The State of K-12 AI Education Policy: Promoting Teaching With and About AI | ASU+GSV Summit 2024

The rapid advancement of artificial intelligence (AI) has sparked both excitement and trepidation about its potential to reshape education as we know it. Are we ready to harness its potential to personalize learning and equip students with vital 21st-century skills? Or will we be caught flat-footed, scrambling to adapt?

These pressing questions were at the forefront of a recent panel discussion at the ASU+GSV Summit, which brought together four state superintendents to discuss the current landscape of AI education policy. Superintendents Kirsten Baesler (North Dakota), Jhone Ebert (Nevada), Catherine L. Truitt (North Carolina), and Tony Thurmond (California), along with moderator Pat Yongpradit from Code.org , offered candid insights into the readiness of school systems to implement AI policies and navigate the challenges and opportunities ahead.

As Superintendent Ebert pointed out, "The time is now and people are ready to engage." She likened AI to a powerful tool that, much like prescription drugs, can be greatly beneficial when used appropriately but also misused if proper guidance is lacking. However, the superintendents acknowledged that readiness levels vary widely across states, with some just beginning to dip their toes into AI guidance while others are further along in the policy development process.

Superintendent Baesler noted the importance of approaching AI with "an open asset mindset" rather than focusing on restrictions and limitations. "We're leading for our children's future, not our past," she emphasised. "I really worry that we're going to face it with a deficit mindset and lead with 'You must not, cannot, shall not.'" This forward-thinking attitude, balanced with appropriate guardrails, will be essential as education leaders chart a course forward.

Despite recognizing the transformative potential of AI, the superintendents were frank about the day-to-day challenges that can make it difficult to prioritise, from chronic absenteeism to ensuring students have enough to eat. But as Superintendent Truitt explained, ignoring AI would be a disservice to students given its growing presence in the professional world. "AI is already in the workplace," she said, "so if we ignore AI, I mean, we're not being student-centered." Superintendent Thurmond echoed this sentiment, stating bluntly: "We have to get ready. Those jobs are happening right now."

To bridge the gap between the classroom and the rapidly evolving world of work, the panelists stressed the need for robust partnerships between education and industry. Superintendent Thurmond urged Edtech companies and innovators to "show best practices" and "demystify for folks" how AI is being used effectively in schools. "At the end of the day, I think the more that you can help us see where there are results - did it make a difference, bottom line, did this help to drive student outcomes," he said.

Superintendent Truitt emphasised the importance of data in making the case for AI investments to legislators and decision-makers. "I'm not going to approach a legislator without some data," she said. "And so if that means that you've got to get your product in the hands of a district for free so that you can show them the data before they have money to purchase it, you're going to have a better chance of getting funding from a state."

Superintendent Ebert highlighted the need for solution providers to understand the unique context of each state's education system. "Don't approach it as we're all the same," she cautioned. "You have three elected officials on the stage and one that's appointed by the governor, so the structure within the state, the context within the state, matters quite a bit. Make sure you meet those that you're going to serve where they're at as well."

While the potential benefits of AI in education are immense, the superintendents acknowledged the political challenges that come with any major technological shift. As AI has advanced, so too has it become a lightning rod, eliciting reactions ranging from unbridled enthusiasm to deep-seated fear and even calls to restrict internet access in schools.

Superintendent Baesler likened the current moment to past battles over Common Core and student data privacy. "There's a lot of people that are excited - let's go, let's move, this is going to be great for our kids," she said. "And then there's the other side of the spectrum that's like, 'Nope, there's too much unknown about it.'"

Overcoming resistance and moving forward thoughtfully will require rising above the political fray to focus on what truly matters: expanding opportunity for all students. "We have seen the politicization that if you're a state superintendent, a local district superintendent, or a teacher, you are targeted sometimes even with death threats, people will threaten you over educational concepts," said Superintendent Thurmond. "Education has to rise above that and make sure that we create great opportunities for all students. In spite of the politics, we have to move it forward to support all of our students."

The path forward, the superintendents agreed, must be rooted in a commitment to building a deep understanding of AI among educators and students alike. "In order for this to have a fighting chance, there must be recognition that before we can teach it, we have to understand it," said Superintendent Truitt. "We have a teaching workforce right now that by and large doesn't understand this yet."

Superintendent Ebert shared how she is striving to build AI literacy among current and future education leaders by integrating AI into a course she is teaching at the University of Nevada, Las Vegas. "Higher education right now, at this moment, we need to make sure that our pre-service, our in-service, our building leaders are diving in, experiencing it, failing forward, and making sure that it's used appropriately before they just have opinions about it. Let's actually try to use it first," she said.

"I'm not going to approach a legislator without some data," Superintendent Truitt said. "And so if that means that you've got to get your product in the hands of a district for free so that you can show them the data before they have money to purchase it, you're going to have a better chance of getting funding from a state." How can we get data to show the impact of AI and how can we measure this?

This quote emphasizes the importance of having measurable proof points and data on the effectiveness of AI education tools in order to make the case to state legislators for securing funding. Superintendent Truitt advises edtech companies to be willing to pilot their products in districts for free in order to gather this critical data on student outcomes before seeking state funds for wider adoption.

Conclusion

As I reflect on the insights shared by these education leaders, I am filled with both hope and contemplation. The promise of AI to transform learning and equip students with the skills they need to thrive in an increasingly AI-driven world is immense. From personalising instruction to meet each student's unique needs to streamlining administrative tasks so educators can focus on what matters most, the potential applications are vast.

Realizing that potential will require more than just enthusiasm; it will demand a thoughtful, collaborative approach that brings together educators, policymakers, industry leaders, and other key stakeholders. We must invest in comprehensive training to build deep AI understanding among teachers, develop curricula that balance technical skills with ethical considerations, and craft policies that empower innovation while installing appropriate guardrails.

As Superintendent Baesler powerfully stated, "If it isn't going to make a difference for students, then we shouldn't be doing it." Let us embrace that student-centred mindset as our North Star, ensuring that the AI education revolution truly benefits every learner, regardless of background or circumstance.

There will be bumps and breakthroughs on the road ahead as we integrate AI into education. But by confronting challenges head-on, analysing the thoughts behind the decisions, embracing continuous learning, and prioritising equity, we can build an education system that uses AI to unlock every student's potential.

Keep questioning

Phil

Questions for Reflection:

1. How can we ensure that all students, regardless of race, income, or zip code, have equitable access to high-quality AI education that prepares them for the jobs of tomorrow?
2. What role should industry play in shaping AI curricula and providing real-world learning experiences, and how can we ensure that these partnerships are driven by educational goals rather than profit motives?
3. Beyond technical skills, what ethical principles, social-emotional competencies, and critical thinking abilities will be most vital for students to thrive in a world increasingly shaped by AI?

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