Lesson 3.3: Communicating Expectations and Enforcement Strategies
GMT20260210-214519_Recording_1920x1070(1)
<!-- /wp:html -->Lesson Text+
<!-- /wp:accordion-heading -->Concept Explanation
<!-- /wp:heading -->The rapid evolution of AI presents numerous challenges in education. Educators may find it difficult to confidently discuss AI with students, especially when they may not know all the answers themselves. Furthermore, teachers certainly don't want to provide guidance that could be misinterpreted as encouraging academic dishonesty. How can we equip ourselves to navigate these conversations, promoting responsible use while upholding academic integrity?
<!-- /wp:paragraph -->- AI technology is a Double-Edged Sword for Educators. While AI tools can be excellent aids for brainstorming and structuring ideas, they have immense potential to facilitate academic dishonesty. Teachers must grapple with this challenge. This prompts a critical reflection regarding the integration of AI into classrooms and the necessary adaptations to address concerns about plagiarism.
- <!-- /wp:list-item --> Think about your current policies and practices regarding AI use, considering the potential benefits and drawbacks. Ask yourself: “How can I effectively integrate AI as a learning tool while minimizing opportunities for misuse?” and “What ethical considerations should guide my classroom AI policies? <!-- /wp:list-item -->
Two effective ways to address AI use and academic integrity with students are using case studies and analogies.
<!-- /wp:paragraph -->Case studies: Consider these scenarios to help you reflect on what you feel is appropriate use.
<!-- /wp:paragraph -->- Case A: Johnny is struggling with constructing an argument for his history essay. He uses an AI tool to brainstorm main points and then writes the essay using those points as a guide.
- <!-- /wp:list-item --> Case B: Sarah feels overwhelmed with her workload. She inputs her essay prompt into an AI writing tool and submits the generated content as her work. <!-- /wp:list-item -->
By comparing cases like these, we can figure out where we want to draw the line between AI use and misuse. These two cases are dramatically different, so consider thinking about cases between the extremes. You could even have ChatGPT create some scenarios for you to consider.
<!-- /wp:paragraph -->Analogies: It's often helpful to use situations that resonate with student experiences. This can make the concept of AI plagiarism more understandable and relatable.
<!-- /wp:paragraph -->Here’s an example:
<!-- /wp:paragraph -->- “Imagine you're training for a marathon. A personal trainer can guide you, suggest exercises, and help you improve your technique. But ultimately, you’re the one who has to run the race. If you haven’t been training all along, you won’t have the endurance to make it the full distance. If your trainer ran the entire marathon for you, that wouldn't truly be your accomplishment, would it? In writing, AI can be like that trainer. It can offer suggestions for your writing, help you structure your arguments, or even provide different stylistic approaches. But in the end, you need to do your own writing, or you can’t claim that it was your accomplishment.” <!-- /wp:list-item -->
<!-- /wp:separator -->
Application
<!-- /wp:heading -->In the early days of ChatGPT, teachers had to figure out how to respond to AI use on the fly, without any planning. Teachers were dropped into a situation where they had no experience. Now that we have the benefit of time, we can plan ahead and address topics before they show up in our classes.
<!-- /wp:paragraph -->Once you have developed a clear and comprehensive AI policy, the next steps involve effectively communicating these guidelines to students and consistently upholding them through appropriate consequences and corrective actions. The next few points provide suggestions to consider as you plan these steps.
<!-- /wp:paragraph -->- Educate Before You Regulate: After developing AI policies, the next step should be to educate students. Many students might be unaware of the ethical boundaries they're crossing. An orientation session at the start of the academic year on the permissible use of AI tools can set the stage. Students could be encouraged to contribute to an AI Use Constitution with guidelines for the whole class.
- <!-- /wp:list-item --> Clear Communication: Students should be made fully aware of what constitutes misuse of AI and the consequences thereof. This could be reinforced at the start of every major assignment or project.
- <!-- /wp:list-item --> Restorative Over Punitive: Instead of just penalizing students for misconduct, a more uplifting approach would be to help them understand why their actions were academically dishonest, and give them chances to make it right. For instance, a student who misuses AI for an essay could be tasked with writing a reflection piece on the importance of original thought in learning. <!-- /wp:list-item -->
Here are a couple of ideas for exploring the ethical aspects of AI use with students:
<!-- /wp:paragraph -->- Scenario Building: Divide students into groups and provide each with a different scenario of AI use, some ethical and some not. You could use the example case studies from above, or come up with your own. Have students discuss and determine the legitimacy of each scenario. This helps them understand the boundaries better, and also promotes critical thinking about technology’s role in education.
- <!-- /wp:list-item --> Real-life Cases: Introduce students to real-world incidents where AI tools have led to controversies in academics or professional realms. Discuss the repercussions faced by the individuals involved and the ethical considerations of each case. <!-- /wp:list-item -->
<!-- /wp:separator -->
Analysis
<!-- /wp:heading -->Parents, often being the first educators, play a pivotal role in shaping a child's approach to learning. Their perspective on technology, especially something as revolutionary as AI, significantly influences a student's attitudes and habits. With the increasing use of AI tools at home for various tasks, parents may not be aware of the potential academic pitfalls their children might face. Engaging parents sets up the possibility of collaborating to build consistency in messaging about AI.
<!-- /wp:paragraph -->- Communication with parents happens regularly throughout the school year, so consider how you can incorporate AI education into the methods you already use. When you send a parent newsletter, include a section where you highlight both the benefits and limitations of AI in academic settings. Another idea is to have one set of parent-teacher conferences be focused on technology, bringing in examples of AI use and misuse. A more direct approach could be to organize workshops where parents can experience the capabilities of AI tools firsthand. <!-- /wp:list-item -->
Your school, school district, or state may already have, or be working on, an official AI policy. If so, you can contribute to the discussion.
<!-- /wp:paragraph -->- The Need for Flexibility: A blanket policy for an entire school or district might not cater to the unique challenges and requirements of individual classrooms and even individual assignments. A history teacher, for instance, might want students to use AI for simulations or recreating events, while a language arts teacher might restrict AI-generated content in creative writing assignments. Classroom-level policies allow for this granularity.
- <!-- /wp:list-item --> Feedback Loop: Teachers, being on the front line, can quickly gauge the effectiveness of a policy, and a classroom-level policy allows for quicker iterations based on real-time feedback. Look into the possibility of communicating your experiences with policymakers. This helps make sure that policies remain relevant and effective.
- <!-- /wp:list-item --> Student Involvement: Classroom-level policies can also involve students in the decision-making process. Including them can lead to policies that are more accepted and understood, promoting a sense of ownership and responsibility among students. <!-- /wp:list-item -->
Blanket policies fail to meet diverse classroom and assignment needs. Granular, classroom-level policies are necessary.
<!-- /wp:paragraph -->Teachers offer real-time feedback. Classroom policies allow quicker changes, ensuring policies stay effective.
<!-- /wp:paragraph -->Including students in policy-making promotes ownership and responsibility, leading to better acceptance and understanding.
<!-- /wp:paragraph --><!-- /wp:separator -->
Learn More
<!-- /wp:heading -->Recommended Resources
<!-- /wp:paragraph -->- Hernholm, S. 17 Aug. 2025. 4 Things Schools Need To Consider When Designing AI Policies. Forbes.
- <!-- /wp:list-item --> ISTE's insights on AI in Education
- <!-- /wp:list-item --> National Education Association. 23 June 2025. Sample School Board Policy on AI Issues. NEA.org. <!-- /wp:list-item -->
Reflective Questions
<!-- /wp:paragraph -->- How can educators strike a balance between harnessing the potential of AI and ensuring it doesn’t overshadow genuine learning?
- <!-- /wp:list-item --> How can students be made stakeholders in the process, ensuring they see AI as a tool rather than a substitute?
- <!-- /wp:list-item --> What benefits can you see from involving parents in the building of AI policies? How could you accomplish this? <!-- /wp:list-item -->
