Artificial Intelligence Causes More Damage Than Benefit in My Learning Environment

In the ever-evolving landscape of education, the integration of artificial intelligence (AI) has become a topic of heated debate. One educator, who has been actively engaged in this discussion, has encountered over 100 AI-generated student works in English/language arts classes since 2022.

The author, a member of their district's artificial intelligence committee since 2023, is skeptical about the widespread use of AI in classrooms. They argue that AI may deprive students of the opportunity to collaborate by offloading the feedback process to a machine, potentially creating a barrier in the relationship between teachers and students.

The author raises concerns about the impact of AI on this relationship, citing distrust as a significant issue. However, they do not advocate for an outright ban on AI in the classroom but rather for its use to be sparing and purposeful.

Despite these reservations, AI does offer theoretical benefits for personalised learning, generating model work for critique, and engaging students in dialogue about a text, among other advantages. For instance, AI can answer a wide range of prompts, including personal and creative questions, with varying levels of accuracy.

The government of Bremen, for example, has taken a proactive approach, officially introducing a KI chatbot in all public schools starting June 2025. However, the teachers' union (GEW) critically supports the use of AI in education, emphasising that it should enhance research and teaching quality but must not take on pedagogical responsibility. They advocate for teacher-led digitalization and thorough impact assessments before introducing AI systems, alongside public financing and sustainable digital infrastructure in schools.

In response to these AI-generated works, the author has decided to largely use pencil and paper for writing in the classroom next year, and most writing will be done in class. They rely on tools like Google Docs' history and plugins like Draftback or Revision History to monitor students' drafting process.

However, students have started typing out AI-generated responses to create an artificial drafting history, showing little to no revisions, which poses a challenge. The author questions the ethical accountability of holding students accountable for cheating with AI, a concern shared by many educators.

Despite these challenges, the author is open to integrating AI periodically if it can meet a need in the classroom, but wants to make this choice themselves, not be influenced by the current zeitgeist. They question the direction AI is heading in and whether it is a place they want to go. The author's district's AI committee is currently developing a shared philosophy for a new AI policy.

Meanwhile, a high-level district administrator has expressed eagerness to embrace AI in classrooms. The author's perspective serves as a reminder that while AI offers potential benefits, careful consideration and ethical discussions are necessary to ensure its integration does not undermine the fundamental principles of education.