By: Makayla Wolins
As Artificial Intelligence (AI) continues to rapidly evolve and change the educational landscape, RCDS continues to explore the ongoing question of how it should be used. In certain aspects, AI can be a very useful tool. AI can assist with analyzing data, studying, and explaining complicated concepts. However, the use of AI can also be exploited. It can be used as a shortcut around critical thinking, imagination, and curiosity. Finding a balance between these two extremes is a conversation that RCDS continues to have.
Upper School Principal Ms. Heath has been an important figure in the conversation around AI use. She says that the school constantly updates its AI rules in response to the rapid development of AI. According to Heath, RCDS is focusing on developing responsible AI proficiency without losing an emphasis on scholarship and critical thinking. The greatest change from last year is that students are now required to submit their assignments in a document with the version history readily accessible to teachers. This change emphasizes the importance of the drafting and revision process behind a final written product, and highlights the idea that students’ learning is more important than the final result. Heath explained, “There are some logical uses of Artificial Intelligence, and it’s important to know how AI works, how to use it ethically, and how to use it purposefully. But in another discipline or course, using AI could hijack the learning process that a student or teacher is engaging in.”
The main development that prompted the school’s rule changes surrounding AI is students’ new ability to complete assignments in ways that were not possible five years ago, with AI now at their fingertips. Educators have to re-evaluate how they teach, and encourage students to engage with the material and develop and practice critical skills. Teachers also must be clearer about their policies and expectations for both courses and individual assignments. Heath reinforces the idea that both educators and students should be conscious of the purpose of education. Students should know how to solve problems and not depend on AI, while developing their own critical-thinking skills. Her takeaway for students is “don’t give in to the temptation of trying to outsource thinking.”
Dean of Students Mr. Kyle works closely with teachers and students to reinforce the importance of acceptable AI use. He is aware that the use of AI is an ongoing and developing question, and that AI is an extremely powerful tool that can be both helpful and detrimental to learning. He says teachers should be more purposeful in writing guidelines for their classes, as clear expectations are important as RCDS grows in this aspect. Students need to understand that there is not one single uniform approach to AI, and that teachers will have different expectations. Kyle added, “Teachers also have a responsibility to make boundaries clear, and students should always ask about acceptable AI use if unsure.”
Misuses of Artificial Intelligence range from moderate to severe, and the more serious the offense, the harsher the consequences. The handbook also clearly outlines the acceptable use of AI at RCDS. Students are expected to make ethical decisions about the use of AI, and to always clarify with the teacher if they are unsure. When a teacher allows generated content to be used, students should use it only to the extent that the teacher allows. If students do choose to use Artificial Intelligence on an assignment, they must be transparent and correctly cite the AI. Kyle emphasizes the importance of students and teachers being transparent about AI use in order to strengthen the shared trust and open communication.
According to the handbook, Artificial Intelligence should support, not replace, student learning, cognitive growth, critical thinking, and independent analysis. Although AI can be a useful tool, it can also become a shortcut around learning critical skills.
