You’re on a committee tasked with generating a AI draft use policy for Leafville Ohio High School. Work together with your group to come up with the a policy document and stakeholder listening and education plan. Consider ethical principles such a privacy, bias, and our Leafville’s general obligation to give students and future-focused education. Also, do not neglect to consider FERPA as it is very relevant to this case. Be realistic, considering that AI checkers are not 100% accurate and there may be substantive opposition on both sides of the issue, and that there may not be many local AI experts. Using AI to help draft this policy is fine, but the goal is to stimulate a discussion amongst the group about controversies and stakeholder buy in.
I. Introduction
- Purpose of the Policy: Explains why the policy is needed, focusing on the benefits and challenges of using generative AI in education.
The policy is needed because it establishes and will let educators and stakeholders know how the school will be using AI in certain things.
- Scope: Clarifies who is affected by the policy (e.g., students, teachers, administrative staff) and in what contexts it applies (classroom use, homework, research projects).
The people who may be affected the most by this policy are students and educators. The students will have to follow strict guidelines regarding AI use, and that can quickly spin out of control because AI detectors usually do not work very well. Educators will have to learn their way around trying to regulate the use of AI, without students or themselves blatantly plagiarizing AI. AI detectors also have reviewed people’s own work as AI, so it may not be reliable.
II. Definitions
- Generative AI: Provides a clear definition of generative AI technologies covered by the policy.
Generative AI is one type of AI that allows computers to learn through its users and other data without being clearly programmed to do so.
- Key Terms: Defines other important terms used within the policy for clarity (e.g., academic integrity, bias).
Key terms being discussed in this policy are how we can insure academic honesty, how we can use generative AI to our benefit to help us, and the bias we may have against the use of AI such as how students and educators can use their thinking, and not only receive ideas through AI.
III. Ethical Principles
- Integrity and Honesty: Guidelines on maintaining academic honesty with AI-generated content.
To maintain academic honesty with AI-generated content, there could be implementations of AI checkers, where if the assignment is more than 35% AI, it should be addressed between educators and students. Since AI checkers may not be the most reliable, teachers may also need to figure out a student’s writing style in order to differ from AI and human work.
- Equity and Accessibility: Ensures equitable access to AI tools and addresses potential biases in AI-generated content.
Students and Educators should not use AI to address biases, instead going to human sources. Bias should not come up in a classroom environment, but if they do, do not turn to AI for the answers to help address the bias. AI can sometimes be biased towards religions, political figures, and other topics.
- Privacy and Security: Outlines how students’ and educators’ data will be protected when using AI tools.
To maintain data protection for students, we should be using reliable AI sources like ChatGPT or Gemini, where you can optionally sign up for an account to be a user. Do not share your personal information with any AI sources such as addresses, personal financial information, or anything you may think is personal information you would not want anything, human or not, to know.
IV. Guidelines for Use
- Educational Use Cases: Describes approved ways in which generative AI can be used to support learning objectives.
- Prohibited Uses: Specifies situations or purposes for which generative AI may not be used (e.g., completing assignments on behalf of students).
- Collaboration and Sharing: Guidelines on how students and teachers can share AI-generated work within and outside the school environment.
V. Responsibilities
- Students: Outlines expectations for responsible use of generative AI, including citing sources and distinguishing between AI-assisted and original work.
- Teachers and Staff: Describes the role of educators in guiding, monitoring, and evaluating the use of generative AI in educational activities.
- Administration: Defines the responsibilities of school administrators in providing support, resources, and training for the effective and ethical use of AI.
VI. Monitoring and Compliance
- Monitoring Use: Details how the use of generative AI will be monitored to ensure compliance with the policy.
- Handling Violations: Describes the procedures for addressing breaches of the policy, including potential consequences.
VII. Support and Resources
- Training and Education: Outlines the provision of training for students and staff on the ethical use of generative AI and the interpretation of AI-generated content. Leafville’s school is not large or rich. Consider the realistic resources of a rural school.
- Technical Support: Information on where and how to get technical help with AI tools.
VIII. Review and Update
- Policy Review Schedule: Establishes a schedule for regularly reviewing and updating the policy to adapt to new developments in AI technology and education practices.
- Feedback Mechanism: Describes how students, teachers, and parents can provide feedback on the policy.