I feel we better (and ASAP)p), teach the Elementary Schoolers – and other, especially the AI developers, to adapt the famous Isaac Asimov’s “four Laws of Robotics”, with a small important change: the Laws of AI:

1. First Law: A AI may not harm a human being or, through inaction, allow a human being to come to harm.
2. Second Law: AI must obey the orders given it by human beings except where such orders would conflict with the First Law.
3. Third Law: AI must protect its own existence as long as such protection does not conflict with the First or Second Law. 

And maybe the most important one:

• The Zeroth Law: AI may not harm humanity, or, by inaction, allow humanity to come to harm—which takes precedence over the others to protect the collective rather than individuals.

I feel in general the schools have been too quick to adopt technology at large cost and questionable benefit (perhaps even detriment). Technology needs to be implemented thoughtfully and rigorously to ensure it is enhancing the learning environment and our children’s development. We were quick to allow Chromebooks and “big tech” into our classrooms, most of the evidence suggests it’s not working, possibly harmful, and the most frequent benefit I hear mentioned is it automatically assesses student work and progress so the teacher doesn’t have to. I want my Children’s teacher doing that, why do we have teacher’s going to College and Graduate school for education only to have our children taught and assessed by an algorithm (not even a “smart” AI enabled one). I want tech and AI for schools regulated like new pharmaceuticals with rigorous controls and trials to show efficacy and safety. As is our children are being experimented upon and the impacts can have lifelong consequences.

I am an ELE (English Language Education) teacher working with grades 5-8. I use several classroom tools that integrate AI  such as Quizlet.com  and Kahoot.com.  When my students have a vocabulary quiz in ELA or another subject, I take the word list and input it into Kahoot, which can quickly generate review games. Kahoot’s AI tools can also take an existing text and automatically create Kahoot questions from it or extract key vocabulary words. The results are not perfect and always require teacher review and editing, but the process saves a significant amount of time.  I often share these Kahoot games with classroom teachers, who then use them with the rest of their students as well. Kahoot also offers a Play Solo option, which includes digital flashcards and adaptive review, revisiting words that students previously missed. This supports independent practice and retrieval in a way that feels engaging rather than repetitive. I use Kahoot Pro, a paid version that is generously funded by my school’s PTO, which allows me to access to the AI tools.

Quizlet offers similar AI-supported features. It includes tools that can generate Quizlet study sets from uploaded PDFs, vocabulary lists, or longer texts, helping teachers quickly create flashcards, matching activities, and practice games. These kinds of AI-supported “text-to-game” or “PDF-to-practice” features are now common across many online learning and game-based platforms, such as Gimkit.com ,  Quizziz (now Wayground.com )and others, making it easier for teachers to transform existing materials into interactive learning tools.

I use Chat GPT to help create vocabulary review booklets and practice materials for my students. Even though I have trained the system to follow a specific structure and format that works for English learners, these materials still require careful supervision and refinement. AI is helpful as a drafting and time-saving tool, but teacher judgment remains essential.

There are additional AI-supported tools that many educators are already using, such as Diffit.com  and MagicSchool.Ai, though I personally use them less. Diffit is especially useful for content-area teachers. It can take any text and automatically differentiate it to multiple reading levels or English proficiency levels. It can also generate glossaries that include student-friendly definitions, visuals, and translations, making grade-level content more accessible for multilingual learners and diverse readers.

In conclusion, AI tools can be powerful supports when used intentionally, as time-savers, idea generators, and differentiation aids.