AI Beliefs
Ferndale School District Human-Centered Artificial Intelligence - Principles and Beliefs
The promise of Artificial Intelligence (AI) in the Ferndale School District is substantial. Aligning with Washington’s Office of Superintendent of Public Instruction (OSPI), we believe in Human > AI > Human (H>AI>H) continuum model which is not in substituting human instructors but by augmenting and streamlining their endeavors. The Ferndale School District strategic plan supports students becoming “Future Ready”, which is supported by having a grasp on useful and applicable tools such as AI woven together with human inquiry, reflection, insight, and empowerment.
Our unwavering commitment to Universal Design for Learning (UDL) shapes our belief that our use of AI should align with UDL's three core principles: diversified ways of representation, action/expression, and engagement. AI can facilitate presenting information in diverse formats, aligning with individual learners' needs. Similarly, AI can offer students various means of showcasing their knowledge and participating in learning activities. Additionally, AI can provide numerous ways to keep learners engaged, ensuring a dynamic learning environment receptive to their interests and motivations.
We advocate for AI to expand and facilitate meaningful, learner-centric personalization, and nurture student independence through the H>AI>H model. We aim to utilize AI to grant learners of all backgrounds equal access to educational opportunities, thereby reducing barriers to learning, as is the goal of UDL.
We view AI as a powerful tool at the forefront of revolutionizing industries and digital learning. AI can undertake routine tasks, freeing teachers to invest more time in direct, interpersonal interactions with students. Its potential for improving assessments and delivering resources, information and insights to teachers to improve instructional effectiveness is encouraging.
While we acknowledge the benefits of AI in education, we recognize our collective role as educators in avoiding potential pitfalls and challenges associated with AI, such as inherent bias. We are committed to ensuring equity and fairness in our use of AI and scrutinizing AI tools to guarantee they reflect these values. We must evaluate all AI tools and models to ensure that humans are at the center of all AI usage and that models are equitable and inclusive when used in appropriate classroom settings. Students should not be put at risk by using AI nor should their personally identifying information be unlawfully shared. AI use shall comply with student/personal privacy and data protection laws as outlined in FERPA, COPPA and CIPA. Staff will explain the need to review prior to finalizing any information.
We are also mindful of the limitations of certain AI applications, notably AI detection tools. Given current technology, these tools have been shown to possess varying levels of accuracy and reliability. Therefore, they should not be depended upon to make critical decisions or form evaluations about student performance or behavior. Instead, we assert that these tools should only be used to support educators and provide supplemental information. We must ensure these tools do not replace the nuanced understanding and empathy of human educators, who possess a broader contextual understanding. This caution ensures we maintain a balance between the human and the machine, recognizing that while AI can assist us, it cannot wholly understand the complexity of individual learners and the human element that shapes the learning experience.
Our inclusivity commitment extends to AI. AI-powered resources should be thoughtfully designed to support all students, including those with disabilities and multilingual learners. We are committed to nurturing appropriate trust in AI systems by supporting teachers, students, and their families/caregivers. We encourage educators to use professional judgment, even if it means questioning or overriding an AI tool's decisions.
As AI advances and computer interactions become more human-like, we are dedicated to equipping students and teachers with the knowledge to navigate alongside AI tools as it evolves. This guidance is intended to be a living document and will regularly review this guidance to determine if and when updates are appropriate.
AI is another technological tool to leverage learning by assisting, inspiring, and clarifying. It is not a substitute for original thought. Therefore, we must recognize the societal responsibility to enhance the learning process, not replace but the need to develop knowledge, insight, analysis, and critical thinking skills in the human centric H>AI>H model.
In conclusion, AI is a powerful tool that we believe can improve education by offering personalized, inclusive, and compelling learning experiences when used responsibly and ethically. However, the essential value of human wisdom, judgment, and connection remains at the heart of our educational philosophy and the H>AI>H model.
References
Consortium of School Networks/ Microsoft (2023). Artificial Intelligence (AI) in K-12. Available from https://www.cosn.org/wp-content/uploads/2023/03/CoSN-AI-Report-2023-1.pdf
Dolan, J. (2023, January). Guidance on AI/ ChatGPT. Princeton University, The McGraw Center for Teaching and Learning. Available from https://mcgraw.princeton.edu/guidance-aichatgpt
OpenAI. (2023). ChatGPT (September 25 Version) [Large language model]. https://chat.openai.com
U.S. Department of Education (2023). Artificial Intelligence and the Future of Teaching and Learning. Available from https://tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf
Walden University (2023). Guidelines for Using ChatGPT and Other AI Tools in Writing and Research. Walden University. Available from https://academics.waldenu.edu/artificial-intelligence
We Are Teachers Staff (2023, July). How to Write and AI Policy for Schools: Examples and Resources. We Are Teachers. Available from https://www.commonsense.org/education/articles/chatgpt-and-beyond-how-to-handle-ai-in-schools
“Why All Our Classes Suddenly Became AI Classes.” Harvard Business School, 2022, https://hbsp.harvard.edu/inspiring-minds/why-all-our-classes-suddenly-became-ai-classes