# data[].attributes.body
Appendix A:

This section breaks down how different age groups should use AI. It also creates a strong code of conduct for AI that is acceptable and defines the differences between AI knowledge, skills, and attitudes.

# data[].attributes.body
Appendix A:

PK-5: Since young kids are not yet able to distinguish real from AI, they may confuse AI with reality. Too much reliance can block the production of many foundational skills as well.

6-8: Many students still don't understand the ethical concerns of AI.

9-12: Temptation and opportunity for students to rely too heavily on AI to do their work, rather than as an aid.

# data[].attributes.body
Keep teachers involved in the use of AI for tutoring so teachers can keep students on task and give extra help, but AI can give the students and individual learning experience

# data[].attributes.body
While AI tutoring is helpful with math, with humanities and other creative and human-based disciplines, AI may not be able to provide the best help. It may also be harder for students to focus on AI than with a real tutor.

# data[].attributes.body
AI can be used to help tutor children. It is easily accessible. It can be individualized without extra resources

# data[].attributes.body
adapts to a world that is using AI and learning now will help know the benefits and cons of AI

# data[].attributes.body
Appendix A:

PK-5: beneficial to teach students about AI indirectly and familiarize them with it. This helps spark curiosity and build basic knowledge of what AI is, as well as its ethical uses.

Grades 6-8: Structured AI assignments help middle schoolers better discern AI from real content, discuss its ethical concerns, and teach students how to craft clear prompts for AI.

Grades 9-12: Can be used as a creative partner and helps students brainstorm ideas, draft content, or solve problems. At this age, students can use AI in a more meaningful way. Highschoolers can even use AI to build software or apps.

# data[].attributes.body
We should focus on how to prompt AI to get specific ideas and results we are looking for.

# data[].attributes.body
Clearly communicate what level of AI use teachers expect students to use on assignments

# data[].attributes.body
AI Use Scale could make students too reliant on AI if they are given permission to use it

# data[].attributes.body
Warns that learners from PK-5 should not be exposed to AI directly. They might get the wrong idea and confuse it for a friend.

# data[].attributes.body
may not be clear or concise enough for AI to understand and won't get the proper information

# data[].attributes.body
Helps students develop transferable and future ready skills, beyond memorization.

# data[].attributes.body
data privacy and security issues while using AI

# data[].attributes.body
Students are overall losing critical thinking skills.

# data[].attributes.body
AI generated responses may have incorrect information or bias

# data[].attributes.body
Teachers can set clear boundaries and expectations regarding AI on assignments

# data[].attributes.body
students may rely too much on AI instead of developing their own thinking skills

# data[].attributes.body
We should move away from memorization and work towards more student-centered and idea-based learning.

# data[].attributes.body
Using AI in the planning and brainstorming stage can give teachers/students more time to focus on deeper experiential learning.

# data[].attributes.body
teach students AI responsibility

# data[].attributes.body
Use AI as a supportive tool rather than a shortcut