The guidebook on the utilization of artificial intelligence in public schools was published by the N.C. Department of Public Instruction on Jan. 16. It offers suggestions for the responsible integration of AI and advocates for the inclusion of AI literacy in the curriculum for both staff and students.
Emphasizing the importance of preparing students for the future workforce, Vanessa Wrenn, the chief information officer at NCDPI, highlighted that AI is projected to create 1 million jobs. She stressed that equipping students with the skills to leverage AI is essential for their professional development.
According to Wrenn, the guidebook serves as a practical tool for educators to incorporate into their teaching practices. It can assist in structuring various school activities such as assemblies, open houses, and parent meetings.
Furthermore, Wrenn mentioned that the Division of Digital Teaching and Learning at NCDPI conducted training sessions for teachers last summer on utilizing generative AI. The insights gathered from these sessions were instrumental in tailoring the guidance to meet the specific needs of educators.
Al McArthur, the director of digital learning and libraries at Chapel Hill-Carrboro City Schools, expressed gratitude for NCDPI’s recognition of AI’s role in education and for providing a framework for educators to engage with students through AI.
While elementary and middle school teachers could employ AI to initiate class discussions, high school teachers might utilize it to adjust assignments to make them more resistant to AI completion. Myraeka d’Leeuwen, a graduate research assistant at UNC’s AI Project, raised concerns about students relying too heavily on AI to generate content for their academic work. She cautioned against students prioritizing prompt engineering over critical thinking and authentic writing skills.
