What once sparked mass anxiety is now being embraced as a way to enrich learning. Teachers, administrators and students are finding ways to leverage artificial intelligence tools responsibly, but there are still challenges to navigate.
Artificial intelligence (AI) has advanced remarkably over the past two decades, creating worldwide impact. Various tools have stemmed from AI, some popular ones being ChatGPT, Grammarly and QuillBot. Both negative and positive reactions have followed these new innovations.
English Department Instructional Chair Renee Westlake recalls the initial apprehension surrounding AI.
“In the beginning, there was a lot of fear across the nation because we didn’t understand a lot about it, and it seemed at the time that students understood a lot more than teachers,” said Westlake.
The concern was largely rooted in how students might misuse the technology, particularly when it came to writing essays and completing assignments.
However, this anxiety has subsided as educators have taken the time to research AI’s potential and developed strategies to integrate it into the classroom.
A system was developed last school year for all Fulton County schools to train students on using AI ethically to prepare them for the more serious consequences they may face in college. These consequences can range from temporary suspension to permanent expulsion.
“We want to try to train students for the ins and outs, the rights, the wrongs,” Westlake said.
This sentiment is rehashed by Administrative Assistant Jon Karschnik. Like many educators, Karschnik sees AI as analogous to other technologies that revolutionized learning. He said AI can save students time and enhance learning when used correctly.
“It’s almost like a calculator. Calculators are tools that help us work more efficiently,” Karschnik said. “So how can we leverage that AI to learn more efficiently?”
Both Westlake and Karschnik emphasize that AI should be used to enhance—not replace—student effort.
Westlake notes that she has not seen a significant change in students’ work ethic, partly because of the structured environment schools have implemented to maintain integrity.
“We have lockdown browsers that keep them honest—not just for AI but to prevent even spell checkers and looking up definitions,” she said.
Yet, the challenge remains in teaching students to approach AI responsibly.
“Students have to take some initiative to have their own intellectual curiosity and not just lean on AI to spit out papers,” Karschnik said.
For students like freshman Nile Robinson, AI is more of a time-saving tool than a shortcut.
“I use AI when I’m running out of time, busy, or don’t understand something. I still feel like I put in my own effort too though, and I think it’s right for me to take credit for my own work,” Robinson said.
Senior Abbi Hoffmann shares a similar perspective about her use of AI as a busy high school student.
“It’s not that I depend on it fully, but I use ChatGPT to understand some topics and answer questions,” she said.
Hoffmann and Robinson’s statements reflect a broader trend among students who recognize the value of AI but still want to maintain ownership of their learning.
As schools continue to adapt to AI’s presence, the focus is shifting from fear of misuse to figuring out how to incorporate it in ways that benefit students without diminishing the value of their intellectual contributions.
