AI in Long Island schools: What to know after NYC ban

At Paul J. Gelinas Middle School in Setauket, students are learning how to build robots — and getting a crash course in artificial intelligence.

On a recent afternoon, students in teacher Luke Ferland's class installed AI vision sensors to VEX IQ "basebots," small gray robots that resemble Lego cars. The sensors are meant to help the robot identify objects in front of it, similar to what autonomous cars use to detect pedestrians, vehicles and other obstacles.

Seventh grader Pano Zervos, 12, was among the students in the class. Sitting at a long table covered in brown butcher block paper, Zervos used USB cables to connect his robot to a Chromebook decorated with colorful goat stickers.

On the screen, a picture of a blue block appeared on his laptop. In white type above the block, the sensor told him the height and width of the block and that it was — with 99% certainty — indeed a block.

"I'm wondering what it will turn out to be," Pano said of AI, which he said he sometimes uses outside class to help explain homework, translate words or answer random questions. "Also afraid 'cause, like, it could take over. Who knows what it can do? Limits are endless."

He isn't the only one with concerns.

Citing the need to "protect the human connection, curiosity and creativity" in learning, New York City officials announced earlier this month that the nation's largest scho ol system would enact a one-year moratorium on "student-facing" generative AI preschool through eighth grade. Companion chatbots would be prohibited across all grades and screen time limits would be imposed for students in eighth grade and below.

Gov. Kathy Hochul has also signaled interest in regulating how AI is used in the classroom.

But on Long Island, educators interviewed by Newsday said AI is here to stay, and they must adapt. For some districts, that has meant incorporating AI through means like chatbots that can offer personalized lessons while others are taking a more cautious approach, studying how best to use it in the classroom.

Kenneth Bossert, president of the New York State Council of School Superintendents, said each district is taking the approach that makes the most sense for its staff and students. 

"There are certainly districts that are at a different comfort level with how they've incorporated AI and AI platforms," he said. "Some [are] more forward-facing, directly working with students. Others [are] limiting AI resources to that used by administration and the teachers. It's definitely a time of careful investigation."

Bossert, who is also the Great Neck schools superintendent, said what many districts have in common is that they restrict AI for primary school learners.

"As it becomes more age- and developmentally-appropriate, there's a greater exploration and greater application," he said.

Madeline Craig, an associate professor and technology integration coordinator at Molloy University, echoed Bossert's sentiments.

"Every district is really thinking about what is an appropriate use of AI for their particular students," she said. "Really doing close assessment on the tools they're allowing [to] use."

While it's imperative to equip students with the tools they will need to succeed in the future, she said, "The most important thing, even when we're working with younger learners, is to remember that we've got to build those human skills in them first before they could start using AI successfully. Things like judgment, purpose, empathy."

'A big game changer'

The Brookings Institution found in a January report that while AI could provide benefits such as saving teachers time when it came to lesson planning, grading and assessing students, it could also threaten students' safety, undermine their cognitive and emotional development and degrade trust in education, Newsday previously reported.

But West Hempstead Secondary School math teacher Catherine Klein believes AI could be "a big game changer in education, if done right. ... It’s a playground to explore artificial intelligence and use it, so that it’s beneficial and not just a way to cheat or get an answer or have it do the work for you."

The district has embraced Khanmigo, an AI chatbot created by the educational nonprofit Khan Academy that serves as a tutor or personalized assistant.

Seventh grader Sara Rodriguez used the chatbot during a math class earlier this month. When she was stuck on which approach to take to solve an equation involving the addition of a negative and a positive number, the 12-year-old asked the chatbot for guidance.

The bot displayed positive and negative "chips," or counters, and helped Rodriguez work out the problem, without giving her the answer.

"It will help guide me through it," Rodriguez said. "It breaks it down for you."

West Hempstead educators said the Khanmigo tool has given them additional insight into students' academic progress, while also leveling the playing field for students with disabilities and English language learners.

Katie DiGregorio, the district's director of learning: ENL, data and student success, said the platform "really helps promote differentiation and individualized learning in the classroom."

"We put a strong emphasis on lesson planning through these tools, so that way instruction can focus on what kids need, when they need it and how they need it," she said.

AI literacy for teachers

In addition to outlining the potential dangers and benefits of AI, the authors of the Brookings study recommended developing regulations to protect students' data and emotional well-being and fostering AI literacy among teachers and families.

A group of educators in the Middle Country district is doing just that. The district has established an AI exploration and professional development team with the goal to help educators better understand the technology. It began last year with about 20 district educators and has grown to include more than 40, said Ray Sabini, a fourth-grade teacher who helps lead the group.

"We’re trying to make sure in our district that the teachers have a level of artificial intelligence literacy so that they can make informed wise decisions about what is the right tool for a child at the right time," Sabini said.

Some of the educators spent time at Google in New York City this summer, meeting with product leads to better understand who is building these tools, what tools are best and other best practices.

District educators use Gemini, an interactive chatbot developed by Google, as well as Google Gems, which serves as an assistant that helps with specific tasks and roles. 

Sabini said he uses the Google tools to cut down on clerical work like creating slideshows, worksheets and even welcome videos for new students. He said he has also used the tools to create audio and visual materials for students, and has built an assistant that is an expert on New York State standards for different subjects.

"Let's say I have four different reading levels in my class," Sabini said. "In the past, that would be a very challenging thing to take one text and have it fit everyone, but with artificial intelligence, I can take one text and level it to meet needs."

Sabini said educators review any works created with AI for accuracy before it goes out to students. He thinks some educators, outside of those who already incorporate AI in high school courses, will begin experimenting with certain tools some time this year.

"When we do, we’ll be intentional about letting parents know," he said. "We’re approaching that, but we’re approaching it very cautiously."

Establishing a foundation

In Manhasset, the district created a family hub on their website that addresses their stance on AI, including an emphasis on maintaining a "thoughtful, human-centered approach to preparing students for the future."

Rebecca Chowske, the district's assistant superintendent for curriculum and instruction, said the district held town hall meetings with experts, parents and educators to discuss the ethical use of AI and its impact on education. For the district, she said, the emphasis is less on the tools themselves and more about establishing a foundation of how they will be used.

"Our priorities are human judgment, relationships, creativity, critical thinking, ownership and then a big one is productive struggle," Chowske said.

Students in kindergarten through sixth grade do not use AI tools, except for coding, she noted. The younger students use an analog curriculum designed by the nonprofit Day of AI that teaches student AI literacy, including how to support teachers in using these tools responsibly. 

"It's helping kids with things like data and pattern, and looking for bias and verification. Things that are partial digital literacy as well," Chowske said.

She also highlighted a summer program in which more than 50 high schoolers used the coding language Python and created their own apps.

This year, Chowske said the district is focusing on assessment design as well as additional teacher training.

"We're not banning it, but we're not rolling it out as quickly and we're only using it for older students," she said. "It's measured. It's thoughtful. It is not reactive."