Tag Archives: school

AI and academic integrity

I’ve been using AI to add images to my blog since June of 2022 when I discovered AI generated art: DALL•E. I don’t credit it, I just use it, and find it much easier to generate than to find royalty free alternatives. I haven’t yet used AI as a writing or editing tool on my blog. While I’m sure it would make my writing better, I am writing to write, and I usually do so early in the morning and have limited time.

I already have to limit the time I spend creating an image, if I also had to use AI to edit and revise my work I’d probably only have 15-20 minutes to write… and I write to write, not to use an AI to write or edit for me. That said, I’m not disparaging anyone who uses AI to edit, I think it’s useful and will sometimes use it on emails, I simply don’t want that to be how I spend my (limited) writing time.

I really like the way Chris Kennedy both uses AI and also credits it on his blog. For example, in his recent post, ‘Could AI Reduce Student Technology Use?’ Chris ends with a disclosure: “For this post, I used several AI tools (Chat GPT, Claude, Magic School) as feedback helpers to refine my thinking and assist in the editing process.”

Related side note, I commented on that post,

The magic sauce lies in this part of your post:
“AI won’t automatically shift the focus to human connection—we have to intentionally design learning environments that prioritize it. This involves rethinking instruction, supporting teachers, and ensuring that we use AI as a tool to enhance, not replace, the human elements of education.”

A simple example: I think about the time my teachers spend making students think about formatting their PowerPoint slides, think about colour pallets, theme, aesthetics, and of course messaging… and wonder what they lose in presentation preparation when AI just pumps out a slide or even whole presentation for them? 

“Enhance but not replace,” this is the key, and yet this post really strikes a chord with me because the focus is not just the learning but the human connection, and I think if that is the focus it doesn’t matter if the use of technology is more, less, or the same, what matters is that the activities we do enrich how we engage with each other in the learning.

Take the time to read Chris’ post. He is really thinking deeply about how to use AI effectively in classrooms.

However I’m thinking about the reality that it is a lot harder today to know when a student is using AI to avoid thinking and working. Actually, it’s not just about work avoidance, it’s also about chasing marks. Admittance to university has gotten significantly more challenging, and students care a lot about getting an extra 2-5% in their courses because that difference could mean getting into their choice university or not. So incentives are high… and our ability to detect AI use is getting a lot harder.

Yes, there are AI detectors that we can use, but I could write a complex sentence in three different ways, put it into an AI detector, and one version could say ‘Not AI’, one could say 50% chance that it was written by AI and the third version might say 80% chance of AI… all written by me. 20 years ago, I’d read a complex sentence written in my Grade 8 English class and think, ‘That’s not this kid’s work’. So, I’d put the sentence in quotes in the Google search bar and out would pop the source. When AI is generating the text, the detection is not nearly as simple.

Case in point: ‘The Backlash Against AI Accusations’, and shared in that post, ‘She lost her scholarship over an AI allegation — and it impacted her mental health’. And while I can remember the craze about making assignments ‘Google proof’ by asking questions that can’t easily be answered with Google searches, it is getting significantly harder to create an ‘AI proof’ assessment… and I’d argue that this is getting even harder on a daily basis with AI advances.

Essentially, it’s becoming a simple set of questions that students need to be facing: Do you want to learn this? Do you want to formulate your ideas and improve your thinking? Or do you just want AI to do it for you? The challenge is, if a kid doesn’t care, or if they care more about their mark than their learning, it’s going to be hard to prove they used AI even if you believe they did.

Are there ways to catch students? Yes. But for every example I can think of, I can also think about ways to avoid detection. Here is one example: Microsoft Word documents have version tracking. As a teacher I can look at versions and see large swaths of cut-and-paste sections of writing to ‘prove’ the student is cheating. However, a student could say, “I wrote that part on my phone and sent it to myself to add to the essay”. Or a savvy student could use AI but type the work in rather than pasting it in. All this to say that if a kid really wants to use AI, in many cases they can get away with it.

So what’s the best way to battle this? I’m not sure? What I do know is that taking the policing and detecting approach is a losing battle. Here are my ‘simple to say’ but ‘not so simple to execute’ ideas:

  1. The final product matters less than the process. Have ideation, drafts, and discussions count towards the final grade.
  2. Foster collaboration, have components of the work depend on other student input. Examples include interviews, or reflections of work presented in class, where context matters.
  3. Inject appropriate use of AI into an assignment, so that students learn to use it appropriately and effectively.

Will this prevent inappropriate AI use. No, but it will make the effort to use AI almost as hard as just doing the work. In the end, if a kid wants to use it, it will be harder and harder to detect, so the best strategy is to create assignments that are engaging and fun to do, which also meet the learning objectives that are required… Again, easier said than done.

First Choice, or Last Resort

As the principal of our district online school I hear a lot of stories about kids not wanting to attend school anymore, and so they are looking to try online learning. A former, retired principal of a nearby online school, Brad Hutchinson, had a quote about this. He said that, “Online learning is a school of first choice and last resort.”

When a student takes an online course because they want to: they want to upgrade, or they want to create room in their school schedule for another elective, then our success rates are very good. When a student comes to us as a last resort because nothing else is working for them, our success rates are awful.

It’s so hard as a principal. Every time they come as a last resort they, or their parents, believe this is the best choice. But a kid who won’t attend school, or won’t do work for a teacher who is right in front of them, is very unlikely to do school for a teacher that is on the other end of an online course, and not in their faces reminding them of the work that needs to be done.

We try. We offer supports. We even occasionally see some initial results. Then we don’t see anything. Another powerful quote about online learning came from a former ministry employee, Tim Winkleman, and this is one that I say a lot, “No pace is not a pace.”

When nothing is being done, when students choose not to proceed, or feel they can’t, then that’s simply not progress. It’s hard to be a school of last resort where regular attendance is not expected. It’s hard to see students give up on trying when they feel like this is their last chance to find success in school. It’s also really hard to tell a kid or a parent who is desperate to avoid other school options that this is a bad option to try.

There have to be some better last resort options out there for kids who struggle to attend school regularly… I just don’t know what those options are?

Travel to meet

I’m in Courtney, BC, for a meeting of BC Provincial Online Learning School principals. We are fortunate that we will also be joined by the Ministry. I took the ferry here yesterday and arrived in time to join 5 other principals for a late dinner.

The dinner was enjoyable even though 80+% of the conversation was work related. That’s the nature of these meetings, because my colleagues from other districts across BC understand my job in my district better than 95% of my colleagues ‘back home’. And as we talk, we learn, we seek advice, we share, and we support one another.

All that before the meeting even starts this morning. We are principals of online school. We can easily connect online and that’s mostly how we connect. But sitting at a dinner and breaking bread together; Seeing each other face to face and in group, adds something special; And the effort made to travel to be together makes us appreciate the opportunity even more.

Passion for learning

I met two young, gifted students yesterday, interested in attending our school next year. It’s fascinating to meet 13 year old kids who aren’t just good students but passionate learners. Kids who see school as places to connect with friends and get exposed to ideas that they wouldn’t get exposed to if they stayed home. Kids who want to go to school because it’s more interesting than staying home.

It excites me to think that these kids will come to our school and part of their day will be dedicated to them perusing passion projects that they design. They aren’t just going to be taking notes, do practice questions from a textbook, or comple ‘cookie cutter’ styles projects where most of the final products look the same.

I think some kids learn despite the system they are in. These kids I met yesterday would be successful no matter what school they attend. But they deserve an opportunity to attend a school where they get to shine… Where they get to try something that can fully engage their passion for learning. Even where they can try something too big and fail, but learn that this too is a learning experience.

When I see kids with a passion for learning, I see kids that should have some autonomy over their day at school. They want to learn, let them discover, explore, and innovate. Let them follow their passions and interests. Let them own some of their own learning.

Keep the passion for learning alive.

Micro-learning in 2025

I remember my oldest daughter asking me a question when she was just 4 years old. I don’t remember the actual question but I do remember that after I responded, “I don’t know,” she walked over to our desktop computer and asked Google. I remember being surprised that she thought to do this, and amazed because when I was that age, if my parent didn’t know, I might have looked in our Junior Encyclopedia Brittanica, but I probably would have just accepted that I wouldn’t know the answer.

I remember a time, years later, when I would ask a question of my social media network first, rather than Google. Not for a general knowledge question, but for things like how to use a certain tool, such as accessing a feature on a wiki or blogging platform. People were better that generalized Q&A pages at pinpointing the information I was looking for, and I good hashtag on Twitter would put my question in front of the right people.

And now there are times when I would go to YouTube first, before Google, for things like car repair. Don’t know how to get the cover off of a car light to replace it? Simply put your car name and year into YouTube with the information about what bulb you are replacing, and a video will pop up to show you how to do it.

AI is changing this. More and more, questions are being answered right inside of search. Make a query and the answer is not just links to sites that might know the answer, but an actual answer based on information that is on the sites you would normally have to click to. That’s pretty awesome in and of itself… having instant answers to simple questions, without needing to search any further. But what about more complex questions that might require learning something before you can understand all the concepts being shared? What happens when you ask questions with complex learning required?

This is where I see the power of micro-learning. And this term is being redefined by AI. Want to learn a complex concept? AI will do two things for you. First it will curate your learning for you. And secondly it will be adaptive to your learning needs. Want to learn a complex mathematical concept? AI will be your teacher. Got stuck on one particular concept? AI will realize what mistake you are making and change how it teaches you that concept to better meet your leaning needs, and pace.

It’s like having content area specialists at your finger tips. And soon intelligent agents will get to know us. Like a personalized AI tutor, we can pick just about any topic and become knowledgeable by creating small (micro) learning modules that are based on what we know, what we want to know, and how we learn best.

The AI can deliver a lecture, but also ask questions. It can provide the information in a conversation, or it can point us to videos and experts that would normally have taken considerable research to find. And the idea that it can adapt to how quickly you pick something up or if you struggle with a concept, means that you are getting the learning you need, when you need it. Micro-learning with AI is the new search of 2025, and it’s just going to get better and better.

How will this change schools? What will AI assisted lessons look like in classrooms? How will the learning be individualized by teachers? By students? How will this change the way we look at content? How important will the process be compared to the content?

I think this will be a year of experimentation and adaptation. Micro-learning won’t just be something our students do, but our educators as well. Furthermore, what micro-learning means a year from now will look a lot different than it does now. And frankly, I’m excited about the way micro-learning is adapting to the powerful AI tools that are currently being developed. We are headed into a new frontier of adaptive, just-in-time, micro-learning.

Alumni reunion

Yesterday over 70 former grads came to visit our little school that only had its first official graduation 8 years ago. We originally thought about half that many would be able to join us.

I can’t express how wonderful it was to connect with former students, to see what they are up to now, and to have an opportunity to chat with them. Two students from our first grad are now married and brought their baby. Several more are married or engaged. Many are still in school. Some are working for big companies, some following their artistic passions, and of course a few are still finding their way in the world.

It was a a very special event and it made me appreciate what a wonderful community we have created. I couldn’t be luckier, being able to stay at Inquiry Hub since its inception in 2012.

The long road

Last night I got home after 8 pm. Today will be my early day home around 5:30. Wednesday I’ll get home after 8pm, and Thursday will be 10pm if I’m lucky.

While many people are counting the days until Christmas, I’m just looking forward to the end of the week. Some of the events keeping me late are fun for me, one (a dance) is great for the students. I am happy to participate in these events, but I can honestly say that I’m tired already, and it’s only Tuesday morning.

It’s weeks like this that I feel my age. I realize that younger me would have skipped through this week like it was a minor blip. Yesterday I got home and did absolutely nothing until falling asleep on the couch around 9:30. I went to bed soon after and my alarm woke me up just like it has for the past two weeks… whereas for the two weeks before that, I probably only heard it 2 or maybe 3 times, with me waking up before my alarm most days.

It’s Tuesday morning and I see a very long road ahead of me to get me to the holidays. I need to psych myself up to stay strong, and get my sleep in too. Because so often in my career I reach the first weekend of a break and I get sick. My body stays strong to make it through this final week of school and then when I can finally relax my physical health crashes. I’m determined for this to not happen (ever again). It really sucks when I finally get a break and my body ‘lets go’.

I’ll take my vitamins, maintain my healthy habits, get a lot of sleep, and slowly travel this long road to the holidays.

Passion Project

At Inquiry Hub we don’t just have genius hour where students spend an hour a week on a project. Instead we have a full for-credit course that students take to follow their learning passions and interests. Yesterday I got to see a couple progress presentations, where students shared where they are on their current learning journey.

I’m always surprised by the diversity of questions students choose to tackle. Students find both creative topics and also creative ways to express their learning. But what I enjoy most is seeing the enthusiasm with which they go about learning. Having a specific course that lets students pursue their interests and actually get credit for it, rather than it be something extra that they do, adds an element of purpose to the project.

Imagine being an inquisitive student who spends their entire day learning what is on someone else’s agenda. Go to class, get the work for that specific subject, then go to the next class and repeat. Then lunch, then repeat for two more courses. The courses could be engaging, the teachers can be fantastic, but the choice of what to study is completely predetermined.

I think genius hour is great when there isn’t a full inquiry course to take. So are assignments where students have choice to make the assignment follow their interests. But maybe students should have inquiry/passion project time every week, at every grade… Scaffolded more in the younger years, but provide to every kid, every week.

Who owns the learning in a school? Who should own it? If you think students should at least partially own their own learning, then at some point in the school day or school week, they should be allotted time to do so. School should be a place where students have a say in what they get to learn.

Full appreciation

Last night Inquiry Hub Secondary had our open house to introduce our school to potential new students and their parents. It’s a bit of a challenge being a very small program that requires students to decide not to go to their closer, local high school and commute to another school away from their friends. But then we run an event like this and we hear speeches from our Grade 12’s, who share how rich their experience has been, and I realize why kids come here.

For me it is the student participation on a night like this that charges my battery. They come to share their interests, their inquiries, their time and labour, to showcase our school… their school.

It makes me feel lucky to be their principal; to be part of this community; to work with an amazing staff. An event like last night’s open house leaves me in full appreciation of the job I have, and the work that our team does to support students, who are also our amazing school ambassadors.

Looking at AI and the future of schools

There is no doubt that Artificial Intelligence (AI) is going to influence the way we do school in the very near future. I have been pondering what that influence will look like. What are the implications now and what will they be in just a few short years.

Now: AI is going to get messy. Unlike when Google and Wikipedia came out and we were dealing with plagiarism issues, AI writing is not Google-able, and there are two key issues with this: First, you can create assignments that are not Google-able, but you are much more limited in what you can create that is un-AI-able. That is to say, you can ask a question that isn’t easily answerable by Google search, but AI is quite imaginative and creative and can postulate things that a Google search can’t answer, and then share a coherent response. The second issue is that AI detectors are not evidence of cheating. If I find the exact source that was plagiarized, it’s easy to say that a student copied it, but if a detector says that something is 90% likely to be written by AI that doesn’t mean that it’s only 10% likely to be written by a person. For example, I could write that last sentence in 3 different ways and an AI detector would come up with 3 different percentages of likeliness that it is AI. Same sentence, different percentage of likelihood to be AI written, and all written by me.

So we are entering a messy stage of students choosing to use AI to do the work for them, or to help them do the work, or even to discuss that topic and argue with them so that they can come up with their own, better responses. We can all agree that the three uses I shared above are progressively ‘better’ use of AI, but again, all are using AI in some way. The question is, are we going to try to police this, or try to teach appropriate use at the appropriate time? And even when we do this, what do we do when we suspect misuse, but can’t prove it? Do we give full marks and move on? Do we challenge the student? What’s the best approach?

So we are in an era where it is more and more challenging to figure out when a student is misusing AI and we are further challenged with the burden of proof. Do we now start only marking things we see students do in supervised environments? That seems less than ideal. The obvious choice is to be explicit about expectations and to teach good use of AI, and not pretend like we can continue on and expect students not to use it.

The near future: I find the possible direction of use of AI in schools quite exciting to consider. Watch this short video of Sal Hahn and his son, Imran, working with an Open AI tool to solve a Math question without the AI giving away the answer.

When I see something like this video, made almost 6 month ago, I wonder, what’s going to be possible in another couple years? How much will an AI ‘know’ about a student’s approach to learning, about their challenges? About how best to entice learning specifically for each student? And then what is the teacher’s role?

I’m not worried about teachers being redundant, on the contrary, I’m excited about what’s possible in this now era. When 80% of the class is getting exactly the instruction they need to progress to a grade standard in a class on the required content, how much time does a teacher having during class time to meet with and support the other 20% of students who struggle? When a large part part of the curriculum is covered by AI, meeting and challenging students at their ideal points of challenge, and not a whole class moving at the class targeted needs, how much ‘extra’ time is available to do some really interesting experiments or projects? What can be done to take ideas from a course across multiple disciplines and to teach students how to make real-world connections with the work they are studying?

Students generally spend between 5 and 6 hours a day in class at school. If we are ‘covering’ what we need to with AI assistance in less than 3 hours, what does the rest of the time at school look like? Student directed inquiries based on their passions and interests? Real world community connections? Authentic leadership opportunities? Challenges and competitions that force them to be imaginative and creative? The options seem both exciting and endless.

The path from ‘now’ to ‘the near future’ is going to be messy. That said, I’m quite excited about seeing how the journey unfolds. While it won’t be a smooth ride, it will definitely be one that is both a great adventure and one that is headed to a pretty fantastic destination.

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Update: Inspired by my podcast conversation with Dean Shareski, here.