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Amazingly Simple Graphic Design Software - Canva

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High School Cheating Increase from ChatGPT? Research Finds Not So Much

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Stanford researchers say the frequency of students cheating on assignments remained ‘surprisingly’ stagnant in fall 2023.

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What do AI chatbots really mean for students and cheating? | Stanford Graduate School of Education

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The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.

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Collaboration and choice can help students learn the foundations of good writing without relying on AI for assistance.

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Many Colleges are speaking out about the challenges they are facing due to the rampant use of AI in their spaces.

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Everyone is Cheating Their Way Through College

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The Laguna Beach Unified School District (LBUSD) is introducing AI Trust You, a Google Chrome extension designed to bring clarity and accountability to AI usage in classrooms. In addition to launching the tool within LBUSD, the district has made it available to school systems across the nation.

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LBUSD INTRODUCES AI TRUST YOU
FOR IMMEDIATE RELEASE
LAGUNA BEACH UNIFIED SCHOOL DISTRICT
CONTACT: ANAKAREN UREÑO
DIRECTOR OF COMMUNICATIONS AND ENGAGEMENT
949-497-7700 EXT. 5232 March 26, 2025 Laguna Beach Unified School District Introduces AI Trust You New Chrome extension promotes responsible AI use in education
LAGUNA BEACH, Calif. - The Laguna Beach Unified School District (LBUSD) is introducing AI Trust You, a Google Chrome extension designed to bring clarity and accountability to AI usage in classrooms. In addition to launching the tool within LBUSD, the district has made it available to school systems across the nation.

As AI becomes more common in education, AI Trust You gives teachers and students a clear way to decide how-or if-AI should be used in classwork. Teachers can set expectations for AI use in assignments, and students can explain how they used it-what tools they used, what they used them for (like writing, research, or creating media), and how much of their work involved AI.

The earliest questions about how students were using AI in LBUSD were explored through a research partnership with Stanford University's Challenge Success program in spring 2022. A diverse group of middle and high school students took part in focus groups to talk about how they use AI in school, how it fits into their learning, and whether it has affected things like cheating or cutting corners on assignments.

"When AI tools like ChatGPT were first gaining widespread popularity, much of the conversation revolved around misuse," said LBUSD Chief Technology Officer Michael Morrison. "As a former teacher, I get it-new tech can feel risky, especially when there aren't clear guidelines. Some students told us they felt guilty using AI, even when they weren't breaking any rules. Teachers felt like they were stuck trying to catch students doing something wrong, which created the conditions for a negative classroom culture. AI Trust You helps everyone understand what's okay, what's not, and how to use AI in ways that support learning," he concluded.

Building on these insights, LBUSD has taken a proactive approach to bringing AI into classrooms. A group of teachers, tech staff, and librarians is working together in a guided setting to try out AI tools and see how they might support learning without compromising academic honesty. The district has also updated its Acceptable Use Policy to address things like copyright, creating content responsibly, and using AI in a fair and ethical way.

Twenty-nine districts have committed to piloting the extension of AI Trust You, with 50 more expressing interest in exploring its potential. To learn more about AI Trust You and the district's approach to responsible AI use, visit TinyUrl.com/AITrustYou.

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LBUSD is introducing AI Trust You, a Google Chrome extension designed to bring clarity and accountability to AI usage in classrooms. In addition to launching the tool within LBUSD, the district has made it available to school systems across the nation.

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As we move to designing our policy I think it is important that we look at research data before making strides forward. There are some studies coming out showing the harm.

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Where Humans Still Have the Edge on AI [HBR]

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Where Humans Still Have the Edge on AI [HBR]

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Four strongholds for humans keep coming up:

Emotion: Understanding, connecting with, and responding sensitively to human feelings.

Complexity: Navigating ambiguous, broad-context challenges with holistic problem-solving.

Physicality: Tasks requiring dexterity and interaction with the physical world, particularly where human presence and responsiveness matter.

Creativity: The ability to generate original, novel ideas and solutions.

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Gen AI has several attributes that humans lack. It's always on. It boasts encyclopedic knowledge. It generates output instantly. It can scale endlessly. This new era of AI can feel intimidating for the limited, human life forms that created it. Humans now need to look harder to see where our unique value still lies. What tasks or skills might be difficult for AI for the foreseeable future? What moat can humans continue to own and defend? In this article, the author describes four strongholds for humans, and the associated human skills that remain valuable - for now.

Since ChatGPT's launch two years ago, generative AI (gen AI) has been promising to reshape how work gets done. The use cases are many and varied, and we're still discovering what's going to work best, for us as individuals, in teams, and as organizations. In a surprising twist, it's the white-collar work of the office that seems to be more imminently replaceable than the blue-collar work of the field and factory.

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Gen AI has several attributes that humans lack. It's always on. It boasts encyclopedic knowledge. It generates output instantly. It can scale endlessly. This new era of AI can feel intimidating for the limited, human life forms that created it. Humans now need to look harder to see where our unique value still lies.

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McKinsey provides explainers of core AI concepts: What is AI (artificial intelligence)?, What is generative AI?, What is artificial general intelligence (AGI)?, What is deep learning?, What is prompt engineering?, What is machine learning?, What is tokenization?

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AI is here to stay. To outcompete in the future, organizations and individuals alike need to get familiar fast. This series of McKinsey Explainers dives deep into the seven technologies that are already shaping the years to come.

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The Al-Enabled ICT Workforce Consortium has released a comprehensive report on the impact of Generative Al on essential Information and Communication Technology (ICT) job roles. Dive in to discover the learning workers need to bridge skills gaps and gain the skills to thrive in an Al-driven future.

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How Will AI Change the Way We Learn? [BCG]

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How Will AI Change the Way We Learn? [BCG]

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Tools like generative AI can enable dramatic improvements to the way we learn, whether in school or on the job. It’s up to us to ensure that everyone has access—and that all AI models are built responsibly.

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Going forward, can we develop a blurb on appropriate & inappropriate AI use to go on each grade level's syllabus in the fall? (Maybe only for grades 6-12; and posted in elementary rooms or sent home to parents.)

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Speakup Survey Report District_ Redondo Beach Unified School District - Speak Up_ AI in Education Educator Survey (2)

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2024-2025 LCHS 9-12 Registration Handbook

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I used Canva, and this image is not too far off from what my real dog looks like.

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Just thought I'd share that I used AI to help me create a saying to stamp into student yearbooks this year so my hand doesn't get so tired.

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Study Plan Builder: I am studying (insert subject) and my exam is in (insert days). Create a custom study plan with daily goals, revision sessions, and breaks.

Concept Simplifier: I don't understand this topic (insert). Explain it to me like I'm 12, using examples I can actually remember.

Flashcard Generator: Based on this material (insert), generate 20 flashcards I can use to quiz myself.

4. Essay Assistant: I need to write an essay on (insert topic). Help me structure it with a strong intro, 3 main points, and a solid conclusion.

Exam Question Creator: I'm preparing for (insert topic). Create 10 practice questions (mix of multiple choice and short answer) with correct answers.

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🐾 Objective:

Create a unique AI-generated portrait of your real or dream pet that captures their personality, style, or “inner star power.” You'll use a photo (optional) and a creative prompt to design your image. Your final portrait can be added to your name tag, binder, or shared in our class gallery.

📸 Step 1: Choose Your Pet

Pick a real pet you have at home

OR invent your dream pet with a backstory

Optional: Upload a photo of your pet to use as inspiration

✍️ Step 2: Brainstorm the Vibe

Ask yourself:

What’s your pet’s personality? (Lazy? Loyal? Regal? Goofy?)

What would their dream life look like?

What themes or aesthetics do you love?

🧠 Step 3: Choose a Style

Here are some fun options to try:

Style Option Description

🏰 Royal Portrait Think kings, queens, thrones, and capes

👾 Cyberpunk/Futuristic Neon lights, robotic pets, cityscapes

🖼️ Classic Oil Painting Looks like a museum portrait

🐱‍👓 Cartoon/Comic Style Colorful, animated and expressive

🎬 Movie Poster Your pet as the star of their own film

🌈 Whimsical or Boho Flowers, sparkles, soft dreamy background

🎸 Rockstar or Celebrity Red carpet, guitar, paparazzi vibes

💡 Step 4: Write Your Prompt

Use descriptive words and personality traits.

Here are some prompt starters:

“A royal dog wearing a velvet cape and crown, sitting on a golden throne in a grand palace, digital painting style”

“A sleepy cat in a wizard hat, curled up on a stack of spell books in a magical library”

“A goofy goldendoodle wearing sunglasses and surfing a rainbow wave, 80s retro style”

“A robotic turtle cruising through a neon cyberpunk city at night”

Tip: The more detail you give, the better the image!

🖼️ Step 5: Generate Your Portrait

Choose an AI image tool like:

Craiyon (free + easy)

Magic Media in Canva

Adobe Firefly

Bing Image Creator

Upload your pet photo if allowed by the tool. Copy and paste your prompt, then let the magic happen!

📢 Step 6: Share!

Post to the Padlet with your prompt and tool used

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Since generative artificial intelligence burst onto the scene a few years ago, schools and educators have grappled with how to approach the powerful-but-experimental technology. Ban it? Embrace it?

A new executive order plants the White House firmly in the latter camp.

On April 23, President Donald Trump signed Advancing Artificial Intelligence Education for American Youth. The order promotes "appropriate integration of AI into education" to "ensure the United States remains a global leader in this technological revolution."

The directive's primary aims are teaching students and training teachers to use AI in order to improve education outcomes.

Use of AI in schools, the order states, "demystifies this powerful technology but also sparks curiosity and creativity, preparing students to become active and responsible participants in the workforce of the future and nurturing the next generation of American AI innovators to propel our Nation to new heights of scientific and economic achievement."

To bring this vision to life, the announcement calls for the creation of a White House Task Force on Artificial Intelligence Education made up of cabinet members and chaired by the director of the Office of Science and Technology Policy.

The task force's marching orders include establishing and "promptly" announcing public-private partnerships with AI industry groups, nonprofits and academic institutions to quickly develop online resources for teaching AI literacy to K-12 students.

Meanwhile, the executive order tasks the secretary of education with identifying federal spending mechanisms to use AI to improve education outcomes through federal, state and local efforts. Examples listed include creating AI-based teaching resources, supporting higher ed advising and boosting intensive, high-impact tutoring.

The order also directs the secretary to prioritize federal spending for professional development that will help teachers instruct students about AI in stand-alone computer science classes as well as integrating the technology into classes of all subject areas. Other training mentioned helping teachers use technology for "reducing time-intensive administrative tasks." That's an application that many teachers are already enthusiastic about, according to Pete Just, the generative AI project director for the Consortium for School Networking, a professional association for K-12 edtech leaders.

"This has brought them back additional time into their week," he says.

Additionally, the order calls for creating registered apprenticeships related to AI, establishing a Presidential Artificial Intelligence Challenge for students, and enabling high school students to take courses in artificial intelligence, including through dual enrollment at colleges.

While some components of the order lack deadlines for completion, other objectives are supposed to be accomplished within the course of several months.

Some education leaders expressed support for the broad goals of the order while also voicing questions about how to achieve them.

The birth of generative AI is "a bit like the arrival of electricity," says Beth Rabbitt, CEO of education innovation nonprofit The Learning Accelerator, explaining that the technology has the potential to change the world for the better - and, if we're not careful with it, also to spark "fires."

"It's incredibly important that we as educators help kids understand how it works and use it well in their lives," Rabbitt says, "but avoid the harms."

Just, of the Consortium for School Networking, is hopeful that the executive order will put artificial intelligence near the top of the agenda for superintendents and other education leaders, some of whom have seemed to him to be reluctant to prioritize AI.

"Increasingly they are burying their heads in the sand," Just says. "I think this will certainly bring the conversation forward again."

Offense and Defense

Much of the discourse about AI in education so far has focused on playing defense - against students using the tools to cheat, leaders using them to replace the teaching workforce and rollouts that reinforce racial and economic inequities in access to high-quality education. Then there are worries about companies rushing products into classrooms without adequately protecting students against bias, misinformation, data breaches and inaccurate " hallucinations."

The new executive order was issued during a period of rollbacks of regulations governing the AI marketplace, points out Rabbitt of The Learning Accelerator. She notes that the Trump administration revoked Biden administration rules designed to put guardrails on artificial intelligence tools, and that this new education executive order lacks the harm-mitigation requirements included in a separate Trump executive order directing government agencies to increase their use of AI.

"There seems to be a lot more work we need to do to make sure the tools we are giving to our children are safe, and ready to go, and actually can support their learning in ways that keep them healthy and whole and protected," Rabbitt says.

But plenty of educators have already started playing offense by trying to find positive ways to use artificial intelligence. One group effort, backed by The Learning Accelerator, is the School Teams AI Collaborative, which has dozens of educators from schools across the country experimenting with and evaluating AI-enabled instruction. For example, they're using AI to offer writing feedback and to teach students about civics by developing voter registration chatbots.

Using AI to improve teacher training fits with the vision that Cheryl Holcomb-McCoy brings to her new role as president and CEO of the American Association of Colleges for Teacher Education, she told EdSurge, pointing out that some teacher training programs already use mixed-reality simulations to prepare teacher candidates to excel in the classroom.

"How can we tailor the AI tool to help teachers, specifically new teachers, receive professional development on the spot, when they need it, instead of waiting for professional development opportunities given by the school system, which could be totally unrelated to what the new teacher needs?" Holcomb-McCoy asks.

She was glad to see the executive order indicate that the administration would invest resources in teacher training. Given persistent teacher workforce shortages and student struggles in math, Holcomb-McCoy says she would like to see additional federal support for training top-notch science, math and technology teachers who can prepare today's students to become tomorrow's AI innovators.

And when it comes to the AI education resources promised by the order, she asks, "How will the federal government ensure that every child and every teacher, no matter their location, will have equal access to what they are providing?"

To make positive outcomes of AI in education more likely, policymakers and educators should plan for a realistic pace of change when it comes to AI, Rabbitt says, allowing for enough time to test thoughtful, strategic applications.

"The worst thing we can do is have people feel forced, and then throw a bunch of tools into classrooms that aren't ready for them," she says. "In the pandemic, we saw what it looked like to ask a whole bunch of educators to rapidly shift practice in a highly technology-dependent way without being adequately prepared and supported."

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Trump Executive Order Calls for Artificial Intelligence to Be Taught in Schools - EdSurge News

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The directive's big aims are teaching students and training teachers to use AI in order to improve education outcomes.

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Using AI to Grade Student Writing:

Like a Doctor Using an X-Ray Machine

In my humble opinion, I want to share how AI is being thoughtfully used to support grading of student writing — and why it's not so different from tools professionals already trust every day.

Imagine a doctor trying to diagnose a broken bone. They don’t just look at the outside of your arm — they use an X-ray machine to see what’s happening inside. The X-ray gives them deeper insight, but it’s still the doctor who reads the image, makes the diagnosis, and decides on the best treatment.

In the same way, teachers use AI tools to help analyze student writing. These tools can quickly highlight grammar issues, suggest structure improvements, help spot patterns and produce analytics to plan for future lessons.

But just like the doctor, the teacher remains in charge — reading, reflecting, and making the final decisions based on their knowledge of the student and their learning journey.

AI doesn’t replace the teacher. It’s a support tool, just like an X-ray helps a doctor, a calculator helps an engineer, or a microscope helps a scientist.

The goal?
To give timely, personalized feedback and help every student grow as a writer — while giving teachers more time to focus on the meaningful work of teaching and connecting.

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Since we talked about not reinventing the wheel, these are some guidelines I got from a PD. (Jefferson County in Colorado.)

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Not quite on the topic of AI, but AI adjacent. Really great reading recommendation for educators and/ parents about what tech is doing to children.

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The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness

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The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness [Haidt, Jonathan] on Amazon.com. *FREE* shipping on qualifying offers. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness

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I like this simple 3-page document from Palo Alto showing their AI objectives and what they will not pursue. The Superintendent shared that it was created with input from their AI committee, made of staff and student input. 

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I like this simple 3-page document from Palo Alto showing their AI objectives and what they will not pursue. The Superintendent shared that it was created with input from their AI committee, made of staff and student input. 

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Here is Palo Alto's AI webpage with their policies, tools, and guidance.

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Here is Palo Alto's AI webpage with their policies, tools, and guidance.

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Welcome to our dedicated webpage for teachers and staff resources on harnessing the potential of AI and emerging technologies in the educational landscape. Explore a curated collection of tools, guides, and insights that aim to support you in integrating these innovative technologies into your teaching practices.

These resources provide a starting point for discussion and dialogue about AI in education. The ideas presented in the resources below are important, though the ideas and views reflected in any individual resources are those of the author(s), not of PAUSD.

Not familiar with AI tools? Start here.

Below are the links to the materials from our Spring 2024 Lunch and Learn series.
STAFF SESSIONS:

This presentation from the Donald E. Knuth professor of Computer Science at Stanford University, Moses Charikar, gives a practical overview of the implications of AI in K-12 education.

This toolkit is designed to help education authorities, school leaders, and teachers create thoughtful guidance to help their communities realize the potential benefits of incorporating artificial intelligence (AI) in primary and secondary education while understanding and mitigating the potential risks.

This 6 module course by Vanderbilt University offers beginners a starting point to writing better prompts. Start by learning effective prompting and complete the course knowing how to bend ChatGPT to your will.

Link: https://www.coursera.org/learn/prompt-engineering

OpenAI in collaboration with DeepLearning is offering this course taught by Isa Fulford and Andrew Ng. Start off with best practices and finish with a better understanding of prompting with hands-on practice.

Link: https://www.deeplearning.ai/short-courses/chatgpt-prompt-engineering-for-developers/

edX has an introductory course on prompt engineering that goes beyond the basics. Start by learning the basics and end knowing how to create your own applications.

Link: https://www.edx.org/learn/computer-programming/edx-ai-applications-and-prompt-engineering

Somewhat familiar with AI tools? Start here.

The Hands-On AI Projects for the Classroom guides from ISTE and GM provide elementary, secondary, elective and computer science teachers with curricular resources about AI across various grade levels and subject areas. Each guide includes background information and four student-driven projects that relate to subject area standards, while providing foundational learning on what AI is, how it works and how it impacts society.

Bytes of AI are fun, quick introductions to artificial intelligence through a variety of different topics. These can be used to spark an interest in AI before exploring the AI4ALL curriculum further. Bytes of AI introduce students and teachers to some of the core ideas of AI including:

How data becomes output in an AI model

What AI is capable of, what risks it can have

How human biases enter datasets

How AI can be used in diverse fields

This collection of quick lessons (20 minutes or less!) provide an introduction to AI and help address its social and ethical impacts. Through these lessons, students will:

Understand what AI is and how it works

Consider some of its potential benefits and risks

Think critically about how we can be responsible and ethical users of AI

Magic School provides some examples of how to use an AI assistant to create materials and save time. The service requires you to make an account, however.

Khamingo, Khan's Academy's AI teaching assistant, has lesson planning tied to their content library. Khanmigo works differently from ChatGPT. It appears as a pop-up chatbot on a student's computer screen. Students can discuss the problem that they are working on with it. The service requires you to make a paid account, however.

Diffit allows teachers to create materials and adapt content into students' native language. The service requires you to make an account, however.

Below are some examples collected by our very own Computer Science teacher Josh Paley.

Very familiar with AI tools? Start here.

This guiding document underscores the potential of generative AI to enhance teaching and learning. The primary objective of this document is to offer guidance to both instructors and students alike. Generative AI refers to a type of artificial intelligence that creates or produces new content, such as images, text, or other data, often using models trained on large datasets to generate original, novel outputs. This guiding document seeks to strike a balance between fostering innovation and maintaining academic integrity while respecting the autonomy of instructors and students. It is adaptable to evolving technologies and welcomes feedback and input from the educational community to ensure its continued effectiveness.

St Cloud Area School District 742 also has a great example of AI Guiding Practices.

In this 4 module course, the University of California - Davis covers big data and introduces IBM's Watson. Start by learning about big data opportunities and end knowing the limitations of AI.

Link: https://www.coursera.org/learn/big-data-ai-ethics

This paper by Shuchi Grover shared at the SIGCSE 2024 conference reviews lessons, issues, and guidance connected to AI implementation in the K-12 space.

A 10-week project-based learning course that introduces the fundamentals of AI through engaging, culturally relevant lessons.

CSBA's September 2023 research and policy brief on Understanding Artificial Intelligence in K-12 Education: What Governance Teams Should Know.

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Technology/AI Resources - Palo Alto Unified School District

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Technology/AI Resources - Palo Alto Unified School District

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I was just the other day remembering the license plate that my mom put on her first ‘new’ car. They asked for something special and she gave them our initials. It was a moment.

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It’s an AI Takeover

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I could swear I paid that registration fee on time...

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Gwen Cracknell (@gcracknell) on Ideogram

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create a California Vanity License plate vinyasa background with the text “BREATHE”

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badge with beachy theme showing interests in reading, crocheting, travel, Dodger baseball, and yoga less

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Gwen Cracknell (@gcracknell) on Ideogram

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badge with beachy theme showing interests in reading, crocheting, travel, Dodger baseball, and yoga

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AI or Human: Can you tell the difference?

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Play the game and try to guess the difference between what is AI or Human.

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🚗 Vanity Plate Challenge – AI Style! 🎨

Taskforce Creative Prompt

You're designing a personalized vanity license plate for your car that reflects your personality, vibe, or mission. But there's a twist—you’ll be using AI to bring it to life visually!

🛠️ Step-by-Step Instructions:

Open an AI Image Generator Tool
Use any image generator you like (such as DALL·E, Craiyon, or Adobe Firefly). If your group is using DALL·E via ChatGPT, start by prompting it with what you want your plate to say and look like.

Create Your Prompt
Include:

Your custom license plate text (e.g. "BFAMFUN", "VIBE4WD", etc.)

Style of the plate (vintage, modern, state-specific like California or New York, etc.)

Optional elements: background art, symbols (e.g., stars, hearts, emojis), vehicle it's mounted on, etc.

📌 Example Prompt:
"A vintage California black license plate with yellow letters that reads 'TASKFRC'.

Generate the Image
Let the tool work its magic! If you don’t love the first result, tweak your prompt and try again.

Save the Image
Take a screenshot or download the image (depending on the tool).

Post to the Padlet

Upload your vanity plate image.

Add a caption with:

Your prompt

The tool you used

And a few words on why you chose that design!

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Speakup Survey Report District_ Redondo Beach Unified School District - Speak Up_ AI in Education 6-8 Survey

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Speakup Survey Report District_ Redondo Beach Unified School District - Speak Up_ AI in Education 9-12 Survey

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Speakup Survey Report District_ Redondo Beach Unified School District - Speak Up_ AI in Education Family Survey

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This crest represents my love for traveling, music, the beach, my family and pug Emmy, shopping and wine tasting.

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create a family crest that represents our families love of the beach, traveling the world, a pug, wine, shopping, music

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I used the prompt of asking it to make me a "beach-inspired crest that features academics, biking, and rollercoasters that features the key words social, positive, and driven." I modified it asking it multiple times to include books to incorporate an academic aspect.

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Fountain Valley High School recently updated their Honor Code. They actually have different honor codes for English and History teachers compared to all other departments.

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English Department's Honor Code Guidelines

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Many English Teachers are still trying to identify if students are using AI without consent. This has been a struggle for us as it becomes a he said she said argument and our policy should support English(and all teachers) in these arguments.

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Adam Sparks is a Nebraska-based educator that taught English and Social Studies for 7 years before recently finishing his master's in Learning Design and Technology at Stanford. Adam now works full-time on Short Answer, a gamified K12 writing product and professional development service that began as his master's capstone project.

When we lead our writing workshop with schools, the room gets quiet when I say "AI detection software doesn't work and shouldn't be used by K-12 schools". In this post, I want to unpack the research that supports that claim, the companies that are lying by omission about that research, and what we should do with K-12 writing instruction moving forward instead of AI detection.

Best AI detectors: Only right 80% of time

A growing body of peer-reviewed research shows that AI detection is unreliable and easily fooled. Dr. Laura Weber-Wulff at the University of Applied Sciences of Berlin, alongside researchers across the world, published a landmark 2023 study showing that leading AI detection software is largely inaccurate. Figure 1 below, taken from the study, shows that even the best AI detection software is only correct about 80% of the time. Put another way, it will incorrectly label writing more than 1/5th (!!) of the time.

Paraphrasing makes AI detectors even worse

If being wrong 1/5th of the time wasn't bad enough, other studies have shown that this number drops dramatically with simple paraphrasing.

AI detection software works by looking for distinct probabilistic patterns that emerge from pieces of words (i.e. tokens) that have been strung together by large language models. To break up those patterns, all you need to do is change some words around. In doing so, the University of Marlyand's Computer Science department was able to drop AI detection in passages of 300 tokens in length from 99.3% to 9.7%.

So students need simply to paraphrase a few different chunks of a larger AI output to drop AI detection chances by 90%. This study joins a body of research (see here, here, and here) that shares the opinion offered by Dr. Weber-Wulff and her team: "Our conclusion is that the systems we tested should not be used in academic settings."

AI detectors biased against non-native English speakers

Stanford researchers also recently came to the same conclusion. A study out of the Stanford Computer Science Department found that AI detection tools disproportionately flag non-native English speakers' writing. "Our findings reveal that these detectors consistently misclassify non-native English writing samples as AI-generated, whereas native writing samples are accurately identified. Furthermore, we demonstrate that simple prompting strategies can not only mitigate this bias but also effectively bypass GPT detectors, suggesting that GPT detectors may unintentionally penalize writers with constrained linguistic expressions."

Universities -- and even OpenAI -- decry AI detectors

This finding, along with all the others, have caused many leading universities to effectively ban AI detection. Alabama, Yale, MIT, Syracuse, UC Berkeley, The University of Central Florida, Colorado State, Missouri, Northwestern, Southern Methodist University, Vanderbilt, and countless others have all either banned AI detection tools or advised their faculty against using them.

If you don't trust peer-reviewed 3rd party research teams or dozens of universities that span the political spectrum, then take it directly from the developers of world-leading AI tools. OpenAI, the company behind ChatGPT and arguably the world's leading collection of AI researchers and developers, shut down its effort to develop an AI detection tool in 2023. Why? " As of July 20, 2023, the AI classifier is no longer available due to its low rate of accuracy. " Open AI directly addresses educators in the post: "We recognize that identifying AI-written text has been an important point of discussion among educators," they say, "and equally important is recognizing the limits and impacts of AI generated text classifiers in the classroom." Put another way: This stuff doesn't work, and the impact of using a tool that doesn't work might be just as bad as not being able to identify AI in student writing.

The dishonest AI detection industry

It seems the only people claiming that AI detection software works are the people selling it.

TurnItIn, the largest and most influential of the AI detection companies, recently published a whitepaper in which they claim to show that, "Turnitin's AI writing detection system has been independently shown to have high effectiveness in correctly identifying AI-generated content." When I dug into this claim, I found it was partly supported by the following research: "Weber-Wulff (2023) showed that Turnitin's AI writing detection system outperformed all other AI writing detection solutions on the market in accurately detecting AI writing across a diverse set of evaluations."

The Weber-Wulff study above showing that TurnItIn's AI detection software was wrong over 20% of the time? The same one that concludes "these systems should not be used in academic settings"? Yet TurnItIn cited that study as supporting their product.

One conclusion I come to here is that TurnItIn assumed that no one would read the research they cited. Another conclusion I come to is that TurnItIn is knowingly lying, by omission, to teachers.

I called out TurnItIn's AI detector

I'm not a confrontational person. At all. I grew up in a small town in the Midwest, I apologize to other people when they bump into me on the sidewalk. But when I see a big company lying to schools and teachers for profit? That makes me more confrontational.

So, a few months ago, I tweeted about this. And it got picked up.

Reading through @Turnitin's new white paper on their AI detection software. My goodness. Some serious obfuscation of research. Here's what I found and what I think it means for K12 writing instruction (you can read the paper here: https://t.co/eGXVwyHDrn)
- Adam @myshortanswer (@mrsparkstweets) January 15, 2024

Journalists reached out. I did an interview with Edutopia. All the sudden, I was becoming "the anti-AI detection guy." To be honest, I don't want to be the anti-AI detection guy. And as much as it upsets me that a large company is fooling schools into wasting resources, I also recognize that it does no good for educators to just rant and rave about it.

So I reached out to TurnItIn.

The face-to-face meeting with TurnItIn

I was at the AI AIR Show in San Diego in April, where TurnItIn had a booth and keynote focused on their AI detection software. I (nervously) went up to their booth and asked if they would put me in touch with the folks that wrote their recent white paper (dubiously, the authors were not listed).

To TurnItIn's credit, they were open to talking. They put me in contact with Patti Smith-West, their customer engagement lead. I thought it was interesting that, when asked to clarify which white-paper I was referring to, Patti's response was, "I suspected this might be the one you meant, and my team does not own this one. You would need to reach out to Eric Wang, our VP of AI." So I reached out to Eric and, again to his credit, he was open to meeting with me.

Over the course of about a 30-minute Zoom, we actually had an amazing conversation. I appreciated Eric's candor and willingness to engage with me, especially given we started the call with a terse, "I saw your Twitter thread."

"I think the skepticism that exists is healthy, but false positives cannot go to zero. That's not how statistics work." Eric argued that failures in using TurnItIn are often failures of school policy. "TurnItIn can't be a policy and you shouldn't buy us as that... You should never give a kid a zero based on TurnItIn results alone." He also argued, as do many teachers who continue to insist on using AI detection, that TurnItIn should instead be used as a "healthy conversation starter". If you suspect students of using AI, run it through TurnItIn, then use those results to start a conversation with a student about how or if they violated academic integrity expectations.

In addressing the Weber-Wulff study, Eric made analogies to breast cancer detection and weather forecasts. "When doctors use cancer screenings, they have an X% false positive rate. But that doesn't prevent them from using the screening and it doesn't make the screening a bad thing." Eric continued by arguing that the weather forecast isn't always right either, but there is still utility in forecast apps.

I deeply appreciate Eric's willing ess to talk, especially given he knew I was a skeptic. At a time when it feels like education is becoming more polarized (see Jo Boler and the Algebra wars in California, Dan Meyer & the AI ChatBot wars, or the ongoing science of reading wars), I think it's vital that we be open to this sort of dialogue with people we disagree with. Dialogue and empathy will lead to solutions that better serve teachers. That said, here's why I still think Eric's arguments are misguided.

Why the AI detection juice ain't worth the squeeze

The point Eric made repeatedly in our conversation is the same point I've seen teachers make (see comments here) in defense of AI detection: It's a conversation starter for when teachers suspect AI. The problem with this is that, given how largely unreliable these tools are, those conversations with students will start with a baseless accusation.

I don't know any relationship experts that advise baseless accusations as a meaningful avenue for relationship building. In fact, therapists advise omitting blame entirely and starting tough conversations from a place of empathy. This is particularly important in K12 education because the relationship between a teacher and student is one of the most important factors in determining student learning outcomes. Given how important relationships are in K12 classrooms, using a tool that has a >20% chance of causing distrust or harm in a teacher/student relationship just isn't worth it.

This leads to the second issue: The chance for misuse is too high.

Some teachers may use AI detection as a conversation starter. Many others (as you will see in the comments on my recent Facebook post) will simply use it to hand out zeros, even though the people creating this software agree it should "never be used to give a kid a zero." The risk of teachers reaching for AI detection as the "easy button" that they can use when they suspect improper AI use is too high, especially given the aforementioned research showing that these tools will disproportionately flag non-native English speakers' writing.

There are better uses of school funding

If the risk of damaging relationships with students isn't enough, think about the opportunity cost. K-12 funding is always tight, but w ith ESSER funding running out this year, schools are making mission-critical decisions about what to cut or keep. It pains me to think that broken AI detection software might be prioritized over the other amazing uses we could allocate that funding towards.

It's not listed on their site (at least not that I could find), but I believe TurnItIn costs anywhere from $3 to $5 per student (that link is dated, this price may have gone up). The top 100 largest US school districts all have at least 40,000 students. So district-wide access to TurnItIn might cost anywhere from $120K to $200K for our largest districts (again, it's probably higher than this).

Think of the infrastructure, training, support services, extracurriculars, safety measures, library resources, early childhood programs, arts and music opportunities, STEM boosts, etc. that this money might be used for instead of software that has (at best!!) a 20% chance of damaging a relationship with a student.

Better alternatives than AI detectors

What makes this all particularly galling is that there are free alternatives that are better at monitoring AI influence on student work.

Simply set an expectation with your students up front that they need to construct their paper in the same Google Doc or Microsoft Word document for the entirety of their writing and have them use a free extension like Draftback or Revision History. These are much better avenues for conversation starters because they playback videos of students working through a document. You could use these to build metacognitive reflection into the writing process even when you don't suspect AI usage. We discuss this in-depth in our writing workshop.

AI detectors unveil a bigger issue in instruction

This speaks to the larger issue here: AI detection leads us down the wrong path in adjusting instruction and assessment post-AI. It represents the easy-button option - "I don't have to change my instruction and assessment, I'll just tell kids not to use AI and use detection software".

As we head into a world in which AI can increasingly do almost any task we throw at a student and in which it will be almost impossible to monitor AI's influence if and when work leaves the classroom, we must instead make much larger, systemic changes to our instruction and assessment. Part of this means accepting that students can, will, and (in specific instances) should use AI to help them write.

The trick becomes teaching students how to use AI to write with them rather than for them. This is an incredibly difficult balance to pull off. Students often lack the motivation, metacognition, and self-regulated skills necessary for this balance. We lead entire workshops and are building a platform focused on finding this balance, but we'll address at least a few points on the path forward in the next section.

Before doing so, I want to reiterate: Please do not use AI detection. The risk of damaging relationships and opportunity costs associated with this software just aren't worth it. Your spidey senses should be tingling when the only folks arguing that this software works are the people selling it.

The path forward

So how do we move forward in a world without AI detection software? Again, that's a huge question that we lead entire workshops on, but here are a few entry points.

1. Set clear Classroom Policies for Academic Integrity that allow for some AI use

The first step in finding balance in AI's influence on student writing lies in setting clear classroom policies and expectations. Given that AI detection software doesn't work and that AI will more than likely influence student work once it leaves the classroom, I agree with those advocating for thinking about AI through the lens of a tiered level of influence. Assignments should be labeled in advance as to whether or not AI can be used to complete them. A simple "red, yellow, green" framework is a great place to start:

Red = No AI

Yellow = Some AI (with specific constraints)

Green = Full AI.

Leon Furze and his AI assessment scale and Adrian Cotterell are doing great work on this. Dr. Sonja Bjelobaba's work on reframing academic integrity is also fantastic.

2. Bring more writing instruction and assessment into the classroom and make it cross-curricular.

In-class writing allows for much more control over how much influence AI has in the writing process. Not through any technical process, simply through classroom management. It's partly why we're building Short Answer. If we're going to bring writing into the classroom, it will need to be bite-sized, engaging, and motivating for students. For us, that means making writing a social experience.

I also believe that we're going to need to find ways to make up for the lost practice repetitions that will result from AI being embedded in almost every piece of technology our students use. That means writing instruction can no longer just fall on the English teachers. It needs to be, as has been advocated for decades, embedded in every subject. And if we're going to ask the math, science, social studies, and electives teachers to embed writing in their classes, it better be easy. Because teachers already have WAY too much on their plates. To us, that again means making writing bite-sized and used as a means to teach content. We're building a platform for that 😊.

3. Teach students to use AI effectively in their writing

This is a huge topic and one that is particularly scary given: 1. All the risks inherent in AI use and 2. Peer-reviewed research is limited on how best to go about this yet. This doesn't mean we should sit on our hands.

The dynamic of any effective AI use in the classroom needs to be AI in the loop, teacher in charge. If and when we don't set clear classroom policies, we turn kids loose on AI we haven't trained them on, and/or we enable too much influence over student thinking, the dynamic can too quickly become teacher in the loop, AI in charge. While we wait for a more robust research base, try using well-established instructional frameworks on how best to introduce students to new content. For example, we've repurposed Dr. Nancy Grey & Dr. Douglas Fischer's gradual release of responsibility framework and paired it with a variety of new AI tools in our workshops to show teachers how they might go about effectively introducing AI use in their content area to students.

If you teach in the core subjects, AI literacy doesn't need to be your central focus. That said, I do think you need to coach kids through, at a basic level, how it can be used effectively in your content area. In the context of ELA, that might mean showing students how to write effective prompt s, reorganizing and paraphrasing the generic writing produced by AI, comparing and contrasting human vs. AI written content, using AI as a brainstorming partner, debating and AI chatbot for persuasive writing, etc. This is a huge topic that many people are doing amazing work on.

I really love Anna Mills' work on this if you're looking for inspiration. English teachers Meg Lamont and Kristina Zarlengo also have an inspiring post on how they're going about this at Stanford Online High School. We also discuss this in-depth in our workshops.

4. Center more personal reflection and/or defense in writing practice

Building in a reflection or defense element to writing assessments can be an important step towards developing students' writing ability while also ensuring we don't lose the benefits of going through the writing process. Reflections and defenses aid in personal growth and encourage critical thinking. They also require students to explore personal feelings, experiences, and perceptions in ways that are difficult for AI to replicate easily (i.e. it's hard to use ChatGPT to "cheat" on this).

Include a video reflection requirement using Google Forms to have students submit a video reflection they can make on their phones or Padlet to have class discussions about these reflections ( I would have said Flip, but...). I also recently began exploring Mirror Talk and like what I've experienced, but haven't used it enough to fully vouch for it yet. We also embed reflection in every writing activity in Short Answer.

5. Be intentional about the "why"

"Why should I learn how to write when AI can do it for me?" is an incredibly complicated question that deserves to be addressed directly, both as a staff in professional development and in conversations with our students when assigning writing tasks.

The simple answer here is that literacy is one of the most important predictors of health and well-being as students go through their lives. It is the means through which they will (or will not) be able to communicate their thoughts and ideas with the world. Going through the process of writing literally transforms thought. Being explicit about this and having an open dialogue with students about it is a start. More importantly, embedding writing practices that allow students to experience the vital skill that is writing should be a focus moving forward.

Stop chasing easy solutions to complex problems

Notice that none of these steps involve AI detection software. Rather than wasting time and money on these tools, we should focus on more effective strategies that promote academic integrity, enhance in-class writing instruction, and teach students to use AI responsibly.

Ultimately, we need to stop chasing easy solutions in an attempt to maintain the status quo and start accepting that AI requires fundamental shifts in the way we approach K12 writing, instruction, and assessment. Our resources should be invested towards those ends rather than the dead end of AI detection software.

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©2024 Ditch That Textbook by Matt Miller.

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AI detection software doesn't work. Do this instead.

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Adam Sparks is a Nebraska-based educator that taught English and Social Studies for 7 years before recently finishing his master's in Learning Design and

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Teaching literacy with technology in an era of educational innovation.

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Lit and Tech helps teachers integrate EdTech and literacy strategies to engage students, spark creativity, and improve classroom learning.

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Proactively Limiting the Use of AI in the Classroom

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By modeling AI, teachers can demonstrate to students the benefits and shortcomings of the technology.

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DALL·E 2025-03-19 14.30.31 - A classic, historical, and sophisticated family crest for the Elder family. The crest features a bold red color theme with gold and black accents. At 

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Title: The Sentence I'm very tired of Hearing as a Teacher

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For the past year, there has been one sentence that I feel like I cannot escape. No matter where I look as a teacher it appears continuously, tirelessly, particularly when navigating various online education communities.

Hence, this post.

The sentence?
This can save you time as a teacher.
Well, consider this as my formal rebuttal.

I worry at times that efficiency is understood automatically as the clearly-better path.

Are there cases where this is true? Of course. Trying to keep our heads above water as two educators in a household with a 5-year-old and 2-year-old, I wouldn't hesitate to press a hypothetical button that allowed us to bypass all the laundry-folding and dish-cleaning and lunch-preparing in a given week.

For example, one particular video that I cannot find an escape from features someone I presume to be a teacher showing how they can within seconds use the Brisk AI tool to turn any informational YouTube video into a Google slide deck that could immediately be used for the classroom. "Let me show you how to make a week's worth of daily slides in 20 seconds," the advertisement opens with.

(Click on the link if you dare to enter the purgatory I'm already entrenched in!)

Setting aside the lesson that many of us teachers learned during COVID-era teaching that nearly all initially-free online tools will eventually ask for you to give them your money, I would make the argument that even if I could generate high-quality slide decks for all my lessons in the upcoming week in 20 seconds, my teaching of those lessons would suffer for not have spent that time making them.

Is that a result of my experience as well as my quite-considerable organization of resources I've made over my career via a color-coded Google Drive system? In part, yes, and I am also without question much more skilled at creating slide decks for a given lesson now than I was a half-decade ago.

Yet I would still argue that my understanding of the intricacies of any lesson-from its pacing to its nonnegotiables to its opportunities for flexibility and responsiveness-is deepened by my own investment in designing and revising the slide deck on my own. Authentically creating my own slide deck is an opportunity for me to think more deeply about the myriads aspects of the lesson itself, and I very much believe that time has value.

All of which would be lost if I handed off this task to Brisk or any other AI tool.

The aforementioned example does not mean, I'll acknowledge, that all opportunities for more-efficient practices as a teacher should be rejected.

Rather, my broader and more-nuanced point of this post is that we need to approach the idea of efficiency with much more consideration and, in particular, to weigh any potential loss that comes from shifting towards a more-efficient practice as an educator.

To illustrate what this consideration can look like as a teacher, I want to walk through three different versions of activity that many teachers use throughout the year in their classroom: informal surveys for student feedback.

When I started teaching back in 2012, this was what pretty much all surveys (along with pretty much else!) looked like in the classroom, leaving me to collect and paperclip stacks of papers to eventually find a time to read and record results.

This creates opportunities not only for me to be more thoughtful in collecting the feedback-reading the actual handwritten words of students ends up sinking in for me much more anything submitted digitally-but also, perhaps more importantly, more authentic in responding with my own quick handwritten notes back to students.

This takes time, of course, but I've found that it is well spent time at certain moments in the school year.

As pretty much anyone who has read The Broken Copier over these past few years knows, I'm quite a fan of the Google Form survey- particularly Jim's monthly check-in strategy that has now become a core part of our own classroom. (Despite some clunky Google Form updates of late, I will fully admit!)

And therein comes what I think is the most important step: whenever I give a survey, I hold myself accountable to sharing the results back to students-and that simple process of going through the spreadsheet and finding a way to share my own interpretations of the data back with students? I find it incredibly meaningful in making sure I authentically sit with and process the results I've received.

This is where the new landscape of artificial intelligence offers an even more-efficient path: having an AI tool review the results for you and generate a summary and interpretation of the results that you can instantly share back to respondents.

Quite literally, this can mean that within seconds of a survey being taken you can turn around not just the averages but a comprehensive overview and series of interpretations. I pulled up an old spreadsheet of end-of-course survey results from a previous school year just now and uploaded it to Claude.AI after removing all identifiable data, and it immediately spit out an entire breakdown, including this:

The benefits of this: super-efficient turnaround and fairly-accurate interpretations (I had gone through all this data and recorded my own reflections back when I gave it originally, and it all pretty much lined up.)

(I bet Claude.AI can even make the survey next time, too!)

I can only speak for myself, but my own reaction whenever I read survey results or any form of communication in which I find out that it was generated via AI-either through a transparent acknowledgment or my own suspicions?

A feeling of disconnection and, to a degree, disappointment.
They didn't care enough to spend the time with this survey themselves.
This is the "more-efficient" landscape I fear we are entering: one in which quantity has never been easier to achieve and, as a result, quality, particularly in terms of authenticity, suffers immensely.

Yes, you can cherry pick the examples of AI tools themselves being flawed, such as the image above that produced a fun typo when I tried to generate an image for this post via Canva's Dream Lab.
But AI is becoming increasingly accurate by the day, and ultimately accuracy is not nearly as much of a concern for me as authenticity is.
Why should a student (or anyone else) invest time in a survey that is just going to be fed through an AI tool to process the results? Why should I read an email that someone couldn't both to write? Or sit through a PD activity they did not spend time actually designing themselves?

Efficiency isn't automatically good, but it isn't automatically bad, either.

It's complicated.

When I downloaded the most recent Human Restoration Projectepisode for my drive home this past weekend, I did not expect that I'd be reconsidering my entire approach as a teacher in the classroom-but after listening to Christian Moore-Anderson share his pedagogy through the lens of cybernetics, I was could not stop reflecting on my own practices now and going forward. It was a gift of a conversation, and you should without question check it out!

Consider this line from 's latest reflection: "School is temporary. Learning and growth are forever. I help them find solutions to the things in life that are challenging because these same challenges may one day become their strengths as adults." I know Adrian's work gets shared a lot on The Broken Copier- including our most recent podcast with him!-but there's a reason: his transparency and humility in sharing his student-centered practices are a gift. (And well-worth becoming a subscriber to if you aren't already!)

Writing for Edutopia, Tyler Rablin lays out four different strategies to "boost students' self-efficacy."He begins this piece by acknowledging how "confidence" has become another overused phrase in education, "joining the ranks of terms like grit and resilience that are great in theory but are often used to put expectations on students instead of analyzing the system of education or how our classrooms function." Great strategies in this piece-and also a great framing from one of my favorite voices in education.

In Top 5 Worst Pieces of Feedback Given to Educators by lays out five different phrases to avoid when offering feedback to teachers-and, in my estimation, goes 5/5. (Along with an important reminder that teachers, like students, are quite attuned to anything inauthentic as far as feedback.)

Especially in this moment.

Going back to my survey examples, before I leap towards a shiny new tool promising efficiency, I think it is incumbent upon me to consider not only the benefits but the downsides as well-and to make the decision that is best for my students and classroom in the moment and going forward.

Efficiency can be good, but not always.

(Now, if only there was a way to escape the algorithm?)

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The Sentence That I'm Very Tired Of Hearing as a Teacher

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and my case for nuance with the term "efficiency" in education

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Title: When a School District Intentionally Leans into AI

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When a School District Intentionally Leans Into AI

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a conversation with Courtney Eddleman and Don Sturm

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Shout out to Roy for sharing!

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Embracing the AI revolution in education

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Santa Ana USD sees AI as a valuable opportunity to empower students, educators, and families. The district has created an AI Compass to guide its implementation.

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Please feel free to add feedback on these meeting norms in the comments. These are completely adaptable and we would love to have your continued input.

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Please feel free to add feedback on these meeting norms in the comments. These are completely adaptable and we would love to have your continued input.

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Respectful Engagement: We will listen attentively without interrupting, remain open to differing viewpoints, and speak honestly while acknowledging diverse experiences with AI. We will assume positive intent from all participants and address others calmly and professionally.

Student-Centered Focus: We will work to ensure all discussions, decisions, and policies prioritize student safety, welfare, and educational outcomes. We will consider the impact on teachers and staff who will implement these policies, including their professional development needs and classroom resources. We will maintain clarity about tangible deliverables that will directly benefit students in their AI interactions while supporting educators.

Structured Productivity: We will adhere to time-boxed agendas with clear start and end times, minimize distractions and side conversations, and work toward specific outcomes using solution-focused approaches.

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Arden Hadley

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family crest.  Clean aesthetic with natural elements like wood, water, and greenery.  represents camping, swimming, family, teaching, and curiosity

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Merlan Land

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DALL·E 2025-03-18 17.10.51 - A detailed circular badge-style personal crest featuring a radiant golden sun with a subtle cross in its center. A winged shoe is prominently displaye

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Create family crest based on India, Russia, ballet, dinosaurs and the beach

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Step-by-Step Directions

Step 1: Brainstorm Your Personal Crest

Before generating your image, consider what symbols, objects, or themes represent you. Think about:

Your hobbies (e.g., sports, music, reading, gaming)

Favorite animals, colors, or natural elements (e.g., mountains, oceans, space)

Words or phrases that describe you (e.g., creativity, leadership, curiosity)

Tools or icons related to your profession or passions

💡 Example ideas:

A shield with four sections: a soccer ball, a paintbrush, a book, and a mountain.

A futuristic crest with a digital theme, showing a robot, a laptop, and a lightbulb.

A nature-inspired crest with trees, waves, and the sun.

Step 2: Generate Your AI Image

Open the AI image generator link provided by the facilitator.

Write your prompt carefully (see Best Practices below).

Click Generate and review your image. If needed, adjust your prompt and try again.

Once satisfied, download your image.

Step 3: Upload Your Crest to Padlet

Open the Padlet link shared by the facilitator.

Click the "+" button to create a new post.

Upload your crest and add your name.

In the description, write a short explanation:

“This crest represents my love for hiking, coding, and reading.”

“I chose these symbols because I love music, science, and helping others.”

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🖼️ Image Tools

🖌️ DALL·E 3

openai.com/dall-e-3

✨ Gemini

gemini.google.com

💡 Ideogram

ideogram.ai

🖍️ Bing Image Creator

bing.com/create

📐 Microsoft Designer

designer.microsoft.com

🔥 Adobe Firefly

adobe.com/products/firefly.html

🎨 Canva Magic Studio

canva.com/magic-home

🖋️ Padlet AI Images

padlet.com

😁 Meta AI

www.meta.ai

WriteCream

https://www.writecream.com/ai-image-generator-no-sign-up/