Technology often outpaces policy, and that’s where we stand with artificial intelligence (AI) in public schools. By the time today’s kindergarteners graduate in 2037, AI literacy will be essential for entering the workforce — ready or not, the technology is already here.
In May 2023, a 71-page report from the U.S. Department of Education’s Office of Educational Technology (OET), titled “Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations,” underscores the need to focus on AI’s role in education now.
While the OET report is only “a starting point,” it cites three reasons why education leaders should remain at the forefront of AI policy-making: 1) AI can efficiently enhance educational priorities like personalized learning and teacher support on a large scale while reducing the overall costs associated with these educational improvements; 2) concerns about risks such as surveillance, algorithmic bias and transparency highlight the urgency; and 3) potential unintended consequences, such as widening achievement gaps or biased hiring practices, require prompt action to maximize AI’s benefits while managing risks.
When The Sopris Sun recently asked Roaring Fork School District Superintendent Dr. Anna Cole about AI use in Roaring Fork Schools, she replied, “We currently do not have a policy about AI use. It’s on our radar, but nothing yet.”

Managing AI’s pitfalls
AI in K-12 education raises many concerns, including privacy concerns over student data, potential algorithm bias and the risk of reducing human oversight. High implementation costs and equity issues may exacerbate disparities among schools, while inadequate teacher training can hinder the effective use of AI tools.
Algorithms may be designed with inherent biases that could impact student assessments, personalized learning paths and resource allocation, thereby exacerbating existing disparities and potentially impacting student outcomes.
Doctor Ruha Benjamin, professor of African American Studies at Princeton University and author of the 2019 book “Race After Technology: Abolitionist Tools for the New Jim Code,” focuses on the intersections of race, technology and inequality, including the impact of algorithmic systems on education.
In a talk at Bowdoin College last November, Benjamin ended with this hopeful note about AI’s use: “If inequity is woven into the very structure of our society — in policing, education, health care and work — we can feel overwhelmed. But in my view, all of those become fronts for change, for places where we can reimagine the status quo.”

What AI can’t do
According to the National Education Association (NEA) website, the NEA — the largest teachers’ union in the country — created a Task Force on Artificial Intelligence in Education last fall “to investigate the current and future roles of artificial intelligence in Pre-K-12 and higher education.”
In July, delegates at the NEA’s annual meeting approved the organization’s first policy statement on using AI in education.
The policy statement demands that “students and educators remain at the center of education,” emphasizing that educators inspire, motivate and guide students and that their connection is the heart of learning.
The jobs considered the least likely to be replaced by AI involve problem-solving, teamwork, critical thinking, communication and creativity. While the education profession is expected to remain in high demand, schools face the challenge of preparing students for a changing labor market.
Policymakers must adapt K-12 education to focus on “21st-century skills,” emphasizing critical thinking, problem-solving and teamwork to ensure students remain competitive and adaptable.
The NEA underscored the vital role of educators in shaping AI policies for schools. In a recent NEA Today article about the new policy, NEA President Becky Pringle said, “Above all else, the needs of students and educators should drive AI’s use in education — and educators must be at the table to ensure these tools support effective teaching and learning for all students, regardless of ZIP code.”

Globally speaking
Schools are not the only ones involved in the AI issue; several national and global organizations, including the Federal Trade Commission, the European Union, the United Nations and the World Economic Forum, are addressing and developing policies around AI use. All are engaged in conversations about advancing AI research while addressing the issues of ethics, fairness, and accountability.
As AI’s integration into education advances, Colorado schools will face pressing concerns while balancing the need for educator involvement in shaping policy.