Determine then clearly communicate AI tools/apps do’s and don’ts

What apps are "approved"? Do all teachers, staff, students, and families know?

In the fall, a school in Massachusetts did a quick audit on the apps that had been accessed on the district network. They learned that although this singular school had not yet "approved" any, teachers had accessed nearly 90 AI-powered apps, putting user data (including student data) at risk, creating cybersecurity issues, and promoting a scattered and inconsistent message about the vision for using AI. Deciding which apps are approved and communicating to all stakeholders is incredibly important when laying a foundation for implementation.

Consider the following:

• What AI tools/apps are district-approved for teachers? Students over 13? Under 13?

• If a teacher or staff member wants to create an account for a free tool not offered by the district, should they use their work email to do so?

• If an already-approved tool adds an AI feature, does the district permit or restrict use? 

• How can teachers inquire about getting a tool/app approved?

• In what ways will this information be communicated to teachers, students, families, and community members?

Additionally:

• Even LEAs who decide not to move AI implementation forward should communicate their position clearly.  If it isn't, AI will be undoubtedly be used in ways that the LEA is not prepared for.

• Many existing tools have embedded AI. Canva, Padlet, and Canvas are examples of commonly approved apps that teachers and students use, that have built in AI features.

• The list of approved apps should be communicated as a starting point; this list should evolve over time as you think, learn, and experience more.

Watch these videos to hear from districts in Arizona who completed this challenge. 

You will hear how they thought about and tackled the task, including challenges and successes.