Key Takeaways
- Westport Public Schools are integrating Artificial Intelligence (AI) deliberately, using tools like Gemini Notebook and Gem while keeping them optional for teachers and students.
- District leaders stress that AI is a supplemental tool—not a replacement for traditional learning such as reading books.
- Training is underway for teachers, and students receive introductory lessons on responsible AI use, emphasizing source verification and critical thinking.
- Board members express support for the initiative but raise ongoing questions about effectiveness, potential misinformation, and the risk of investing in rapidly changing technology.
- Student representatives report limited, cautious use of AI so far, noting teachers’ openness to defining how (or if) AI should be incorporated into assignments.
District Vision Moves from Plan to Practice
Westport’s school board recently heard an update on how the district’s AI strategic plan—added a year ago at the urging of Superintendent Thomas Scarice—is being put into action. Scarice told the board, “We’re off to a great start,” highlighting that teachers are receiving training and students are learning what AI assistance is allowed and what is not. The update aimed to show that the vision articulated in the strategic plan is transitioning from theory to everyday classroom use.
Gemini Notebook Introduced as a Research Assistant
Assistant Superintendent Anna Mahon presented Gemini Notebook, a privacy‑compliant platform that lets students upload up to 50 sources and use them for research, studying, or creating multimedia projects such as videos, podcasts, and digital flashcards. Mahon described it as “a research assistant,” noting that the tool does not access external Google data and only works with materials the user uploads. This design is intended to keep student work secure while encouraging them to rely on vetted sources.
Students Learn AI Is a Tool, Not a Friend
During the presentation, teachers emphasized that Gemini is “not a person and not a friend.” Students are taught that the tool’s reliability hinges on the truthfulness of the uploaded source material. As Rasha Tarak, a Staples math teacher and AI integration coach, explained, “Its reliability depends on the veracity of added source materials.” This framing aims to prevent over‑reliance on AI and to promote critical evaluation of information.
Board Questions Potential Pitfalls
Board Member Andy Frankel voiced concern that students might inadvertently rely on “bad or incomplete information.” In response, junior student representative Justin Jendrock said he would mitigate that risk by inserting only primary source documents into his notebook. Scarice added that the technology “almost forces students to know their academic content, so they know what is missing or wrong,” reinforcing the idea that AI use should complement, not supplant, solid subject‑matter knowledge.
Middle School Preparation Underway
Michelle Walker, a middle school instructional coach, reported that while Gemini has not yet been rolled out to sixth‑through‑eighth graders, she has been observing the Staples implementation. “We know it is coming,” Walker said, indicating that the district plans to extend the training and tools to younger students in the near future. This staged approach aims to ensure age‑appropriate scaffolding of AI literacy.
Debate Over Investment in a Specific Tool
Board Vice Chair Dorie Hordon questioned whether pouring significant instructional time into mastering Gemini Notebook could become obsolete, likening it to past “tech ed” pushes that taught programming languages now out of date. “My question is what does the board want faculty to do,” Hordon wondered, suggesting the district might need to remain flexible as AI tools evolve. Mahon reassured her that Gemini is “not a replacement, it’s another tool, an option for students,” and emphasized that traditional practices such as reading books remain central.
Board Chair Calls for Clear Direction
Board Chair Lee Goldstein expressed frustration with the ongoing dialogue, stating, “We can’t keep talking around our concerns. The message is either we … shut down Google all the way or keep going.” He urged the board to move beyond circular questioning and decide on a definitive stance regarding AI integration. Goldstein’s comment underscored the tension between cautious oversight and the desire to advance innovative practices.
Dillon Defends Ongoing Inquiry
Board Member Jill Dillon countered Goldstein’s framing, arguing that continual questioning is necessary given AI’s rapid evolution. “We would be remiss to not keep talking about it,” Dillon said, praising teachers for making the topic understandable while promising to keep raising questions. Her remarks highlighted the board’s commitment to scrutinizing the initiative rather than endorsing it blindly.
Gem Helps Teachers Make Intentional AI Choices
The second demonstration featured Gem, a tool designed to assist teachers in planning lessons, assessments, and learning experiences. Ali Antuovich, a Bedford language arts teacher, explained that Gem is “preprogrammed to remember and always consider certain instructions and rules,” including elements of the district’s strategic plan. Rather than pushing teachers to adopt more AI, Gem helps them decide “when using AI supports learning and when it gets in the way.” Scarice noted that Gem places teachers in a position to critically analyze their instructional choices.
Board Members Express Confidence in the Approach
Board Member Stephen Shackelford praised the district’s method, calling Gem and its use “amazing.” When Goldstein asked whether the board supports the AI efforts, Shackelford replied, “This is exactly the sort of thoughtful approach to it that I am very happy to see.” His endorsement reflected a broader sentiment that the district’s cautious, reflective strategy provides a solid foundation for responsible AI integration.
Reporter’s Note
Linda Conner Lambeck, education writer for the Westport Journal, captured the board’s deliberations, noting that the discussion balanced enthusiasm for AI’s potential with prudent concerns about effectiveness, equity, and long‑term relevance. As the district moves forward, the ongoing dialogue among administrators, teachers, students, and board members will likely shape how AI becomes a woven—but still optional—part of Westport’s educational landscape.
https://westportjournal.com/education/use-of-a-i-in-schools-thoughtful/