By: Jacqueline Ramstack
A Moment that Stuck with Me
I was in a district-wide meeting about AI when our Chief Academic Officer shared a comparison that really stuck with me. She reminded us that when Google first came out, many people had a similar reaction to what we are seeing now with AI. It felt new, overwhelming, and a little uncertain. But over time, we learned how to use it, how to teach students to effectively use it, and how to help them understand what was appropriate and what was not. I think AI is giving us a similar opportunity. The internet has changed so much, and AI will keep changing too. Our students do not just need access to these tools; they need adults to guide them, model responsible use, and set clear expectations so they can use AI safely and with purpose.
Start with Explicit Instruction
Students need to understand what AI is, what it can do, and what it cannot do. We cannot assume they will automatically know how to use AI responsibly just because the tool is easy to access. This has to start with clear instruction. One simple place to begin is prompting. Students need to know that a helpful prompt usually includes what they are trying to do, a little context, the format they want, and any expectations they need the tool to follow.
A quick classroom routine could be called “Prompt It Better.” Start with a simple prompt like, “Tell me about animals.” Then revise it together: “Create a fourth-grade-friendly paragraph explaining how animal adaptations help animals survive. Include three examples and use simple language.” This only takes a few minutes, but it helps students see that the answer they get from AI depends a lot on the directions they give it. Administrators could use the same idea during staff learning by having teachers take a vague prompt and turn it into one that supports lesson planning, differentiation, or family communication.
Students also need practice checking what AI gives them. An AI response should not be treated as automatically correct. Teachers can model a quick “check before you trust it” routine: look for missing information, compare the response with a trusted resource, and decide if the answer actually matches the task. This helps students build digital literacy skills instead of simply copying and pasting what a tool gives them.
Make the “When” Clear
One of the most helpful things we can do for students is make it clear when AI is allowed and what kind of help is okay. An AI scale can make those expectations visible before students begin an assignment. This could be a 0–4 or 1–5 scale, with the lowest level meaning no AI use and the highest level meaning AI can be used throughout the task. The scale does not need to be complicated. It just needs to be simple enough for students to understand and consistent enough for teachers to use.
For example, a Level 0 assignment might say, “No AI: I want to see your own thinking.” A Level 2 assignment might say, “AI can help you brainstorm ideas, but your final answer needs to be written in your own words.” A Level 4 assignment might say, “AI can help you create, revise, and reflect, as long as you explain how you used it.” Adding simple icons or visuals next to each level can make the scale even more student friendly. The goal is not to make AI use feel hidden or confusing. The goal is to make expectations clear before students start working, while still making sure they can show their own learning.
If teachers use Microsoft Teams assignments, the AI level can be added right into the assignment. Otherwise, depending on how you assign assignments you insert a small visual from your AI Scale, include it in the directions, or in the rubric. Administrators can support this by encouraging teams or grade levels to use the same language so students are not hearing five different versions of AI expectations. Even starting with one shared scale for a building, department, or grade band can help create more consistency and reduce confusion for students, teachers, and families.
Connect AI Use to Digital Citizenship
Safe and responsible AI use should not feel separate from digital citizenship. It fits right into the conversations we are already having about privacy, credibility, kindness, ownership, and being thoughtful online. Students need to know they should never put private information into an AI tool, including full names, addresses, passwords, school information, or personal details about themselves or others. They also need to understand that responsible AI use includes being honest about when they used it and giving credit when the assignment asks for it.
A quick lesson idea is a “Share or Protect?” activity. Give students a list of examples, such as a first name, a home address, a book topic, a school login, a paragraph they wrote, or a question about the weather. Have students sort each item into two categories: “safe to share with an AI tool” or “information to protect.” Then talk through the tricky ones together. This gives students a chance to practice making safe decisions before they are using AI on their own. Administrators could use the same idea with staff by using scenarios connected to student data, parent communication, or classroom examples.
Skills First, Tools Second
Just like we taught students how to search the internet, use credible sources, and make smart choices online, we now have a chance to teach them how to work with AI in thoughtful ways. We do not need to have every answer right away. We do need to model responsible use, create clear expectations, and give students meaningful chances to practice. AI will keep changing, but students will still need the same important skills: knowing how to think critically, ask good questions, stay safe, be honest, and reflect on their choices. When we lead with those skills first, AI becomes less about the tool and more about helping students use technology with purpose.
Stay in touch with NCCE by connecting with us! https://ncce.org/
Jacqueline Ramstack
West Ada School District