Western New York Schools Embrace AI as New Learning Tool

As students in Western New York return to school, they are greeted by a new learning companion—Artificial Intelligence (AI). This technology is increasingly becoming a vital part of the educational landscape, prompting schools to explore both its advantages and challenges.

Educators across the region, including the Grand Island Central School District, are integrating AI tools into their classrooms. Brian Graham, the district’s superintendent, highlights the transformative potential of AI for students at various learning levels. “Being able to use a tool that can level text for children who may have reading disabilities is significant,” Graham stated. “This is beneficial for all students—those struggling to achieve proficiency and those already excelling who seek further knowledge.”

Grand Island is one of only four districts in New York State to pilot Khanmigo, an AI-powered tutor and teaching assistant developed by Khan Academy and OpenAI. Now entering its second year, this tool serves students in grades 6 through 12. Graham describes Khanmigo not as a conventional tutor but as a Socratic coach that guides students to master the content.

In addition to enhancing student learning, Khanmigo collects data on student engagement, providing educators with valuable insights into academic progress. “It’s going to push us in a direction where we’re measuring learning differently,” Graham noted, reflecting the potential for a shift in educational assessment methods.

The Role of AI in Education

At the University at Buffalo, researchers are also investigating how AI can be utilized to support both educators and students. Chris Hoadley, a professor at the university, emphasizes that AI should be viewed as an instructional partner rather than a replacement for teachers. “Keep it in its place and acknowledge that it can be a useful tool, but it’s a tool,” Hoadley remarked. He advocates for transparency and communication between teachers and students regarding the appropriate use of AI technology.

Hoadley cautions against over-reliance on AI, drawing parallels to the early days of the internet. “Much like how kids had to learn that not everything on the web is true, students must understand that not everything AI provides is accurate,” he warned. Consequently, some educators are revising their assessment strategies to include more oral exams and presentations, ensuring that comprehension is evaluated more holistically rather than relying solely on written assignments that could be generated by AI platforms.

Beyond educational assistance, researchers at the University at Buffalo are developing an AI-powered screener designed to detect speech and language disorders in young children. This program is currently in its second year of development and collaborates with speech pathologists in the Grand Island, Williamsville, and Buffalo Public School Districts. Graham believes this initiative will significantly enhance student learning, stating, “Promoting student learning through speech and language development, as well as early literacy, is critical.”

Looking Ahead: The Future of AI in Classrooms

As AI technology continues to advance, educators and researchers agree on the necessity of thoughtful integration and open discussions about its role in the classroom. “If we want AI to be useful in education, we must recognize that it could either succeed or fail,” Hoadley said. He emphasizes that society needs to engage in conversations about the appropriate and beneficial uses of AI in education.

With the new school year underway, it is evident that AI will play a significant role in shaping the learning experience for students in Western New York. The extent of its impact will largely depend on how schools and communities choose to implement and manage these emerging technologies.