Artificial intelligence (AI)—a concept most of us knew little about just two years ago—has now become a major topic of discussion. Schools are adding AI policies to handbooks, while teachers are experimenting with it in their classrooms. As with any new technology, AI comes with both advantages and challenges, including practical and ethical considerations. The topic is complex, and opinions about AI vary widely. This makes it critical that discussions about AI are structured to value multiple perspectives and entry points.
Polarized Thinking and the AI Debate
In April, the Teacher Leaders Committee hosted a webinar called “Introduction to AI for Educators.” During the session, participants were asked to share one word that came to mind when they thought about AI. Responses ranged from “innovative” and “empowering” to “whoa” and “scary.” Educators’ reactions to AI in classrooms are divided—some embrace it enthusiastically, while others approach it with caution and uncertainty. Tech-savvy educators seem more willing to explore AI, while those less confident in their technology skills remain wary.
Photo Info: Webinar participant responses to the question “What is one word that comes to mind when you think about AI?” Source: mentimeter.
Recently, during a faculty meeting, Megan witnessed a heated debate about whether students should be allowed to use and cite AI in research. While some teachers had already begun using AI in their classrooms, others had not. The debate polarized the room. Some educators felt AI could be acceptable in certain contexts, while others disagreed. Emotions flared, leading to one educator walking out of the meeting in frustration.
Reflecting on this experience, Megan realized the lack of a clear protocol or structure for the discussion caused the conversation to spiral out of control. What could have been a productive exploration of AI’s possibilities became a personality clash, dominated by a few strong voices. Without a framework for discussion, there was no room for a middle ground, leaving many participants feeling tense and dissatisfied.
AI, as a highly politicized and loaded topic, often brings strong emotions to the surface, making it easy to fall into black-and-white thinking. As educators work together to navigate this new technology, it’s essential that everyone feels welcome to share their viewpoints without fear of attack. Instead of alienating people, AI conversations should aim to include everyone.
Cognitive vs. Affective Conflict
According to Thinking Collaborative, cognitive conflict arises when people have different ideas, while affective conflict happens when those differences become personal. Affective conflict shifts the focus from the concepts to the individuals, often triggering a fight-or-flight response. In the meeting Megan described, affective conflict took over. Thinking Collaborative notes that healthy groups embrace cognitive conflict to make effective decisions, considering multiple perspectives. Phrases like “I see it another way” or “Here’s another perspective” help create emotional safety and keep the conversation focused on ideas rather than individuals.
In high-conflict situations, such as discussions about AI, structured protocols can create emotional safety. With that in mind, we offer five protocols to help ensure all voices are heard in discussions about AI.
Five AI Protocols and Perspective-Taking Exercises for Your Next Team, Faculty, or Parent Meeting
- SWOT Analysis
A SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) is a tool often used by school leaders to evaluate new ideas and procedures. It creates an open-ended, non-threatening way to build conversations around both the advantages and potential pitfalls of AI. - C.A.R.E. AI Conversation Cards
Knowledge is power. Although Thomas Jefferson coined this phrase long before AI, it remains true. The C.A.R.E. AI conversation cards—covering changes, aspects, readiness, and ethics—offer brief infographics on AI-related topics and prompt informed discussion. - Tricia Friedman’s AI Epitaphs Conversation Starters
These epitaphs provide brief quotes that reflect different dimensions of AI. Using an “agree/disagree/not sure because” format helps scaffold productive dialogue, especially for educators who aren’t sure where to begin. - Shifting Schools’ AI Discussion Guides—“3 Convos to Host About Chatbots”
These free resources help educators explore AI as a potential time-saver and creative tool, focusing on how AI can enhance existing practices. The discussion guides promote the idea that AI should make teachers’ work easier, not more complicated. - Harvard Project Zero’s Perspective-Taking Protocols—“Compass Points”
This protocol encourages participants to share what excites them, what concerns them, and what they’d like to learn more about regarding AI. As educators’ knowledge of AI deepens, revisiting this protocol throughout the year can offer valuable insights into evolving opinions.
Conversations about AI should be inclusive, not divisive. As educators, we need to engage all members of our school communities in discussions about AI, recognizing that everyone’s thoughts and opinions are shaped by their unique experiences. While there are no universally “right” viewpoints, there are “right” and “wrong” ways to structure conversations. The right approach values all perspectives and fosters collegial, productive dialogue. The wrong approach leads to frustration and alienation.
Before and after every meeting, we should ask ourselves: What kind of conversation are we promoting? What is our ultimate goal as an educational community? Will everyone’s voice be heard? If not, how can we ensure that it is?
This article was written by members of AMLE’s Teacher Leaders Constituent Committee. Learn more about AMLE’s constituent committees and other opportunities to get involved.