Teaching AI literacy requires age-appropriate norms, and approaches will vary by school, district, and grade level based on local technology policies and educational philosophy.
In elementary grades (K–5), direct student use of AI tools is rare. When AI appears, it is typically embedded within approved educational software and not used through open-ended student prompting. At this level, AI-related instruction focuses primarily on digital citizenship—basic awareness of what AI is, where students may encounter it outside of school, and why adult guidance and safety boundaries matter.
In secondary grades (6–12), effective AI use is best guided by clear, proactive expectations. Strong policies establish school-wide norms through technology policies and reinforce them at the classroom level, with acceptable and unacceptable uses documented in course syllabi and revisited throughout the year. These expectations typically address:
Uses requiring disclosure or citation (e.g., AI-generated images or substantial text drafts)
Academic misconduct, as defined by the school’s integrity and technology policies
Because AI tools evolve rapidly, software designed to detect misuse will always lag behind student access and capabilities. As a result, detection tools should not serve as the primary strategy for maintaining academic integrity. The most effective approaches emphasize clear expectations established in advance, transparency with students, and consistent reinforcement over time.
