Indianapolis Public Schools (IPS) is embarking on a significant journey into the realm of artificial intelligence (AI) with the introduction of a proposed policy designed to guide the district in its use of AI tools for educators and staff. This initiative follows a yearlong pilot program that allowed 20 staff members to explore an AI tool approved by the district, providing valuable insights into both its potential and challenges.
The proposed policy is set to be voted on by the school board later this month. While the guidelines don’t explicitly define acceptable uses for students, they aim to equip staff with the necessary framework to integrate AI meaningfully into teaching and learning environments. Ashley Cowger, the chief systems officer for IPS, emphasized the importance of preparing adults to understand the capabilities and limitations of AI before it’s introduced to students. “There’s still a lot to learn from a broader group of adult users before we’re putting students in an environment that maybe doesn’t match curriculum or what teachers are learning at the same time,” Cowger noted.
Navigating the complexities of AI is no small task for educational institutions, especially as they grapple with potential privacy concerns and the inherent biases that may exist within AI systems. With tools like ChatGPT gaining prominence, the balance between efficiency and ethical considerations is paramount. IPS’s cautious approach reflects a commitment to responsible AI integration, ensuring that any tools used meet educational needs without jeopardizing student privacy.
In a proactive move, IPS is preparing to launch a second phase of its pilot AI program in the upcoming school year, where a larger group of staff will have the opportunity to utilize Google Gemini, a generative AI tool. This phase aims to evaluate how AI can continue to support the educational mission without hastily adopting a one-size-fits-all technological solution. “We are focused on playing the long game so that we’re not finding ourselves in a situation where we’re procuring a bunch of different systems and then those systems don’t meet our needs in a year or two,” Cowger explained.
The draft policy outlines key guiding points for staff use of AI, emphasizing that it must foster equitable outcomes and comply with laws such as the Family Educational Rights and Privacy Act (FERPA), which protects student data privacy. Staff will only be permitted to utilize AI tools that have been explicitly approved by the district to maintain a level of control and oversight. An “AI Advisory Committee,” composed of administrators, educators, and technology and legal experts, is proposed to provide essential input into the district’s AI strategy, although details regarding its formation remain unclear.
The guidelines proffer various acceptable applications of AI in the educational landscape, such as drafting communications like emails and newsletters, creating data summaries and reports, supporting lesson planning, and automating repetitive tasks. The insights gained from the pilot program indicate that the effective use of AI can significantly reduce the cognitive load on staff, allowing them to focus on more analytical and complex tasks. Cowger cited examples like streamlining the process of crafting newsletters, suggesting that AI can serve as a valuable tool for both efficiency and creativity.
As the district moves forward with its AI initiatives, the cost of tools like Google Gemini has been negotiated to $177 per user for the next phase of the pilot program. Meanwhile, officials are reckoning with the potential costs in a future where AI use might expand across the district. While free versions of AI tools offer temptation, they come with serious risks, particularly regarding the protection of sensitive student information. Cowger elaborated on this concern, highlighting the necessity to safeguard private data while exploring AI’s educational benefits.
Alongside the AI policy, IPS has also delineated a roadmap for professional development focused on AI, which will roll out in the upcoming school year. Cowger remarked that feedback from staff involved in the pilot revealed a desire to understand AI tools better. Many educators are eager to learn how these technologies operate without getting bogged down in the technical intricacies. The district aims to strike a balance, offering essential knowledge that empowers staff to leverage AI effectively without overwhelming them.
In conclusion, Indianapolis Public Schools is making strides in establishing a framework for the responsible use of AI within educational settings. By taking a measured approach that emphasizes both efficacy and ethics, the district aims to innovate teaching practices while ensuring student safety and privacy. As AI continues to evolve, IPS’s proactive stance may serve as a model for other districts navigating similar technological advancements. With a focus on professional development and collaboration among educators, the journey into the AI landscape is just beginning for Indianapolis Public Schools, promising a future where technology and education can coexist harmoniously.
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