Senate Bill 2909 passed in Illinois, initiating a ban on AI in teacher evaluations. Illinois State Senator Christopher Belt emphasized the importance of evaluating teachers based on direct observations and professional judgment rather than relying on AI. He argued for a transparent and fair evaluation process that respects teachers’ privacy and highlights their true contributions in the classroom.

Teachers receive some relief knowing their efforts to foster student growth and learning will not be evaluated by machines. Education thrives on human interaction, and assessments by administrators should reflect that.

Impact of AI on Teacher-Administrator Relationships

Illinois’ new legislation recognizes the potential threat AI poses to teacher-administrator relationships and privacy. This is a positive step, but it doesn’t address all concerns. The impact of AI on students remains a pressing issue. According to the RAND American Youth Panel, 70% of middle and high school students are worried that AI may impair their critical thinking abilities.

AI companies continue to infiltrate classrooms by partnering with school districts, installing surveillance technology, and providing free services that may cultivate dependency on their products. The financial burden often transfers to schools while tech companies profit from these arrangements.

“Every dollar we subsidize a big tech company is a dollar we can’t put into public schools.”

Anthony Elmo from Good Jobs First articulated this concern regarding tech companies and their impact on school funding. Data centers receive tax breaks, which diverts funds away from already underfunded public schools.

Big Tech’s Influence on Students

Investigations indicate that tech companies target students to promote their platforms during school hours, interfering with learning. Meta, TikTok, Snapchat, and Google were found to have encouraged students to engage with their services in ways detrimental to educational focus.

The effects are cyclical: resource-starved schools receive less funding, rely on tech tools, and face increasing dependence on devices, complicating teaching and learning environments.

Teachers’ Exclusion from Policy Development

Educators are often excluded from policy-making despite their classroom expertise. Illinois’ guidelines for AI use in classrooms involved input from tech company representatives, yet current classroom teachers were notably absent.

Although the guidelines claim the teacher-student interaction is vital, the lack of classroom teacher involvement raises concerns about the genuine consideration of educational impacts. Teachers on the frontline should be integral to these decision-making processes.

As Illinois acknowledges AI’s potential dangers in education, more comprehensive measures are necessary. Big Tech’s interests may not align with the educational well-being of students and teachers. The focus should remain on preserving the integrity of teaching and learning.

Liz Shulman, author of an upcoming book about technology’s role in education, speaks to these concerns, emphasizing increased educator involvement in decisions affecting classroom practices.