A Balanced and Skeptical View of AI in Schools
Contributing author: Dr. Douglas Reeves
In this thoughtful and evidence-rich article (February 12, 2026), the authors cite several randomized control trials (RCT) that provide mixed evidence on the use of AI in schools. My recent book, Education and the Ethics of AI, offers practical ways to avoid cheating – the principal concern of teachers – and use AI in an ethical and constructive way. This new article notes that when students become dependent on AI, their performance actually decreases, especially when they practice with AI but are later tested without AI assistance. Moreover, while AI can assist with simple tasks, such as learning multiplication tables, it does not enhance students’ reasoning or creative thinking.
These findings offer some cautionary tales for teachers and school leaders about when to use – and not to use – AI in the classroom. One great fear is that students will use AI at home. This suggests that traditional homework may become a useless waste of time when students need genuine practice, best done in class, both alone and in small groups. Teachers have a particular obligation to provide immediate feedback and checks for understanding in order to ensure that students are comprehending the requirements of the task at hand and not merely copying and pasting what they see on the computer screen.
I’m not a Luddite. I know that AI is here to stay. But just as calculators did not replace the need for mathematical reasoning and word processing programs did not replace the need for coherent written expression, we need to consider classroom practices that can benefit from the use of AI without having AI supplant human thinking.
Here’s the link: https://fordhaminstitute.org/national/commentary/ai-assisted-learning-stumbles-evidence
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