Teachers Have Valuable Role in Guiding Ethical AI Use
By: Rod Drabble, STF Communications
Artificial intelligence is already a part of students’ daily lives and learning experience. That’s why Patricia Ives believes now is the time for teachers to make AI a part of their knowledge base, even if they don’t plan to use it in their professional practice.
“Teachers are already aware that AI usage has become widespread. Many are learning more about it and embracing its possibilities in diverse ways,” she says. “Even if some prefer not to utilize it themselves, it is important that they develop their AI literacy and understand how and when it can be used ethically.”
Ives, a high school teacher in Kamsack, believes in the potential value of AI to support student learning, differentiate instruction, streamline planning and enhance engagement. She evaluates and uses AI tools for lesson planning and applies that knowledge to guide students in daily learning and in building overall AI literacy.
When teachers take the opportunity to explore a range of AI uses for themselves, they are in a better position to have age-appropriate conversations with students.
“I think like anything else, we want to give them the proper structure so they are using it in ways that are ethical, that are not stifling their own creative thinking and in ways that are pushing their critical thinking,” she explains, emphasizing that initiating discussion is the best route for both teachers and students.
“We could spend hours trying to chase after misuse or we could spend time meaningfully talking. We want to be able to confidently speak to students about AI, not just as people who are saying ‘no,’ but as knowledgeable users who say, ‘I’m really good at using this; let me teach you how to use it in a responsible manner.’ I think we need to plan how to have critical conversations and incorporate them throughout the courses we teach.”
One of the ways Ives assists teachers in becoming comfortable with AI is through the Saskatchewan Teachers’ Federation Professional Learning workshop entitled From Curiosity to Competence: Guiding Students Toward Ethical and Critical AI Use. The recent workshop for Grade 10 to 12 teachers was a chance to consider strategies for introducing AI tools in a safe and ethical way and explore examples of classroom projects that keep students in control of thinking and decision making.
Ives explains the importance that teachers do not view AI as an easy solution; instead, consider it as one of many tools available to support learning. It’s not a replacement for a teacher’s knowledge or experience, and professional autonomy should be exercised when it comes to how, or if, AI is used in the classroom.
“It’s just another helper. How can we use it in the best possible way to be a very effective tool?” she says. “Teachers who deeply understand their subject content and materials are going to be the strongest at assessing what AI produces for them as there is the potential for flaws or inaccuracies in what is initially developed.”
If teachers are considering whether an AI tool can assist in planning or as an instructional support, Ives suggests experimentation and patience. It’s important to assess the potential benefits, test its capabilities and use it for a period of time to discover how it may benefit both teachers and students.
“With colleagues, I definitely talk about how I am using it and how I structure my prompts because it takes a while to develop that expertise,” Ives says. “People who are starting out with their experimentation may find that prompt writing can be a challenge, which makes it more difficult and frustrating when trying to get the desired output. There are resources that can help teachers craft effective prompts, which I do recommend checking out. There are rich potential and time-saving benefits when we learn how to become adept users.”
The STF is exploring how emerging technologies including AI impact teaching and learning. A think tank on technology and teacher working conditions held earlier this year included teachers from across the province and resulted in the creation of a working committee that has been tasked with developing policy recommendations.
A wide range of tools used by teachers, including familiar platforms such as Google Classroom, that now integrate AI features have been identified. One of the key messages coming out of the discussion is that teachers need time and professional learning to use AI tools effectively and acquire the knowledge needed to guide students as critical consumers.
At the heart of the issue is recognition that teaching is rooted in relationships. While AI can be useful in supporting learning, teacher-student interaction remains essential for success.
Some school divisions have developed administrative policy that addresses responsible, ethical and effective use of AI among students and staff. Policies set expectations for use and encourage AI literacy with a goal to responsibly manage the risks and benefits of AI tools.
While AI can’t replace effective classroom instruction, Ives says it can serve as a bridge to learning. For example, students who may be reluctant to ask for help in class may benefit from an alternative when it comes to understanding difficult concepts, breaking down material or identifying resources.
One frequent concern is the possibility of students passing off AI-generated content as their own work. Ives acknowledges the issue but believes open discussion and providing students with guardrails for use can go a long way to addressing that concern.
“If a student is misusing AI, I want to know why,” she says. “Is it that they didn’t understand the assignment and got scared? Did they run out of time? What can I do as a teacher? We can have those conversations and invite them to talk about it. We think students want to cheat … but I think ultimately, they want to impress us. They want to do well; they have a sense of pride and ownership over their own content and material.”
From Saskatchewan Teachers’ Federation Bulletin – Winter 2025