More importantly, AI can free up time — reducing repetitive planning or grading tasks — so I can focus more on building relationships, facilitating meaningful discussions, and supporting students one-on-one.

Potential challenges to using AI as a special education teacher include lack of individualization for a specific child, confidentiality risks, and differentiating materials for complex student needs that can't necessarily be typed out for AI to help create.

A challenge that I face with using AI is finding the right balance. I try not to use it too often and use it to better my own ideas. I could see myself using it to come up with ideas for me and no longer thinking for myself which is why I need to continue to limit my use with it.

That said, I know there are some important boundaries to keep in mind. I want to make sure that AI supports my work—not replaces it. Teaching is still about relationships, critical thinking, and helping students grow as learners and people. AI can assist with a lot of tasks, but it can’t replace the human element we bring to the classroom.

One value I’m especially committed to protecting is helping students learn how to think—not just what to think. With so many jobs of the future not even invented yet, our students will need flexible thinking skills, creativity, and the ability to ask good questions. AI can be part of that conversation too. If we teach students how to use these tools responsibly and thoughtfully, they’ll be better prepared to navigate and shape the world they’re growing into.

Opportunities-for educators to prepare students for many new jobs or career opportunities in their future and keep education in the forefront as necessary in this preparation process.

The risk is that we educate students for careers that in turn do not get funded. Overall, I think that the movement toward AI is something we can't ignore, and collaborating with companies to help students meet their needs skill wise is a path we are obligated to take.

Middle schoolers, especially in 8th grade, are at a pivotal point where productive struggle helps build resilience, confidence, and metacognition. Struggling through a challenging problem, whether it’s designing an experiment or interpreting a data set, helps them learn how to think, not just what to think. AI can be a valuable tool for brainstorming or checking understanding or even for project research, but when it becomes a shortcut to the end product, it deprives students of the deeper learning that comes from grappling with a process and learning from their mistakes.

With that being said, I feel that it does have positive aspects which can really help a teacher in the classroom. AI can help wordsmith an email, create worksheets, assist with books kids are reading. Overall, AI can help save time for educators as well as students.

A challenge that I see is that teachers may lose their individual voice to run to AI to check the wording of their email or as input for an IEP meeting. It is apparent when someone uses "chatgpt" to respond to an email. I hope that doesn't replace good discussions.

K. Gorman

We have discussed how AI can be a helpful resource when students are confused or trying to learn how to solve a problem but it cannot be used as a shortcut. AI does have the potential to be harmful to younger learners if not used appropriately.

I am not against AI. I see the benefits, but I also recognize the need to establish proper guardrails to protect our students.

As educators, AI can help us streamline tasks, but it can also be detrimental to teacher-student relationships when used exclusively for certain purposes.

After this process, I have integrated AI into the peer editing and revision process, but I will always believe students should be forced to think for themselves first.

Demonstrating clear understanding of mathematical concepts is critical, and this can only be done when students engage directly with the work. I want to see their handwriting, their mistakes, their corrections, and their reasoning. Additionally, I encourage students to talk through their steps with a partner, which builds confidence, reinforces their learning, and gives me insight into their level of understanding.

That said, I do see some potential green light uses for AI in a limited, supportive role. For example, AI could be helpful for checking their work after solving problems independently, for generating extra practice problems, or for clarifying vocabulary or decoding word problems, especially for students who struggle with language-based barriers.

Ultimately, though, in my Math Resource Room, my priority is for students to actively engage with the material and show their work. The process matters just as much as the answer. While AI can serve as a helpful tool in certain contexts, it should never replace the essential thinking, reasoning, and practice that math requires.

As the Gifted Support teacher, my students are consistently involved in project and problem based learning. AI is a great tool for research and brainstorming. Natural limits are in play with their finished products, as originality is key. They have also learned the crucial lesson that AI is not always accurate.

Some of the positive outcomes for public education would be new career pathways, greater funding for education programs and utilization of AI to enhance teacher and student performance.

It may challenge me by my limited knowledge of the technology and learning how to understand the different aspects to this rapidly expanding tool.

Challenges: Abuse and misuse of AI by students. I believe setting the expectation that AI is a tool, just like Google or research databases. With great power comes even greater responsibility, and students need to understand that learning is a process they need to actively participate in. If we can view AI as a tool to support learning versus a tool to complete assignments to get an "A," then we can start laying the foundation of ethical and responsible AI usage. We have to have an open dialogue about how AI can be misused -- it can be scary!

Build Strong Foundational Skills, Foster a Growth & Inquiry Mindset,Teach Digital Literacy & Data Awareness and Real World application.  I am very interested in AI as I used it with my class last year.  I showed them how it can mess up your work sometimes and you still need to review your work. Overall, we are in the beginning phases and it looks very intriguing.

I think that elementary age students need to struggle with the process more than optimize the product, in almost all ELA activities. At this young age, students are still learning how to spell, compose sentences, paragraphs, essays, reading responses, and TDAs. I believe that I would use the Red-Light most, if not all, of the time for ELA.

I need to try using AI to write an essay , paragraphs, etc, before I can understand how it could be helpful teaching tool. As of now, I have mostly used it to help with my progress report comments. I have not used it with students yet and I don't believe my students use it. I'm for sure going to have the discussion with them though - they may be further along with AI than I realize. They are probably more ahead of it than me!

RF.

As a math teacher, we see students try to use AI to complete assignments both in and out of the classroom. I will try my hardest to make sure that the students are not relying on AI to help complete their assignments. We try to stress to the students that is important that they challenge themselves with attempting the work and learning the material without a program completing the work for them. I will instead help students see value in AI in asking it to produce more practice for topics they are struggl

ing with.

At the same time, I know I’ll need to be mindful of setting boundaries—like making sure students still engage in critical thinking, meaningful writing, and authentic collaboration. I want to protect the value of human connection in learning and ensure that AI complements, rather than replaces, thoughtful teaching and student voice.

our students. If we lose sight of this, it becomes a toy or gimmick, where our students are not focused on the content of their learning. Just like any tool for learning, quality instruction should accompany the use of this tool as well as positive modeling.

While I find AI to be a great support for some of "behind the scenes" parts of my job, I think it's really important to draft my thoughts first and to ensure that my voice still comes through in all of my correspondences.

AI can also create additional adapted tests. Last year I worked with several students who needed their tests adapted with more support than the typical adapted tests we use. I look forward to using AI for this purpose this year.

However, it is critical to maintain strong boundaries, especially around confidentiality. Many AI platforms are not FERPA-compliant, so I am extremely cautious never to input student names, specific diagnoses, or any personally identifiable information. My values around student privacy and ethical tech use guide how I engage with these tools. I see AI as an assistant, not a replacement, and I remain the one making final decisions based on professional judgment, data, and what I know about my students as individuals.

Ultimately, AI can help me be more efficient and creative, but only if I use it responsibly and within the bounds of my ethical and legal obligations as an educator.

I am hoping to use AI more with our new ELA curriculum. In particular, I am hoping to have AI help me to create visuals for words in the Knowledge unit to help my multilanguage learners.

I will proceed with caution when using AI with kids because that is who I am in the world.

At the same time, I need to be mindful of boundaries protecting student privacy, ensuring that AI-generated content aligns with curriculum standards, and making sure it reflects my professional judgment rather than replacing it.

I worry that students may begin to rely too heavily on AI, which could limit their ability to problem-solve, think independently, or persevere through challenges. If students always have access to instant answers or shortcuts, will they truly learn how to learn?

While AI can save time and help with planning, I don’t want to lose the creativity and personal connection.

I believe AI should be used thoughtfully — as a support, not a replacement.

Risk: Without intentional planning, AI could deepen the digital divide, favoring wealthier schools and leaving rural or low‑income districts further behind.

But we should also consider what AI could mean for our jobs in public education. Could AI take our place some day? Could some of our positions be seen as replaceable by this technology? If so, what happens when the human element is removed? This is already happening is some places.

Also, many, if not most, of the names mentioned in this article are people with a lot of power and money right now who have openly expressed anti-public education stances. Therefore, what will it look like to have those people at the forefront of this "AI movement" in our state? While the article was reporting on the facts of what was discussed at this summit, I found it difficult to not feel concerned and a bit disheartened by the names of those who seem to be leading this cause.

I know that the article did not go into this, but we should also consider the environmental impacts of AI, especially in our state if these investments are going to happen, as this is going to affect future generations. There are already communities in our country experiencing major impacts and solutions are not being prioritized at the same level as the desire to expand AI.

That said, I know there are challenges I will need to be mindful of. One important boundary is ensuring accuracy. I will need to carefully review any AI generated resources to make sure they are developmentally appropriate and aligned with our curriculum and student needs.

It's sort of like the age old question of why do we focus so much on math facts, when they can use a calculator in middle school? Maybe it's not the simple task of knowing your facts, but what ways do you own to problem solve, get an answer, and understand what makes sense?

~Erin 

AI tools can help tailor instruction to diverse learning needs—especially for ELLs and students with IEPs. We are seeing more of these students in GV and we now have tools to empower teachers to create lessons to meet all needs. Accelerated learners need ways to advance and AI will help in that area as well.

For students, AI tools may widen achievement gaps if students are not taught to use them thoughtfully. There is also a risk students may become dependent on AI tools for thinking or writing.

Used correctly, AI is amazing. Both teachers and students need to be aware of its limitations and learn to use it correctly.

To combat this, I would like to wield AI as a helpful tool by doing difficult problems together as a class and in groups, and specifically setting aside time for them to use given AI prompts for more individual practice, thus following a we do, you do process of learning !

I believe AI can help in goal making for students, but I also see this as a challenge. Every goal for each student is individualized to best support them. Since AI does not know our students like we do I think in this aspect it is important to be cautious when asking AI for goals and support for an IEP.

-might lead to less critical thinking

-privacy issues

-it can free up teachers' time

-can assist with identifying student issues through data analysis

-can personalize learning

AI can is also a great tool for teachers, I've used it a little bit but look forward to continued practice to make it more efficient to aid in planning activities, etc.

On one hand there will be more and new jobs that require the savvy use of AI in the workforce, on the other hand AI will be replacing jobs in the workforce. Trade schools and colleges now need to adjust their curriculum and preparation for these changes which then trickles down to how high school teachers equitably prepare students. It is a lot to consider.

As I see this topic is a slippery slope. on one hand we need to be prepare our students for an ever changing technological world. AI is part of thier lives so we need to prepare students to safely and ethically use it. On the other hand Technology and AI is not everything. Mike Rowe gave a Ted Talk recently saying that for 15 years we have been telling kids to learn coding because coding is the way of the future. Now AI has taken all of the coding jobs. We still need to prepare these students for a life that has AI but also a world they can succeed in. Future employees will not only need to use AI as a tool but also have the skills to repair Technology, with the use of AI.

If we don’t, the gap between those with AI skills and those without will widen, deepening existing inequities and limiting opportunities for underrepresented groups. This could result in entire communities being left behind in future job markets, reinforcing systemic barriers instead of breaking them.

In the same way we are encouraged to collaborate with peers, AI can be utilized to synthesis information on the web and offer suggestions to add to my classroom. I will still be utilizing my curriculum, education, and best practices while having bonus options to enhance a lesson.

What risks and opportunities do you see for public education in Pennsylvania if AI becomes a dominant economic driver and investment focus in the state? I feel we need to come to the realization that AI is already a part of our everyday lives and will continue to unfold and evolve. The best thing we can do for our students is to prepare and teach them to become responsible online.

Teaching science - the application part always shows how well a student understands a concept rather than just regurgitating back content. Many in my classes want to become doctors. I will be having many deep discussions about the ethical use of AI in practice, and how that translates to the classroom RIGHT NOW as they need to balance the desire for the good grades (and using AI for assignments) vs the energy it takes to learn the material for themselves and be able to apply it. AI is a powerful tool - when you already have the critical thinking skills to know when it's right or wrong and how to direct it towards the true answer.

This is how I have been approaching AI in my classroom and I think it will become more critical as AI gets better.

However, the challenge lies in the ease at which students can also use these resources and while there are many positive applications and students are going to need to know how to navigate an AI-driven economy there is a very real danger that AI also short circuits students' critical thinking skills and is used more as a tool for ill than a tool for good. This is where we as educators must work to help students understand this and do the work to think critically.

At the same time, AI can challenge instructional practice. While it provides efficiency, I need to remain intentional about ensuring that technology doesn’t replace authentic teacher judgment. There’s also the risk that students may over-rely on AI for answers rather than developing their own critical thinking and problem-solving skills. To address this, I need to carefully design tasks where AI acts as a support tool rather than a substitute for student effort. Additionally, I must continually evaluate AI-generated content for accuracy, appropriateness, and alignment with standards, since the technology isn’t flawless.

Overall, AI has become a powerful partner in instruction—it helps me design engaging lessons faster, promotes deeper student inquiry, and allows me to spend more time facilitating learning. But it also requires careful balance, ongoing reflection, and clear expectations to ensure that it enhances rather than undermines student growth.

AI can be a powerful tool when it is used appropriately! We need to teach our students how to use it appropriately like a "teammate." It can be a time saver, it can help you plan, support and revise! Use your thoughts and ideas and ask it to give you more or ellaborate on your thoughts and ideas. AI is a powerful and we need to continue to learn more about it and teach our kids how to appropriately use it!

Some challenges to using AI are setting boundaries, being sure the information is accurate, and BALANCE.

As educators, our responsibility is to guide students in finding the right balance—helping them understand when and how to use AI as a supplement, not a substitute, for their own efforts. AI is here to stay, and instead of avoiding it, we should embrace it as an opportunity to strengthen learning, foster independence, and ultimately support student achievement.

In fact, I was reading an article the other day that said that AI is taking away many entry level jobs in Computer Science by being able to perform many of the tasks that students graduating with Computer Science degrees had previously done. The job market for these students has become increasingly tougher to find work.

I think this will shape future trends in how students choose their majors going forward. Our current computer science programs may become quickly outdated as AI makes these careers less marketable. Students will need to shift their focus to machine learning and other skills necessary to thrive in an AI driven future.

One final thing, I read a separate article stating that over half of industries are cutting their work force with health-care being the only one to increase its labor force over the past year. I think it's also important to promote careers that rely heavily on personal experience, and are therefore safer from being done by AI. Careers like nursing and education that are currently facing shortages will always be in demand despite advances in AI.

Don Rugh

The key with AI support is learning to balance the support.

• more funding for tech programs

• chances for kids to learn coding, robotics, problem-solving

• new career paths

But there are risks too:

• education gets too focused on just AI jobs

• kids who aren’t into tech might get left behind

• other important subjects could get less attention

Feels like the real challenge is balance —

more funding for tech programs

chances for kids to learn coding, robotics, problem-solving

new career paths

But there are risks:

education gets too focused on just AI jobs

kids who aren’t into tech might get left behind

other important subjects could get less attention

Feels like the real challenge is balance —

Though AI will be helpful, I want to take responsibility in everything I create, and with that, I will want to use AI as a support too.

From a math standpoint, i suppose there are some areas where we need to be careful. Assignments requiring student to explain their work could be assisted by AI, however, that negative could also be a positive with AI providing students with exemplars for their own work.

AI can be a powerful tool to help save time on small tasks, brainstorming, and planning projects. I think bigger assignments and projects need to be done without AI or students and teachers will become dependent on it and loose the ability to think on their own. The negatives of AI need to be taught as well like the extreme water and energy consumption it takes to run AI. How communities are in high drought due to AI. Students and adults need to keep in mind that AI does not think, it takes. All AI results are based on the work real people have put into the world so technically anything it creates is stolen. As an artist and art educator the morals of art in AI are very tense. AI art while fun and exciting is simply stealing and combining the art of hard working creatives.

Although AI is advertised as a tool to help educators with planning, curriculum and instruction, I’m fearful that AI will cost teachers their jobs in the future. We need to keep AI out of the political arena.

When I first read this question, I immediately began thinking of risks for public education if AI becomes as dominant as predicted. While I do see how AI can be helpful, and I have used it for assistance, I do not want to live in a world where we rely on AI over critical thinking skills. I'm sure people thought the same thing about the internet when it was created, but here we are. It's the idea of an instant answer without thinking first - we need to make sure we emphasize that with our students over anything else. Yes, AI is a tool, but it's not the end all be all. It's also not going anywhere, so we want to make sure it's implemented properly.

Protecting key values like honesty, fairness, and keeping learning personal and meaningful, even when using AI for teaching and planning is important.

Students also need clear boundaries. I like how GV is using a color system to show how much AI use is allowed. It makes it simple and clear. Students should know when it’s okay to use AI, how to use it responsibly, and that it’s meant to support their thinking, not replace it.

In the same light for those with other learning differences the ability to show the the student the corrections on a more repetitive nature the student would hopefully grow from their challenges.

In a bigger way, AI for math overvalues the PRODUCT (an answer, a completed assignment) compared to the PROCESS of learning. Our students overwhelmingly will not use Precalculus in their jobs, but the enduring value is to think and act and problem-solve in practical and logical ways. AI creates a massive barrier to that purposefully bumpy process.

However, without enough financial backing, this focus on AI risks furthering the digital divide. Unless the state issues guidelines on funding generative AI in the classroom (e.g., policy briefs in Delaware and California), underfunded districts risk falling behind. AI assistants can also compromise student privacy if unable to request consent.