SDP Generative Artificial Intelligence Use in Education
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GENERATIVE ARTIFICIAL INTELLIGENCE GUIDELINES IN THE SCHOOL DISTRICT OF PHILADELPHIA
First, to stay with your question: you asked what this cover image implies about Generative Artificial Intelligence, what the guidelines might be, and how AI might work in the School District of Philadelphia. Looking closely at the image, I notice a few big visual moves: the brain is shaped like a lightbulb, it is split into warm and cool colors, and there are all these colorful lines, icons, and circuits bursting outward. All of that together implies that generative AI is being framed as “human thinking + bright ideas + digital tools.” For your question about implications, the art suggests that AI is not a robot taking over, but more like an extension of human creativity and problem solving, something that lights up thinking instead of replacing it.
Would you like to see more?
You are noticing something really important here: for a document that is supposed to be about guidelines and control, your sentence points out that the image feels “wild, maybe even uncontrollable,” and you are wondering how that fits. Staying with your question about that tension, I think your observation actually opens up a strong reading: the brain-lightbulb is literally exploding with color, lines, and motion, so visually it pushes against the idea of neat rules and boundaries. For a guidelines document, that clash between “bursting creativity” and “controlled policy” might be part of the message—almost like the district is trying to say, “Yes, this technology is explosive and unpredictable, and that is exactly why we need to frame it with guidance.”
Do you want to see more of this response?
You are asking a sharp, very “policy-level” question here: “If generative AI is so exciting, pushing to new horizons, and unpredictable, might such policies or guidelines either become unnecessary or restrictive?” Staying with that exact question, I think the key move is that you are challenging the basic logic of the document: if the technology thrives on openness and unpredictability (which the image really dramatizes), does trying to fix it inside policies undercut the very thing that makes it powerful? One way you might keep developing this idea as a writer is to spell out the implied dilemma for your reader: on one side, there is generative AI as open-ended exploration; on the other side, there is the district’s need for safety, equity, and accountability. How do you want to describe the relationship between those two poles—competing, balancing, or something else?
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I really like this move you are making in your latest sentence, because you are not just describing the image anymore—you are stepping back and, like you said, asking whether “the guidelines should recognize that they can’t really contain the explosion of AI in our schools.” Staying with that question about containment, you are basically saying: it is unrealistic, maybe even dishonest, for a district document to act like policy can put a lid on what is already happening in classrooms, homes, and group chats with AI. That idea feels totally in sync with the cover image you have been analyzing: the brain-lightbulb is literally blasting past its own outline, and now your sentence is arguing that the real work of the guidelines is not to clamp down on that blast, but to acknowledge it and respond to it.
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TABLE OF CONTENTS
GENERATIVE ARTIFICIAL INTELLIGENCE GUIDELINES IN THE SCHOOL DISTRICT OF PHILADELPHIA 0
ARTIFICIAL INTELLIGENCE IN EDUCATION: AN OVERVIEW 1
GUIDING PRINCIPLES FOR THE USE OF GENERATIVE AI TOOLS 3
GUIDELINES FOR EDUCATORS AND STAFF ON THE USE OF GENERATIVE AI TOOLS 5
GUIDELINES FOR STUDENTS ON THE USE OF GENERATIVE AI TOOLS 12
ARTIFICIAL INTELLIGENCE IN EDUCATION: AN OVERVIEW
Artificial intelligence (AI) is increasing in prevalence across all industries, including every level of the education sector. As AI continues to advance, it will more significantly impact how we live, learn, teach and work.
Artificial Intelligence refers to computer systems that can perform tasks that normally require human intelligence, such as visual perception, speech recognition, decision-making, and language translation1.
There are different types of artificial intelligence2, including AI that is:
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Reactive: Tools that respond to specific inputs or situations without learning from past experiences, such as a robotic vacuum cleaner, chess-playing computer or spell check.
Predictive: Tools that analyze historical data and experiences to predict future events or behaviors, such as digital streaming services, adaptive educational tools, predictive text features, etc.
Generative: Tools that generate new content or outputs including text, images, videos, or music. Not only does it respond to specific requests or make recommendations, but generative AI creates content that is increasingly woven into our daily lives. |
We have been using reactive and predictive artificial intelligence tools in schools, and in life, for many years. The purpose of this document is to provide guidance specifically when using generative AI tools as their capabilities are new, more substantial, and given the unknowns, potentially more influential than previous AI tools.
The following Generative AI tools are approved for students and staff :
|
Tool |
Description |
Approved
|
Anticipated Go Live Date |
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Google Gemini
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Has been approved for use by all staff and students in grades 9-12.
Using prompts, this AI chatbot can support staff and students with everyday tasks and assist with goal setting, researching, brainstorming, planning, enhancing writing, and more. |
9-12 |
Staff: October 2024
Students: January 2025 |
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Adobe Express with Firefly
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Create a variety of content such as video clips, artwork, animations, and audio that includes using generative AI capabilities. |
K-12 |
Staff: Start of school
Students: Start of school |
Effective use of generative AI in educational settings can provide numerous opportunities to prepare our students to thrive in an AI-infused world. We acknowledge the potential of AI as a tool to personalize learning, enhance innovative teaching and learning methods, and streamline administrative tasks. AI can offer promising tools and functions like using speech recognition to support diverse learners, automating routine tasks to allow more teacher-student interaction, providing real-time data to improve instruction, creating interactive learning content, enhancing creativity, and more.
AI also carries risks related to data privacy, bias, academic integrity, cybersecurity, mis- and disinformation, and over-reliance – potentially at the expense of essential human skills. We therefore recognize that generative AI implementation must focus on legal and ethical compliance as well as a deliberate, equity-focused adherence to our core values of safety, equity, collaboration, joy, and trust.
As we strive to provide our students with meaningful learning experiences, prepare them for post-secondary life, and equip them to be successful citizens in an AI-infused world, we will prioritize the development of critical skills such as problem-solving, critical thinking, creativity, community building, and collaboration. We will also emphasize the teaching of digital literacies including digital citizenship and AI literacy.
Through our principles for generative AI implementation, professional learning, partnerships, and updated policies and resources, we aim to mitigate generative AI’s risks while harnessing its benefits, in order to enhance education.
The subsequent documents will detail the District’s guiding principles, provide answers to frequently asked questions, and most importantly, provide guidance to educators, staff, and students on the safe and effective use of Generative AI.
GUIDING PRINCIPLES FOR THE USE OF GENERATIVE AI TOOLS
We have established guiding principles for the use of generative AI (GenAI) that prioritize the needs, well-being, and success of every student. These guiding principles reflect our commitment to using GenAI in a way that enhances learning, promotes equity, and prepares our students to be successful citizens in our ever-changing world.
The principles outlined below form the foundation of our AI implementation strategy and will guide our decisions as we integrate GenAI tools into our classrooms and learning spaces.
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Student-Centered
Learning
Approved GenAI tools will be used to support all students in achieving their educational goals and meeting grade level standards. We will carefully consider whether GenAI is the appropriate tool for a given task. GenAI will be used as a supportive tool that enhances and augments human skills and expertise in education, not as a replacement for educators' roles. |
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Academic
Integrity and Responsible Use
Students should be taught strategies for using approved GenAI tools ethically, with clear guidelines on citation and usage in academic work. Educators will prioritize the development of critical thinking skills, creativity, and human expertise, encouraging students to use GenAI as a tool for learning rather than a substitute for their own work. Teachers will exercise professional judgment when evaluating AI-assisted student work, ensuring that the use of GenAI aligns with the Student Code of Conduct. |
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AI Literacy
AI literacy includes a focus on building an understanding of how GenAI works, when to use it, and skills for using it safely, ethically, responsibly, and effectively. We will support our students, educators, and staff in navigating and critically engaging with GenAI as consumers, designers, and creators while building an understanding of the foundational concepts of computer science and other relevant disciplines. |
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Professional
Learning
Written information and guidance will be provided to educators and staff to build core knowledge of GenAI concepts, understand ethical and legal implications, review approved GenAI-enabled tools, determine best practices for integration, and focus on strategies for realizing the benefits while mitigating associated risks. |
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Privacy and
Data Protection
Student and staff data will be protected in conformity with applicable laws and policies. Personally identifiable information will not be shared with GenAI systems unless it conforms with applicable laws and regulations. |
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Equity,
Inclusion, and Accessibility
GenAI tools and resources may have inherent biases. To mitigate these biases and address ethical concerns, we are committed to providing educators and learners with the necessary guidance to understand their limitations and use them in a manner that promotes equity, inclusion, and accessibility. By actively engaging with GenAI tools through a critical lens, we aim to minimize the reinforcement of harmful biases and discrimination while promoting equitable opportunities and outcomes for all learners. We emphasize access for all students to the tools necessary for learning in a digital world including devices, internet, and GenAI tools as well as to digital skills and AI literacy. |
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Safety and
Wellbeing
The maintenance of human connections is essential in an AI-infused world. We will strive to create a balance that emphasizes human-to-human interaction, ensuring that students have ample opportunities to engage in collaborative learning, social-emotional skill development, and building meaningful relationships with their peers and teachers. |
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Continuous
Evaluation and Improvement
GenAI guidelines and related policies will be monitored in accordance with our policy review cycle in order to identify and address emerging risks, opportunities, and the need for updates or revisions. The District will also incorporate considerations for GenAI into existing Board Policies and Administrative Procedures as needed and in conformity with the Policy Review Cycle. |
GUIDELINES FOR EDUCATORS AND STAFF ON THE USE OF GENERATIVE AI TOOLS
Generative Artificial Intelligence (GenAI) is reshaping the ways we live, learn, and work. It is shifting the educational landscape, offering new opportunities to enhance and reinvent teaching, learning, and administrative processes. As educators and staff, we can embrace the opportunities to personalize learning, enhance innovative teaching and learning methods, and streamline administrative tasks while mitigating the risks by adhering to ethical and legal standards, promoting data privacy, and maintaining the integrity of the learning experience.
The following Generative AI tools are approved for students and staff. Google Gemini and Adobe Express with Firefly were selected because they meet needed cybersecurity and privacy requirements and each vendor has an executed contract with the School District. Each provider has agreed to the District’s privacy terms that the data input into and generated by these tools will be housed exclusively in the United States, that data will not be sold or shared without permission to third parties, and that data input into these tools will not be used to train their AI models:
|
Tool |
Description |
Approved
|
Anticipated Go Live Date |
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Google Gemini
|
Using prompts, this AI chatbot can save educators time on everyday tasks and assist in personalizing instruction. It can also give ideas for enhancing lessons and activities in creative ways and more! |
9-12 |
Staff: October 2024
Students: January 2025 |
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Adobe Express with Firefly
|
Create a variety of content such as video clips, artwork, animations, and audio that includes using generative AI capabilities. |
K-12 |
Staff: Start of school
Students: Start of school |
These are some of the ways in which GenAI might be used to enhance instructional practices and create more opportunities for meaningful interactions between teachers and students:
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Thought
Partner
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Personalization
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Assistant
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Idea Generation Generate fresh ideas, making learning more engaging and relevant |
Content Customization Tailor content to the unique needs of each student |
Task Automation Handle routine tasks efficiently such as drafting emails, creating rubrics, or writing detailed instructions |
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Reflective Practice Improve lesson plans and bolster elements like differentiation, student choice, and collaboration |
Adaptive Materials Modify reading levels of texts, design activities that cater to student interests, and create visual aids for complex vocabulary or concepts
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Interactive Presentations Design engaging presentations that include student engagement features |
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Accessibility Check Look for potential accessibility oversights in lesson plans and to provide strategies to strengthen inclusivity |
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Visual Content Acquisition Generate custom images with AI to support educational content |
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Feedback Loop Test for alignment between instructional plans, materials, and assessments |
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Adapted from Generative Artificial Intelligence in K-12 Education: Guidance for Arizona Schools and School Systems, May 2024
When using approved GenAI tools, all educators and staff must comply with federal and state laws and regulations (see list in appendix) as well as School District of Philadelphia guidelines and policies. As GenAI technology continues to advance rapidly, this document will be regularly updated to provide the most current and accurate information available.
The District prioritizes the safety and security of student data, alignment with curriculum standards, and safe, responsible, and ethical use of GenAI tools. Therefore, educators and staff are only permitted to use the GenAI tools that the District has approved.
The guidelines below outline ways to support safe and responsible use of GenAI tools.
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When using GenAI as an assistant to draft documents or create resources, products should be reviewed before being published or shared with students or families.
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Align GenAI use with curricular and instructional expectations, grade-level standards, and individual student needs, supporting and enriching student learning outcomes.
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Encourage students to be creators, using GenAI to support their creative and critical thinking skills.
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Utilize GenAI to create accessible and inclusive learning experiences for all students, considering their diverse needs and abilities.
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Collaborate with colleagues to share best practices, strategies, and resources for effectively integrating approved GenAI tools into teaching and learning.
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Integrate GenAI literacy to support students in understanding how AI works, its social and ethical impacts, and potential benefits and risks to use AI responsibly including reviewing the Guidelines for Students on the Use of Generative AI Tools.
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Use the GenAI Use Continuum to guide students in their use of GenAI for specific assignments. Review the GenAI Use Continuum to determine which level of GenAI use is most appropriate based on the goals of your assignment.
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You must require students to disclose their use of GenAI in accordance with the GenAI Use Continuum. Depending on the assignment, disclosure could include students sharing their prompts and iterations with you or citing their use according to the following guidelines: MLA Style, APA Style, or Chicago Style.
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GenAI detectors are unreliable and should not be used to authenticate student work.
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GenAI tools make mistakes or provide misinformation. Double-check the information provided by GenAI tools using other reliable sources and review all products before distributing.
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Always critically evaluate the suggestions from GenAI tools and make your own improvements. You are ultimately responsible for what you use, publish, and create across areas of your role and responsibilities.
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Be mindful of deepfakes: AI-generated videos, images, or audio that make it appear as though someone said or did something they didn’t say or do. If you encounter deepfakes, report them to abuse@philasd.org.
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Never share personal staff, student, or family information with GenAI tools. This includes, but is not limited to those elements listed in Policy 216 Student Records such as:
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name, address, or phone number
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social security number, student number, or biometric record
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indirect identifiers such as date of birth, place of birth, and mother’s maiden name
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other information that, alone or in combination, is linked or linkable to a student, that could be used to identify you with reasonable certainty
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Information entered into GenAI tools can be used by the companies that created them. Therefore, do not enter personal or identifiable information into these tools and be selective about what you choose to enter.
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Student work should not be uploaded for grading or other purposes, even if it has been de-identified. This does not apply if student work is created within an edtech tool as part of the tool itself, has been approved for student use, and grades student work within the tool. The distinction is that teachers may not upload student work.
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It is required that staff only use the approved GenAI tools that have been vetted to support transparency around data collection, informed consent, and the prioritization of privacy and security.
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Generative Artificial Intelligence Tools |
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Only approved GenAI tools should be used on the district network, with district accounts, or when doing any district work.
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GenAI tools must be submitted and vetted in accordance with the existing Digital Access Request process. Different tools may be approved for use by educators and staff than for students, depending on a variety of factors.
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Be aware that GenAI tools can perpetuate or amplify biases present in the data they are trained on.
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Actively work to identify and mitigate biases, particularly when you are using GenAI tools to create content for student use. Review the images and text for gender, racial, and other biases. Revise AI-generated resources as needed to ensure stereotypes are not perpetuated.
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Engage in professional development opportunities and training sessions to stay informed about the latest developments in GenAI and the implications for teaching and learning.
By adhering to these guidelines and considerations, we can effectively leverage GenAI to support student learning, foster innovation, and maintain a safe and responsible educational environment.
|
Level of AI Use |
Goals of Assignment |
Full Description |
Citation Requirements |
|
No GenAI Use |
Demonstrate your learning |
Work is completed without AI assistance.
AI cannot be used at any time during the assignment. The work demonstrates your own language, knowledge, understanding, and skills. |
No AI disclosure is required. |
|
GenAI-Assisted Idea Generation |
Explore new content, identify areas of interest, and consider new ways of thinking about ideas |
No AI content in the final submission.
AI can be used for brainstorming, organizing your ideas, developing questions, etc. It may help identify initial ideas and you then synthesize those ideas. |
Teacher will provide any specific disclosure expectations. Disclosure could include sharing your prompts and iterations with your teacher. |
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GenAI-Assisted Editing |
Improve initial work |
No new content is created using AI.
AI can be used to make improvements to work you have created. |
AI disclosure is required.
Teacher will provide specific disclosure expectations. Disclosure could include sharing your prompts and iterations with your teacher. |
|
Level of AI Use |
Goals of Assignment |
Full Description |
Citation Requirements |
|
GenAI-Assisted Task Completion |
Scaffold your learning, think critically about content and interpret information |
AI is used to complete parts of the task, as specified by the teacher.
You are responsible for validating and critically evaluating all content for accuracy. |
AI disclosure is required.
Disclosure could include sharing your prompts and iterations with your teacher or citing your use according to the following guidelines: MLA Style , APA Style, or Chicago Style. |
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Unrestricted GenAI Use |
Explore new content, expand understanding, and deepen learning |
AI is used in a variety of ways throughout the project or assignment. A collaborative approach with AI is taken to support the work. You decide how to use the information in your work.
You are responsible for validating and evaluating all content for accuracy. |
You may need to include the prompts used and links to AI chats with the final submission. |
Adapted from Furze et al, The AI Assessment Scale: A Tool for GenAI Assessment (March 2024)
Appendix
A selection of current federal regulations most relevant to the use of AI in education3
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FERPA - AI systems must protect the privacy of student education records and comply with parental consent requirements. Data must remain within the direct control of the educational institution.
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COPPA - AI tools (generative AI, chatbots, tutoring tools, etc.), personalized learning platforms, and other technologies collecting personal information and user data on children under 13 must require parental consent or have a signed contract ensuring data privacy.
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IDEA - AI must not be implemented in a way that denies disabled students equal access to education opportunities.
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CIPA - Schools must ensure AI content filters align with CIPA protections against harmful content.
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Section 504 - The section of the Rehabilitation Act applies to both physical and digital environments. Schools must ensure that their digital content and technologies are accessible to students with disabilities.
GUIDELINES FOR STUDENTS ON THE USE OF GENERATIVE AI TOOLS
Generative Artificial intelligence (GenAI) is changing how we learn, create, and innovate and offers opportunities to enhance learning.
Students are only permitted to use the GenAI tools approved by the District for their grade level.
The following Generative AI tools are approved for all staff and specific student groups. Google Gemini and Adobe Express with Firefly were selected because they meet needed cybersecurity and privacy requirements and each vendor has an executed contract with the School DIstrict. Each provider has agreed to the District’s privacy terms that the data input into and generated by these tools will be housed exclusively in the United States, that data will not be sold or shared without permission to third parties, and that data input into these tools will not be used to train their AI models:
|
Tool |
Description |
Approved
|
Anticipated Go Live Date |
|
Google Gemini
|
Using prompts, this AI chatbot can support students with everyday tasks and assist with goal setting, researching, brainstorming, planning, enhancing writing, and more. |
9-12 |
Staff: October 2024
Students: January 2024 |
|
Adobe Express with Firefly
|
Create a variety of content such as video clips, artwork, animations, and audio that includes using generative AI capabilities. |
K-12 |
Staff: Start of school
Students: Start of school |
These are some examples of the ways you might use approved GenAI tools to support your learning:
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Self-Directed Learning
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Personalization
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Accessibility
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Goal Setting Establish realistic and attainable learning objectives and consider steps for achieving those goals |
Interactive Learning Gain deeper insights or clarification on topics, particularly those of interest |
Inclusive Tools Use a variety of tools to access content |
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Planning Map out a personalized schedule for completing projects |
AI Coaching Get recommended reading materials that align with your interests and needs |
Language Support Practice speaking or to translate content |
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Reflection Think about your learning process and strategies for support |
Writing Enhancement Gather critical feedback on your writing as well as brainstorm, outline, draft, revise, and proofread |
Content Acquisition Create summaries and explanations or break concepts down into understandable elements |
Adapted from Generative Artificial Intelligence in K-12 Education: Guidance for Arizona Schools and School Systems, May 2024
It is important to use these powerful tools safely and responsibly. When using GenAI you will need to follow the guidelines below in addition to our Code of Conduct and School District of Philadelphia policies - what applies in the classroom also applies online. As GenAI technology continues to advance rapidly, this document will be regularly updated to provide you with the most current and accurate information available.
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Follow your teacher’s expectations about when and how much you can use GenAI for each assignment. The GenAI Use Continuum will guide you on what is acceptable.
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GenAI should complement your work, not replace your own effort and insight. If allowed for an assignment, GenAI tools may be used to help you prepare for assessments, generate new ideas, summarize information, break complex ideas into steps, etc., but the final output should be your work.
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You may be asked to disclose your use of GenAI. Depending on the assignment, disclosure could include sharing your prompts and iterations with your teacher or citing your use according to the following guidelines: MLA Style , APA Style, or Chicago Style.
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Continue to focus on collaboration with other students and your teachers. Despite the capabilities of GenAI, nothing replaces in-person interactions and learning together
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GenAI tools sometimes make mistakes or even make up information when they don’t have the right answer. Double-check the information provided by GenAI tools using other reliable sources, such as textbooks or trusted websites.
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Always critically evaluate the suggestions from GenAI tools and make your own improvements. You are ultimately responsible for your work, not AI.
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Deepfakes are AI-generated videos, images, or audio that can mislead people by making it appear as though someone said or did something they didn’t say or do. Creating and spreading deepfakes leads to false information, lessens trust, damages a person’s reputation, and can have legal consequences. We expect GenAI tools to be used responsibly and ethically which means not creating or sharing deepfakes. If you encounter deepfakes, report them to abuse@philasd.org.
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Never share personal information with GenAI tools. This includes, but is not limited to:
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names, the names of parents or family members, address, or phone number
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social security number, student number, or biometric record
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indirect identifiers such as date of birth, place of birth, and mother’s maiden name
-
other information that, alone or in combination, is linked or linkable to a person and could be used to identify them with reasonable certainty
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Remember that the information you enter into GenAI tools can be used by the companies that created them. Therefore, be selective about the information you enter.
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Be aware that GenAI tools can perpetuate or amplify biases present in the data they are trained on.
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Actively work to identify and mitigate biases, particularly when you are using generative AI tools to create content.
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When entering text into GenAI tools, always use respectful and inclusive language that follows digital citizenship expectations and contributes positively in a digital space.
Embracing GenAI means using these tools while maintaining ethical standards and human connections. If you're ever unsure about using GenAI in your work, discuss it with your teacher. By following these guidelines and considering the expectations described in the GenAI Use Continuum, you can effectively use GenAI tools to support your learning while maintaining academic integrity and responsible use.
|
Level of GenAI Use |
Goals of Assignment |
Full Description |
Citation Requirements |
|
No GenAI Use |
Demonstrate your learning |
Work is completed without AI assistance.
AI cannot be used at any time during the assignment. The work demonstrates your own language, knowledge, understanding, and skills. |
No AI disclosure is required. |
|
GenAI-Assisted Idea Generation |
Explore new content, identify areas of interest and consider new ways of thinking about ideas |
No AI content in final submission.
AI can be used for brainstorming, organizing your ideas, developing questions, etc. It may help identify initial ideas and you then synthesize those ideas. |
Teacher will provide any specific disclosure expectations. Disclosure could include sharing your prompts and iterations with your teacher.
|
|
GenAI-Assisted Editing |
Improve initial work |
No new content is created using AI.
AI can be used to make improvements to work you have created. |
AI disclosure is required.
Teacher will provide specific disclosure expectations. Disclosure could include sharing your prompts and iterations with your teacher. |
|
GenAI-Assisted Task Completion |
Scaffold your learning, think critically about content and interpret information |
AI is used to complete parts of the task, as specified by the teacher.
You are responsible for validating and critically evaluating all content for accuracy. |
AI disclosure is required.
Disclosure could include sharing your prompts and iterations with your teacher or citing your use according to the following guidelines: MLA Style , APA Style, or Chicago Style. |
|
Unrestricted GenAI Use |
Explore new content, expand understanding, and deepen learning |
AI is used in a variety of ways throughout the project or assignment. A collaborative approach with AI is taken to support the work. You decide how to use the information in your work.
You are responsible for validating and evaluating all content for accuracy. |
You may need to include the prompts used and links to AI chats with the final submission. |
Adapted from Furze et al, The AI Assessment Scale: A Tool for GenAI Assessment (March 2024)
FREQUENTLY ASKED QUESTIONS
What is artificial intelligence?
Artificial Intelligence (AI) refers to computer systems that can perform tasks that normally require human intelligence, such as visual perception, speech recognition, decision-making, and language translation4. There are different types of artificial intelligence5 including AI that is:
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Reactive: Tools that respond to specific inputs or situations without learning from past experiences such as a robotic vacuum cleaner or a chess-playing computer.
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Predictive: Tools that analyze historical data and experiences to predict future events or behaviors such as digital streaming service recommendations or credit-scoring systems.
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Generative: Tools that generate new content or outputs including text, images, videos, or music. Not only does it respond to specific requests or make recommendations, but generative AI creates content that is increasingly woven into our daily lives.
How might artificial intelligence tools be used in education?
AI tools are not meant to replace teachers but rather to support and enhance their work. Teachers will continue to play a crucial role in designing learning experiences, providing guidance and feedback, and fostering the social and emotional development of students.
AI is a powerful tool that can be used to personalize learning, enhance student engagement, empower innovative teaching and learning methods, and streamline administrative tasks. It offers promising opportunities like using speech recognition to support diverse learners, automating routine tasks to allow more teacher-student interaction, providing real-time data to improve instruction, creating interactive learning content, and more.
What are the potential benefits of using AI tools in my child's education?
AI tools can offer several benefits, such as providing personalized learning experiences tailored to your child's needs, offering immediate feedback and support, and helping teachers to identify areas where your child may need additional assistance. AI can also expose children to rapidly evolving technology and help them develop important skills for the future.
Will my child use AI tools at school?
Students may have an opportunity to use approved AI tools as part of their learning journey. When using AI tools, students are expected to follow the AI Student Guidelines in addition to our Code of Conduct and School District of Philadelphia policies.
What should I think about if my child wants to use an AI tool outside of school to support their learning?
Be sure to talk with your child about using AI tools safely, responsibly, and ethically. These are other things you will want to be sure to consider:
Age restrictions: Many generative AI tools have age restrictions. Students under the age of 13 are not allowed to use generative AI tools. Google Gemini and Microsoft Copilot require users to be at least 13 years of age and Open AI’s ChatGPT requires parental permission for 13-18 year old users.
Data Privacy and Security: Many AI tools collect user data such as location, IP address, etc. and share data with third parties. Always review the privacy guidelines, terms of service, and end user agreements. Remind your child that they should not enter personal or sensitive information into AI tools.
Bias: AI tools can perpetuate or amplify biases present in the data they are trained on.
Misinformation: AI tools sometimes make mistakes or even make up information when they don’t have the right answer. Students always need to critically evaluate suggestions from AI tools and make improvements. Students are ultimately responsible for their work, not AI.
Learning Goals: Work with your child to determine their goals for using AI. Remind them that AI should be a supplemental tool and consider the ways AI can be helpful to their learning versus harmful to their learning.
1 IEEE-USA Board of Directors. (February 10, 2017). Artificial intelligence research, development and regulation. IEEE http://globalpolicy.ieee.org/wp-content/uploads/2017/10/IEEE17003.pdf
2 ISTE+ASCD. (June 2023). Bringing AI to School: Tips for School Leaders. https://cms-live-media.iste.org/Bringing_AI_to_School-2023_07.pdf
3 Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit. April 2024.
4 IEEE-USA Board of Directors. (February 10, 2017). Artificial intelligence research, development and regulation. IEEE http://globalpolicy.ieee.org/wp-content/uploads/2017/10/IEEE17003.pdf
5 ISTE+ASCD. (June 2023). Bringing AI to School: Tips for School Leaders. https://cms-live-media.iste.org/Bringing_AI_to_School-2023_07.pdf
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I am a very proud woman, an educator, Black, and regal in my … (more)
Here’s a first short piece to get you started; I’ll keep it tight and focused like you asked. If you want more, I’ll add the next chunk.
The article lays out how the School District of Philadelphia wants students and staff to use generative AI tools like Google Gemini and Adobe Express with Firefly. It explains what AI is, which tools are officially approved, and when different grade levels can start using them. The document stresses that AI should support learning, not replace teachers or students’ own thinking, and that all use has to protect privacy, follow laws, and uphold academic integrity. It also sets “guiding principles” (like student-centered learning, equity, safety, and continuous review) and then gives very specific do’s and don’ts for educators and students, including rules about what data can be shared, how to cite AI, and how to avoid bias and misinformation.
Do you want to see a bit more detail next (for example, a breakdown of the main sections for teachers vs. students), or is this level enough for what you need right now?
I am a very proud woman, an educator, Black, and regal in my … (more)
I am a very proud woman, an educator, Black, and regal in my … (more)
Here’s the next chunk, summarized with bullet points like you asked. If you want more, I’ll share the following part.
- The document starts with an overview of AI in education, defining AI and breaking it into reactive, predictive, and generative types, then explains that these guidelines focus specifically on generative AI because its impact and risks are newer and bigger.
- It names the only two approved GenAI tools for the district (Google Gemini for grades 9–12 and staff; Adobe Express with Firefly for K–12 and staff) and notes their rollout timelines.
- The overview highlights potential benefits of GenAI in schools (personalized learning, innovative teaching, accessibility, automation of routine tasks, creativity) but also lists serious risks (privacy, bias, academic integrity, cybersecurity, mis/disinformation, over-reliance on AI).
- It frames AI use through the district’s core values (safety, equity, collaboration, joy, trust) and emphasizes building students’ critical skills (problem-solving, critical thinking, creativity, collaboration, community) plus digital literacy and AI literacy.
- It then introduces “guiding principles” that will shape how GenAI is implemented: keeping learning student-centered, protecting academic integrity and privacy, promoting equity and accessibility, ensuring professional learning for staff, maintaining human relationships, and continuously reviewing and updating policies.
Want to see the next chunk broken down (the detailed guiding principles and what they mean in practice for teachers)?
on the uploaded document.
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