In the News

In Bellingham, Washington, middle and high-schools are opening up controlled access to generative AI tools this fall, allowing students to use platforms such as Microsoft Copilot 13+, Canva AI and Colleague AI for some assignments. Teachers set levels of use: no assistance, limited brainstorming, or full co-creation. Students must disclose AI usage and fact-check the output. While many staff express caution—worried that AI might shortcut meaningful thinking—they also see opportunity: this is a chance to teach ethical, responsible AI use rather than ignore its presence. The district computers will restrict access to approved platforms. The move reflects a broader shift: rather than banning generative AI outright, schools are designing frameworks to leverage it as a learning partner — preparing students for a world where AI will be commonplace.

As generative AI moves deeper into classrooms, educators in the Seattle region are balancing promise with caution. In one Kirkland independent school, technology leaders see AI helping teachers expand lesson-plan ideas and give personalized guidance to students — while student voices raise the concern that skipping struggle means skipping meaningful learning. The University of Washington-developed tools have shown dramatic growth gains in math classes, yet many districts remain in “we’re figuring it out” mode. Washington state has taken the lead with a “Human-AI-Human” framework to ensure students initiate and interpret AI use, preserving critical thinking and reflection. Meanwhile schools like Seattle Public Schools are shifting from bans on tools like ChatGPT toward guided integration. As schools embrace this turning point in education policy — including a national executive order elevating AI education — the challenge remains: how to leverage AI to boost human capability without undermining what makes learning meaningful.

The Eastmont School District (Washington) has begun pilot programs introducing AI tools in its high-school classrooms, allowing students to use platforms for brainstorming, drafting and co-creating assignments — under teacher-determined levels of access. Administrators updated policies over the summer to define permissible AI use: from no assistance, to supervised drafting, to full “co-creator” status. Students will disclose use of generative AI and must fact-check outputs. The district’s careful rollout reflects concerns about academic integrity, equity, and student learning experiences. At the same time, teachers recognize the need to equip students with skills to engage ethically with powerful AI platforms they’ll increasingly encounter outside school. The initiative aims to shift from prohibition to proactive pedagogy in a rapidly changing technological landscape.

The University of Washington secured a $10 million grant to launch a new research centre dedicated to creating generative AI tools for K-12 teaching. The centre will focus on designing systems that support teachers in crafting lessons, giving feedback, and adapting instruction — rather than replacing educators altogether. With AI’s rapid infiltration into schools, the goal is a human-centred approach: tools that enhance teacher capacity, foster student inquiry, and integrate into existing curricula. The funding reflects growing urgency around AI’s role in education, particularly in Washington state, which is positioning itself at the national forefront of policy and practice. As schools grapple with how to deploy AI meaningfully, the centre will serve as both testbed and thought-leader for how teachers, students and administrators can collaborate with systems rather than be disrupted by them.

The University of Washington has rolled out a free AI-powered chatbot tool aimed at helping teachers streamline and enhance lesson-planning. The tool allows educators to generate drafts, adapt content to diverse learners, and iterate more quickly — freeing up time for personalized instruction, student feedback, and parent communication. By offering the system at no cost, the University is making a stake in how AI enters the classroom: as a support for teachers, not a substitute. Early adopters say it helps break through time constraints and creativity bottlenecks, but questions remain about how best to integrate such tools ethically. Will it become a crutch, or will it help teachers proactively rethink pedagogy? This release signals a shift in how AI can serve K-12 instruction by empowering educators to do more with less, and focus on human aspects of teaching.

In Washington state, an increasing number of students are engaging in math instruction via district-issued laptops and digital curricula — a shift reshaped by both pandemic-era learning and ongoing efforts to personalize mathematics education. Some districts employ problem-based digital platforms aligned with the University of Washington and state standards, offering interactive simulations, immediate feedback and differentiated learning paths. While educators report benefits such as tailoring assignments and reaching struggling students, challenges persist: auto-grading limitations, drawing geometry symbols digitally, and ensuring teacher facilitation remains strong. The trend reflects a national push toward blended learning and ed-tech integration — but underscores that laptops and software alone don’t guarantee math achievement: implementation, teacher training and pedagogy matter.