AI at FASNY

List of 4 items.

• 1. Students and educators must remain partners in learning.

  Learning happens, and knowledge is constructed through engagement and collaboration, making interpersonal interaction between students and educators irreplaceable. The use of AI should not displace or impair the connection between students and educators, a connection that is essential to fostering academic success, critical thinking, interpersonal and social skills, emotional well-being, creativity, and the ability to fully participate in society. AI-enhanced tools that undermine any of these critical aspects of teaching and learning should not be employed.

• 2. Evidence-based AI technology must enhance the educational experience.

  Artificial intelligence should only be adopted once there is data supporting a tool’s appropriateness and efficacy with potential users and, for instruction-focused AI, its alignment with high-quality teaching and learning standards and practices. This evidence should come either from research conducted and reviewed by independent researchers or from industry-sponsored research that adheres to the same standards of methodology and peer review as independent research. If such research is unavailable, AI may be adopted on a pilot or trial basis if the evidence is being collected and analyzed in a timely manner, with an agreement in place to cease the use of the technology if the results of the research do not show the intended benefits or do not serve educational goals. Currently at FASNY, we have adopted many AI tools or platforms with embedded AI that are available school-wide, including Google Gemini, Diffit, Sibme, and Canva.
  
  Assessment of AI efficacy must not end after a tool is adopted. Innovations in technology, pedagogy, and content are ongoing, and AI tools must be reassessed regularly by educators to ensure they continue to provide the intended benefits and have not created unanticipated problems. Educators must be involved in both the initial and ongoing assessment of AI tools so that AI is used only if it will enhance, rather than detract from, students’ educational experiences and their well-being. Teacher involvement is critical to ensure that AI is implemented in ways that are effective, accurate, and appropriate for learners at all levels.

• 3. Ethical development and use of AI technology must include strong data protection practices

  Artificial intelligence is far from flawless and requires human oversight, checks, and balances. Primary areas of concern include algorithmic bias, inaccurate or nonsensical outputs, violations of student and educator data privacy, and the considerable environmental impact of AI energy use. AI tools must be carefully vetted prior to deployment and monitored after implementation to mitigate these hazards, guarantee ongoing transparency, and confirm that tools comply with current local, state, and federal laws. Particular attention must be paid to AI tools that aim to play any role in assessing/evaluating students or educators, or would have monitoring or surveillance functions. AI tools proposed for any of these purposes should be approached with caution; evaluated, understood, and agreed to by appropriate interest holders (including students, educators, and families); and used with the understanding that AI data models and programming are biased, incomplete, quickly become outdated, and can result in unreliable and potentially harmful results. The use of AI to assess students and provide feedback that has not been individualized for each student by the teacher is not acceptable at FASNY. FASNY teachers will receive ongoing learning opportunities that enable them to identify ethical hazards and how to handle them effectively if they arise.
  
  Although these technologies operate in virtual spaces, AI and the cloud will consume increasing amounts of energy and require larger quantities of natural resources, which has the potential to increase greenhouse gas emissions. At present, generating a single image using a powerful AI model consumes as much energy as fully charging your smartphone.5 While it is nearly impossible for researchers to evaluate the full extent of the negative environmental impacts of AI technologies, we should all be aware of the connection between AI and the environment and be mindful of environmental impacts.

• 4. Ongoing education with and about AI: AI literacy and agency

  Effective, safe, and equitable use of AI technology in education requires that students and educators become AI literate and develop a greater sense of agency with this technology. The use of artificial intelligence extends into countless aspects of our personal and professional lives. AI literacy will be included in every student’s education explicitly through the Digital Literacy curriculum in the Lower School and Digital & Media Literacy in the Upper School, with developmentally appropriate, experiential coursework so that all students understand the benefits, risks, and effective uses of these tools. They will also learn how to approach AI as it will be woven into all subject areas, helping students think critically about using AI-enhanced technology.
  
  All FASNY teachers and staff will have access to ongoing professional development on AI throughout the year. Teachers and staff are also encouraged to seek out additional, individualized training. These learning opportunities will help our teachers research and assess available evidence about effective AI uses in education; understand AI bias and know strategies for reporting and mitigating the harmful impacts of AI bias; and understand the ethical and data privacy hazards associated with AI-enabled technology. All FASNY teachers will be expected to acquire a baseline understanding and skill set about AI in the educational setting. 
  
  

  Adapted from the NEA’s statement on AI