I was giving feedback on their work,” Gates explains. She has fought on the front lines against draconian surveillance policies. In lieu of fearmongering, she advocates for a more honest conversation about the future of AI in writing. “I tell my students that AI may know what happened in chapter six of ‘The Great Gatsby,’ but it doesn’t know them,” she asserts.
This perspective highlights a foundational belief among many educators: while AI can provide information, it lacks the personal insights and narratives that shape individual student experiences. “It doesn’t know their stories, and their stories have the power to shape the world,” she adds.
