Here’s a riddle for you: what speaks without a mouth, hears without ears, and has no body, but comes alive with your words? Not an echo, but AI. In the past three years, students around the world have become hyperaware of the presence of artificial intelligence in their lives. It can be used for almost anything—as an academic tutor, essay grader, and, albeit a little concerningly, a friend. AI is everywhere and communicates, listens, and “comes alive” rapidly at a few words’ request, easily adapting to our preferences and desires.

The potential and versatility of artificial intelligence has not gone unnoticed by those on the other end of the academic department either; teachers, too, have long since noticed the impact of AI in education—both its harms and its benefits. This semester, Mitty’s English department has seen an increased interest in including AI tools to assist with the curriculum. This growing interest, however, has not come without hesitancy.

Educators look to present AI as a tool to overcome classroom struggles rather than relying on it as a quick solution. “I think AI usage can be used productively when respect and honesty are at the forefront of the school or classroom culture,” said Ms. Katie Sullivan, an English and Religion teacher. Mrs. Sullivan’s view on AI in the classroom mainly centers on the academic responsibility that comes with using it. The primary concern among teachers is that AI can cause dependence on the interface, which may undermine students’ genuine understanding. Over-reliance can also lead to a reduced value placed on curiosity and learning.

One of Ms. Sullivan’s main concerns is that AI is still new. While some teachers use AI checks for students’ work, they are not always entirely effective. In comparison to plagiarism, AI usage is far less obvious in an essay. On the other hand, teachers also find that AI can be helpful when used to make learning more engaging. For example, Mrs. Sullivan used AI to create balanced groups in one of her classes based on a personality test students took, resulting in more participation. She ultimately believes that AI should be used to support students in understanding a subject instead of simply providing the answer.

Despite an initial sense of hesitation, Mitty’s English department has since come to understand the potential of AI to enhance student learning. “Essentially, the question was if there was some form of AI that could help make students’ writing and editing processes better,” shared English teacher Mr. Carl Silva. The problem with current AI technology, he explained, is that there are not enough “guardrails” to prevent students from surrendering their entire work and learning to AI. The department instead wanted an intermediary—something students could use to get real-time feedback when teachers themselves were not directly available.

In his classroom, Mr. Silva experiments with Google Gems, an embedded feature within Google’s Gemini chatbot. The tool, he explained, allows students to interact with real-time feedback on their work. Teachers can adapt the chatbot’s responses to their preferences, mold it to their rubrics and curriculum, and place limitations on what the interface can actually do before students gain access. “We’re designing something that students can have—a tutor designed by the teacher—that they can access twenty-four/seven,” added Mr. Silva. Although the tool may not be perfect, he explained that it is a step in the right direction toward including AI in classrooms.

Tackling AI issues has gone well beyond the constraints of Mitty’s English department. Officially launched in the spring of 2025, Mitty’s AI Think Tank—a committee of more than 20 teachers from nearly every department—comes together once a month to discuss the successes and challenges presented by artificial intelligence in the classroom. Initiated by Mrs. Kristy Savage and Mrs. Beth Madia, the group covers topics ranging from the prevalence of AI misuse among students to the ways in which this technology may impact future careers. “It’s about how we can integrate AI in a thoughtful, intentional, and ethical manner,” explained Mrs. Madia.

AI is changing how teachers teach and how students learn. In a rapidly evolving educational environment, artificial intelligence has found its way into the heart of student life at Mitty. When asked about the future direction of AI in the English department, Mrs. Patrice Miramontes, the chair of Mitty’s English Department, stated, “I expect AI to be implemented as an extra tool to enhance creativity, critical thinking, and learning.” For now, educators admit it is difficult to foresee exactly what the future of AI in the curriculum will look like, but navigating the balance between adapting to new technology while still motivating intellectual independence will remain a top priority. “The idea of avoiding AI is going to become next to impossible,” added Mr. Silva. “It’s this question of how we encourage the building of the muscle of thinking while at the same time realizing that there is this thing that exists that will do all the thinking for you.”