Amy Owen is the Senior Director, Digital and Teacher Policy at ExcelinEd.
Technology evolves and advances all the time, and it seems like the pace of change only gets faster. In the year since ChatGPT’s public release, a plethora of educational tools powered by generative artificial intelligence (AI) have hit the market. Students, teachers and district and state education leaders have all grappled with the question: what does this mean for me?
Students wonder whether they can use AI to edit an essay – is that plagiarism? How about asking AI for help solving homework problems – is that cheating? Teachers face those same questions: what expectations should they put in place for students, and how will they know if students step outside those boundaries? They might also wonder whether AI holds potential for enhancing personalized learning or streamlining paperwork requirements.
District and state education policymakers might have bigger-picture questions. Will AI make whole career fields obsolete? What skills do students need to develop now to be competitive in the marketplace in the future? And how should they prepare teachers to teach those skills, when AI is new to the teachers as well?
To help state policymakers identify and respond to state-specific challenges and opportunities associated with AI, ExcelinEd has developed a new model policy, The AI in Education Task Force Act. This Act offers a structured plan for states to bring together local, state and national perspectives to develop cohesive policy recommendations to evaluate, implement and regulate AI in K-12 and postsecondary education. By responsibly integrating AI in education settings, states can empower students with personalized learning experiences, equip educators with new tools and ensure education pathways are aligned with industry demands.
Resources:
Model Policy: ExcelinEd’s AI in Education Task Force Act
State Exemplar: Virginia Governor Glenn Youngkin’s Executive Directive Number Five (2023)
