I never was going to use AI to cheat or anything like that, but now it feels like I have to do it to make sure that I'm not being left

behind.

We've also been listening to educators, as I said, and one of the things that we've been asking them is about the dilemmas that they experience in their classroom related to AI.

Educators also talk about parents and parents being upset and parents being upset in every which way.

Parents feel allowing AI is encouraging cheating.

Parents feel that they get upset when you don't let them use AI.

Parents are completely unconcerned.

And we define it as having meaningful choice, intentionality, and control over the way that technology fits into our lives.

Here's Beck.

The way that we orient to young people using tech is we listen.

We look at them as experts of their experience.

We're kind of first generation to tech in a way, and they're actually living it.

And we knew that if we weren't listening, policies would be created that actually would take away agency from them.

So the goal of the project was: How do we use participatory design? How do we include young people in creating the policies that will govern their use of AI in the classroom? So that was the larger question.

The kids are gonna do what the kids are gonna do, and you're not gonna get to the outcome you want, which is, like, figuring out how the kids are using this anyway to work with them and create rules around them so that they're using these as tools and not in a way that destroys their ability to think or learn.

Yeah.