Georgia Classrooms Embrace AI: Options, Risks, & New Pathways

Artificial intelligence is rapidly reshaping the landscape of K-12 education in Georgia, introducing both innovative possibilities and a complex array of challenges for educators and students alike. While concerns persist regarding AI’s potential to facilitate cheating and compromise student data privacy, many school districts are actively developing new frameworks, tools, and even dedicated career pathways to integrate this transformative technology into the classroom.

The influence of AI is already evident in how schools approach curriculum design, lesson planning, and student feedback. Districts are increasingly leveraging AI to craft detailed rubrics, develop engaging interactive lessons, and even overhaul entire curricula. This adoption comes even as some educators voice apprehension that an over-reliance on AI could diminish students’ critical thinking abilities. Across Georgia, some of the largest school systems are establishing dedicated groups this academic year to define best practices for AI implementation, alongside introducing new coursework and professional development focused on the technology. As Lindsay Linsky, an education professor at the University of North Georgia, observes, “AI is here to stay.” She characterizes the current phase as teachers taking “calculated risks,” navigating uncharted territory as the technology evolves at a pace that policy struggles to match.

Major districts like DeKalb, Fulton, and Gwinnett counties are at the forefront of this integration, weaving AI into their curricula both as a distinct subject and as a supportive tool for traditional subjects like math and English. In Fulton County, for example, the district employs Edia, an AI-powered math platform, in some high school advanced math classes. This platform provides personalized feedback and instruction, according to Heather Van Looy, who directs instructional technology for the district. For other grade levels, teachers might utilize AI to facilitate brainstorming sessions for science fairs or essays, with specific parameters set to ensure the AI chatbot serves a defined purpose, unlike open-ended tools such as Copilot or ChatGPT. Gwinnett County, home to Seckinger High School in Buford, which claims to be the nation’s first “AI-themed high school,” has developed a three-course AI career pathway. Available at both Seckinger and Maxwell High School of Technology in Lawrenceville, this pathway allows students to delve deeply into the development of AI.

Despite these advancements, a significant challenge remains: many teachers feel inadequately prepared to educate students with AI. A survey last year by the EdWeek Research Center revealed that more than seven in ten teachers had not received any professional development on using AI in the classroom. Lisa Morgan, who leads the Georgia Association of Educators, confirms a similar gap in Georgia, noting that while some districts are providing specific training tailored to their unique AI policies, a broader, consistent approach is needed. She also highlights a potential divide in AI proficiency between younger, digitally native teachers and their older colleagues who did not grow up with the same technological exposure.

Among the popular tools adopted by Georgia educators is MagicSchool AI, an “AI assistant for educators” founded by former KIPP Atlanta teacher Adeel Khan. This platform assists teachers in providing tailored writing feedback and creating interactive learning options. MagicSchool boasts nearly 90,000 individual users across Georgia, spanning almost every public district and many private or charter schools. Khan emphasizes the convenience it offers time-strapped teachers, a sentiment echoed by Lisa Moore, a colleague of Linsky’s at UNG. Moore envisions AI eliminating much of the “grunt work” that contributes to high burnout rates among K-12 teachers, such as rewriting curricula or crafting activities. She foresees scenarios where teachers could create chatbots embodying novel characters for student interaction, adjust the reading level of texts for younger students, or enable students to generate images using AI.

While individual teachers can often use tools like MagicSchool AI for free, companies also offer enterprise packages that allow districts to customize platforms to meet their specific needs. Fulton County, for instance, invests $265,000 annually for SchoolAI, another flexible AI solution. DeKalb County is currently exploring the adoption of enterprise-level AI tools but has not yet scaled them out. The district does not block access to free web versions of popular AI tools like ChatGPT, Grok, CoPilot, or Gemini, making them accessible to students and staff.

However, the rapid integration of AI is not without its controversies. A recent Pew Research survey indicated that one in four teachers believe AI tools could ultimately cause more harm than good. Primary concerns revolve around students potentially using AI to complete assignments, thereby hindering the development of their creative and critical thinking skills. Teachers also worry about student privacy, particularly if sensitive student information is used to train AI models. In response, educators are emphasizing “thoughtful instruction,” as Van Looy from Fulton County explains. This could involve increasing oral exams or other check-ins to ensure students are genuinely absorbing and understanding material. Jimmy Fisher, principal of Seckinger High, suggests maintaining traditional assignments but reinforcing ethical AI use.

Across Georgia, districts are actively addressing these concerns. Gwinnett is embedding AI literacy into its digital citizenship training for all students and is launching a cohort of teacher leaders to delve into responsible AI use and support their colleagues. DeKalb County is also forming a task force to develop a sustainable AI implementation strategy across its school system. Privacy measures are being taken by tool providers, with MagicSchool, for example, preventing student data from being used to train its AI models. At the district level, Fulton County blocks several AI tools, curating a selection of trusted resources to mitigate privacy risks. DeKalb County prioritizes core vendor partners like Google Classroom and Office 365, which have established safeguards against data mining.

Looking beyond the classroom, AI’s impact on the future workforce is a significant consideration. Technology Association of Georgia President Larry Williams emphasizes the need to prepare students for an evolving labor market where AI proficiency will be crucial. His organization has successfully advocated for computer science and coding classes to serve as an alternative to foreign language requirements in Georgia schools, aiming to equip students with foundational AI literacy and critical thinking skills. As Emily Johnston, a spokesperson for the organization, notes, partnerships across education, business, and government are vital for preparing both existing and emerging workforces. Williams highlights the ingenuity of young people, observing that some 16-year-olds are already building businesses leveraging AI. He suggests that while educators can provide basic skills and foster curiosity, students themselves will ultimately push the boundaries of this technology, potentially even teaching their teachers.