NEA Delegates Approve New AI Policy Statement

AI: Opportunities and Risks

Educators, especially those who have been learning about AI as members of the task force, say the new technology poses some exciting opportunities for educators. Chief among them is the opportunity to modify and differentiate their instructional methods and materials for students with disabilities.

This kind of adaptive technology can help make classrooms from pre-K through higher education more inclusive and equitable for students with disabilities, as well as for emergent multilingual learners. "It's a potential thought-partner to differentiate for different needs," says Angie Powers, a Kansas high school teacher who also served on the NEA task force.

At the same time, AI also brings risks, including the potential to worsen biases. Technology developers are overwhelmingly white, straight men without disabilities, according to Stack Overflow's 2022 Developer Survey.Consequently, AI products may not reflect students' or educators' diversity. "We don't want to shirk away from the fact that developers don't look like our students in our classrooms. Those biases are baked in," said Powers.

Because of these embedded biases, the new NEA policy statement makes clear that AI shouldn't be used to make important, high-stakes decisions, like whether students can take advanced classes or graduate.

It's also critically important for students, educators and caregivers from traditionally marginalized groups, including people with disabilities, Native students and educators, and educators and students of color, to have a voice when districts are adopting AI technology or creating AI-related policies. "We need to ensure that everybody is involved in AI development so that, in the future, it's truly, truly inclusive. For me, that's exciting!" said Candelaria.

Another risk? AI has the potential to accelerate climate change, educators note. A single AI query uses at least four or five times as much energy to power as a simple search-engine request, experts told Wired last year.

What's Next?

Few educators feel prepared for AI in their workplaces. Indeed, more than 7 in 10 K-12 teachers have never received professional learning on AI, according to a 2024 EdWeek Research Center survey, and the numbers are likely even lower for paraeducators and other staff members, said Candelaria, during last month's hearing.

It's critical that professional learning be provided to educators-throughout their academic and professional lives-so that they can use AI effectively and ethically and also teach their students how to use it effectively and ethically.

This doesn't just mean understanding AI terms or knowing how to phrase a question for a chatbot. It means understanding AI bias and being aware of ethical considerations.

"Artificial intelligence has evolved into a permanent fixture in our communities and schools," said Pringle. "Using these new tools equitably, fairly, and safely is essential for our nation's educators to guide and inspire their students and classes."

Years ago, when educators talked about the "digital divide," they were talking about access to high-speed internet and computers in classrooms and homes. Today, NEA task members are talking about access to AI. It absolutely should not be restricted to the most advanced students or most well-resourced schools. "I'm most concerned about exacerbating the digital divide," said Page.

All students should have access to cutting-edge technology and educators who are skilled in helping them use it. This needs to happen across curriculum, not just in computer science classes-"but in all classes," said Powers.

"To me, we're right on the cutting edge [with this policy]. The work of the task force, by members and staff, has been really phenomenal," said Page. "I see it being used as a guide for state and local affiliates, ensuring that unionism is at the table… and ensuring that educators have a voice."

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