There is an ongoing debate in education about AI: Should we allow it? Should we ban it? Should we pretend it doesn’t exist? In my classroom, we take a different approach. We co-create with it.
When I first introduced AI to students, I did not come with a set of rigid rules or a predetermined vision of how it should be used. Instead, I asked: How do you want to engage with this technology? What does ethical and meaningful AI use look like to you? These conversations laid the foundation for an ongoing, dynamic relationship with AI—one that students shape, critique, and redefine as they learn.
AI as a Partner, Not an Authority
Too often, AI is presented as an authoritative voice—a tool that provides definitive answers. But that is not how knowledge works, and it is certainly not how I want my students to engage with AI. Instead, we position AI as a thought partner, one that can challenge our thinking, provide new perspectives, and help us refine our ideas. Students learn to question AI outputs, cross-check information, and engage critically rather than passively accept what AI generates.
Co-Creation Starts With Student Voice
Co-creating AI use in the classroom begins with acknowledging that students have a say in how they interact with technology. In my courses, we draft AI policies together. We discuss where AI can enhance learning and where it might limit critical thinking. We establish boundaries—such as using AI for brainstorming but not for final analysis. This process gives students ownership over their learning while fostering an ethical and intentional approach to AI use.
Messiness, Resistance, and Growth
Co-creation is not always seamless. Some students resist AI, unsure of its role or ethical implications. Others want to push the limits, seeing how far AI can go in completing tasks for them. These tensions are valuable. They drive the conversations that make AI use more meaningful. Instead of imposing top-down rules, we iterate. We test AI in different contexts, reflect on the outcomes, and refine our approaches. This mirrors the action research process—engaging in inquiry cycles to deepen our understanding and improve practice.
The Future of AI in Education is Collective
AI in education should not be dictated by administrators, tech companies, or even educators alone. It should be co-designed with the very people it impacts most—students. If we exclude them from shaping AI’s role in learning, we miss an opportunity to build a future where technology is used with purpose, ethics, and agency.
So, when people ask me whether AI belongs in the classroom, my response is simple: Only if students have a seat at the table.