In Salt Lake City, artificial intelligence is becoming an integral part of the educational landscape in Utah. Students are leveraging AI tools to enhance their learning experiences, tackle complex problems, and gain better insights into challenging topics. Meanwhile, educators are navigating the fine line between utilizing AI as a resource and the potential pitfalls of academic dishonesty.
As Utah formulates guidelines regarding AI integration in education, students are set to play a crucial role in the conversation. On October 1, the Utah State Board of Education officially approved the establishment of an Artificial Intelligence Student Task Force. This decision followed months of collaborative efforts between students and educators, aiming to ensure that the student perspective is represented as schools adapt to rapidly advancing technology.
Earlier in September, the board’s Standards and Assessment Committee granted preliminary approval for the task force, which will function under the existing Student Advisory Council. The group’s mission will be to provide ongoing feedback on AI matters, shaping policies and supporting initiatives led by students.
The push for student involvement stems from a recognition that their voices were absent in the discussions surrounding AI use in schools, especially as this technology becomes progressively prevalent in educational settings. One of the students involved, Rahul Nair, a senior at Skyline High School, noticed the lack of representation while studying Utah's AI framework. He reached out to a board member to propose a solution: simply asking students for their opinions.
What began as an idea for a survey evolved into a broader initiative, with Nair collaborating with educators, including Utah State Board of Education AI specialist Matt Winters, to draft a charter and present it at various educational events. Hillcrest High School senior Kennedy Mickelson joined Nair, contributing her cautious perspective regarding the use of AI in the classroom.
Nair emphasizes that students need to be consulted about their experiences with AI, as it is already a tool they utilize for studying. He personally employs AI to aid in preparing for tests, generate practice problems, and compile research. He believes that while concerns about cheating are valid, AI can be beneficial for learning when used appropriately.
Despite his enthusiasm for AI as a valuable educational aid, Nair acknowledges the need for clear guidelines. He mentions an approach his teacher employs, where different levels of AI usage are specified for assignments—ranging from no AI usage to more extensive use depending on the task.
With the passage of HB273 earlier this year by Governor Spencer Cox, the urgency for student input has increased. This law mandates the Utah State Board of Education to develop model policies on technology and AI for public schools, including standards around ethical AI usage.
Mickelson shares the belief that students deserve representation in the policymaking process but maintains that not all AI applications are intrinsically beneficial. She has observed younger students inadvertently sidestepping the learning process by relying too heavily on AI, emphasizing the importance of mastery and problem-solving skills.
Mickelson supports using AI as a supplemental tool rather than as a crutch, arguing that students should engage with the material, and she advocates for minimizing AI exposure for younger students until they build a solid foundation in critical thinking.
Their differing viewpoints underscore the complexity of the task force's mission: it needs to address not just how students are using AI, but also the conditions under which its use is appropriate.
Moreover, student perspectives vary widely; some embrace AI, while others approach it with skepticism or concern. Mickelson highlights the need to consider those who may find AI ethically troubling, including students who are wary of its impact on creativity and learning.
With the formation of the new task force, the hope is to incorporate these diverse student viewpoints into the ongoing dialogues about AI in Utah education. Nair envisions engagement from students throughout the state, with an understanding that individual needs may differ significantly based on geographic and socio-economic factors.
The next challenge lies in unearthing the desires of students regarding AI use in education. For Nair and Mickelson, it’s less about endorsing either excessive or minimal AI but rather establishing a well-defined boundary for its role in the classroom. With student voices finally being heard, a more balanced approach to AI policy is on the horizon, aiming to truly reflect the experiences of those most affected by these decisions.
