Torney recommends institutions set guardrails early to use these tools, based on the goals they hope to achieve. “My main takeaway is that this is not a go-it-alone technology,” he says. “If you're a school leader and you as a staff haven't had a conversation on how to use these things and what they’re good at and not good at, that’s where you get into these potential dangers.” Paul Shovlin, an AI faculty fellow at the Center for Teaching and Learning at Ohio University, says the K-12 sector seems to have adopted the new tools at a quicker pace than its higher education counterparts.
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