On essay days in Craig Rowe’s classroom at Truckee High School, the rules are simple: nothing written at home.

Students open their school-issued Chromebooks, log into Google Docs, and begin typing. Rowe can see who made changes, what they changed, and when. If the document has a timestamp of 11:42 p.m. on a Thursday night, he knows rules were broken.

“Here’s something you don’t hear from a teacher,” Rowe tells his students. “I do not want you to do this for homework.”

Just a few years ago, take-home essays were standard practice in English classes. Now, Rowe — who describes himself as an “old-school English teacher” — has moved much of his writing into the classroom, not because he suddenly believes homework is ineffective, but because of artificial intelligence.

Programs like ChatGPT and Google Gemini can now generate a competent five-paragraph essay in seconds. They can brainstorm topics, build outlines, write introductions, and edit rough drafts. And while school networks may block these tools, most students carry a smartphone or have a personal laptop that can access them without restriction.

In the Tahoe/Truckee schools, as in schools across the country, the question is no longer whether students will use artificial intelligence. The question is how schools can preserve learning in a world where the work students are asked to do can now be done by a machine.

Administration: Guardrails

At the helm of Tahoe Truckee Unified School District’s Technological Services is Ed Hilton. The department’s motto is Where Students Master Technology for Their Future.

“We’ve got to prepare our students for college, career, and life, and technology is one of those things in every career,”  Hilton said. “So, ultimately we’re supporting our kids and using those tools that they’ll be expected to use when they move on from Tahoe Truckee.”

One of those specific tools is AI. “After ChatGPT came on the scene in 2023 we decided to test out some tools, especially in Google workspace. We use some productivity tools,” he said. “And I guess what we’re still concerned about is employees using tools that we haven’t vetted. Especially right as things came out, we did a lot of employee training, like to not upload student info so AI is not training on student info.”

Hilton estimates that in their Google and other curriculum tools, “about 1/3 use some sort of AI in the background.”

He was quick to make a distinction on AI: “If you’re talking about up-font AI-use like ChatGPT, it’s just the staff. Students can’t go to ChatGPT or Google Gemini. Only staff have access.”

Each student at TTUSD is given a Chromebook, which is a streamlined laptop running Google Chrome OS, for school use from kindergarten through the senior year of high school. Kids in younger grades leave the laptops at school, older students take them home for homework, the transition happening in middle school. While on their Chromebooks, or while utilizing a school’s Wi-Fi network, up-front AI tools and a variety of websites are blocked.

Yet many students, especially in high school, have their own laptops as well. When not on school Wi-Fi, these computers (not to mention the smart-phone in most middle school and high schoolers’ pockets) have no restrictions on any AI tool or website.

Hilton acknowledged this, and that students utilizing “front end AI” has been problematic.   

“As far as academic honesty, teachers are having those conversations,” he said, noting that the district has just finished a draft of its AI policy, which has been in the works since October with input from three public meetings between administrators, staff, and parents, that Hilton believes will be ratified before the end of the school year. “But we are not going to put our head in the sand. AI is definitely part of the students’ future.” 

Hilton repeatedly noted that any use of AI in the district has to be “secure” and “safe.” He pushed on the need for transparency and visibility of how students are using it, and averred that there must be guardrails in place that would, essentially, allow students to use some AI tools for schoolwork, but not all of them.

“Any tool should have some sort of scaffolding to students,” he said. “In that, you don’t get the race car right away, we teach you to drive first.”

TTUSD administrators and educators are watching how the test drive goes in another Placer County school. (Though TTUSD spans three counties, the district is under Placer jurisdiction.) Rocklin Unified has, in Hilton’s term, “deployed” more front-end school-wide AI tools, namely Google Gemini, into their curriculum — okayed and even encouraged for classroom and schoolwide use.

“Our students will use AI in their jobs. But it’s come so quickly — the use, the integration and all the different things,” Hilton said. “We want to make sure we are doing it correctly. The question isn’t are we using it or not, but is it beneficial or not? If we come up with educators who say it’s not beneficial, we won’t use it. But putting our head in sand and saying AI doesn’t exist is not valuable either.”

Teachers: Protect the Learning Process

While Rowe assiduously protects students’ writing process from AI, he is also working on ways to implement the newly evolving tech tools.

“What’s the role of AI in classrooms?” he asked rhetorically. “I think there is one. But the balance of where and when to use them is a work in progress with educators, myself included.”

Rowe’s approach depends on his classes, from AP Language and AP Literature courses to his communications class. In the latter, for instance, student presentations are a large part of the curriculum. He not only okays AI-use for aspects of these, but encourages it. “AI tools are really great for research,” he said, noting an example of a student looking into the difference between engineering programs at various colleges, and how just a few years ago the research could “take days” but “now it’s one query.”

He finds a boon in using AI-generated graphics as well. “I feel like for project-based stuff and visuals, AI has some really cool tools. If someone is giving a mini Shark Tank style presentation in my communications class, I encourage them to use AI for their visuals. In the past, students may not have had much for visual aids, and now it’s almost professional level visuals and art.”

While striving to keep ideation and writing a human-powered endeavor, Rowe does see educational benefit from AI’s use on “the back end” of essay-writing. He talks of a student who had a near-final draft of her paper but wasn’t sure if her tone was coming through as intended. The student, Rowe said, “plugged it into AI, into Gemini, and asked if the tone she had intended to use was the tone that came through.” The feedback the student received, per Rowe, was useful.

But as for writing, Rowe is wary of AI taking over too much of the critical thinking and drafting that has always been vital to the creation of an essay.

“I’ve definitely had my days when I’m grading, and I’ll read something that is just so obvious AI, and it’s depressing quite frankly,” Rowe said. “My initial reaction is that, ‘yeah we have to lock ’em down and just handwrite everything.’ And then I calm down and ask myself, “What is our mission?’” He answers his own question with: “It’s not for students to get a good grade in my class but to prepare our young people to be contributors in society.”

Rowe returned to the need for balance, and the importance for discussion. “Everyone is navigating their way through it,” he said. “This is classic where the technology is way out in front of the policies and the teaching methods.”

“The kids,” he concluded, “are adapting to AI really quickly. Much quicker than the educators and the school policies.”

Laurie Cussen, who teaches history and social studies courses at Truckee High, believes in not shortcutting the learning process. “AI is a tool for productivity once you’re out of education [and into the workforce],” she said. “That makes sense, but the learning has to happen before.”

She makes an apt comparison: “My first grader is a perfect example. He is learning arithmetic, addition, and subtraction. We’ve had calculators forever that could do that for him. But it is so much better for his neuropathways for him to do it himself — to learn how to do it himself.”

“We are in neuropathway building,” she said of herself and her fellow teachers. “We need to protect the productive struggle.”

Cussen gave another analogy: As a wrestler becomes a better wrestler through the struggle of wrestling, learners become better learners through the struggle of learning. Though she acknowledges using AI in some of her own lesson planning, she “shies away” from using AI in her classroom “because it is such a convenient shortcut.”

However, she does see a benefit for students to use AI as “a clarifier of concepts,” going as far as instructing her students to use AI at home to make practice quizzes, referring to it as “as a study companion.”

As for class time, Cussen echoed Mr. Rowe’s sentiments. “[AI] can do any assignment we do in class,” she said, lamenting that the school “is seeing a lot of stuff turned in that is purely done by AI.”

“If you want to ensure that the work is purely student generated, all the work has to be done in the classroom. If you let it go home, you know it’s not all student work.”

“I see class time as preserving the productive struggle, not giving students the cognitive offramp,” Cussen continued. “Protect the space of learning in class, then when you go home, use AI.”

The soft skills of communication, collaboration, problem solving, teamwork, and critical thinking must remain at the core of curriculum, she said. AI proficiency, on the other hand, she observed, can be coached in shorter time spans, through short-courses or future employees, down the road. “Learning the soft skills in school is vital,” she emphasized. 

Students: The Reality

Kate and Maria are juniors in AP courses at Truckee High. They have been in TTUSD schools since their elementary school days, and they say this year has been their most academically rigorous thus far. They both want to go to college, with some big names in education on their lists of desired schools. Both are taking an AP-heavy courseload. To protect their privacy, their names have been changed.

Both agreed that a difference regarding AI in this school year is “the teachers are more on edge about it in general.” The students spoke about the restrictions regarding AI-use on tests and certain assignments when on school Wi-Fi and Chromebooks.

“But for online homework, there are no restrictions like that,” Kate said. Both she and Maria have their own personal laptops. They said teachers sometimes do encourage or even instruct homework assignments to be completed with AI. Other times, students simply opt to use it.

“I do think sometimes it’s beneficial to use Chat GPT or Gemini because it can help answer questions you don’t know,” Maria said. “Let’s say there was a formula in math that I can’t remember, it can help me. It’s nice to have a website like Chat GPT you can trust to explain it to you step by step.”

The students echoed the idea of the AI study companion.

“Chat GPT for me is really useful for studying for tests because some teachers don’t give study guides,” Kate said, saying that she copies and pastes content from her Google Classroom page into one of the programs to have the AI generate, for instance, “flash cards for unit three of [class].”

When asked, in their view, if they had ever overstepped the ethical bounds of AI-use on an assignment, Maria answered, “Honestly, not really.” Both described how passing AP tests to receive the valuable college credits means that the student actually has to learn the material. (One cannot use AI tools on the test, for instance.) The two juniors also spoke to a genuine desire to learn for learning’s sake.

Maria stated that she did not use AI before she started taking AP classes. “I think learning has definitely changed a lot,” she said.

Still, similar to what their teachers and administrators have noticed, Kate and Maria also see some students finding workarounds and overly relying on AI, using it, in some cases, to complete the entirety, or the near-entirety, of an assignment.

“I definitely think kids are getting stupider from using it too much,” Kate said.

But both do not blame their peers for the overuse. “It’s just so accessible to just search up the answer if you don’t have time,” Kate said.

As for writing, the juniors find AI to be a key tool. “Honestly, writing is more like a first draft, not editing,” Kate said. ‘If I feel like I need editing, I’ll run it through Chat GPT.”

She usually writes out “one to two drafts” on her own before (and if) she seeks AI editing.

When a human-written draft is “run through” an AI program for editing, per the detection software turnitin.app, it is more difficult to catch than if the draft was initially generated by AI. Further hindrances to detection arise when an AI-generated first draft is edited by a human, when there is mixed AI-human authorship; or when content is too short to provide sufficient linguistic data, i.e., a paragraph-length piece rather than an essay-length.

Kate and Maria also noted using AI as a writing tutor on their essays for the “little things you can use ChatGPT for, like topic points or information … how do I format it …what facts do I put in … to see if I need a smoother transition on this” … “When I have no idea what to write about” and to “put it in and see how it’s going to grade me.”

When the students were asked if they work harder or less hard when they use an AI program like ChatGPT on their schoolwork, the students said: “Definitely less effort because it gives you the exact answer.”

How to not be tempted to use AI or other digital technology? Get rid of the screen.

“In my history class where there’s lectures, you can ask questions while you go over the information and take notes,” Maria said. “You don’t have any technology out, and you’re totally focused on the teacher and what they’re saying. I think that’s more impactful, the lecture and taking notes with pen and paper. Way more beneficial for sure. A lot of times when I take notes on my computer, I get sidetracked and open different tabs. When it’s pen and paper, I don’t have that excuse.”

Nevada: The Transplant and the Chatbot

In North Lake Tahoe, Incline Village schools fall under the Washoe County School District. I spoke with an early-grade elementary school teacher who wished to remain anonymous for fear of reprisal. She moved to the district from a state where, she said, schools were moving away from classroom technology. In Nevada, she found the opposite. “All curriculum is online,” she said of her classes. Even when she reads a book aloud, the students no longer gather around a physical copy with pages that she fans while teaching; the book is displayed on a screen.

She acknowledged that not all studies show classroom technology to improve learning outcomes, but in her new district, its use is expanding rather than shrinking. She broached how her school has “just implemented an app for kids to do their reading homework on instead of them reading books and completing a reading log.”

The app is called Paloma. Per its LinkedIn page, the company “is a venture-backed edtech startup that harnesses AI to unleash parents’ untapped teaching potential.” In short, Paloma’s AI generates personalized books aligned to what it knows about a student’s learning needs and personal/familial interests, and texts the student’s family a daily tutoring lesson plan.

“A few parents have actually complained since they do not want their child on technology,” the teacher said.

When I was unable to reach administrators at Incline High School, I turned to the district’s website, where I found something no other Tahoe/Truckee area school site had: an AI assistant. The chatbot introduces itself in writing: “Hi, I’m Ask your WCSD AI Assistant. How can I help you today?”

I asked it a simple question: Do Incline High students use AI?

The response began: “The Washoe County School District acknowledges that AI is rapidly reshaping education and can be a powerful tool for expanding learning.” The answer went on for several paragraphs, outlining both benefits and drawbacks, and included a statement that the district had established a framework “that ensures AI is used responsibly, ethically, and effectively.”

In my conversations with educators for this article, that was the first time I had heard the word “ensure” used in reference to students’ ethical AI use.

I asked the chatbot another question: How come AI is so good for first graders?

It responded that AI can “enhance learning,” “foster creativity,” and “personalize learning to meet individual needs, even at an early age.”

Then I asked a question more specific to writing: Is editing writing?

The AI responded that “editing is an integral part of the writing process,” and that “writing encompasses the entire process from ideation to the final product.” So, I asked a follow-up: Can AI help students with ideating and editing an essay?

“Yes,” the chatbot responded, stating that students are encouraged to use AI for brainstorming, for planning ideas and organizing thoughts, and in editing drafts.

Reading the responses, I wrote an if/then statement in my notebook. If ideation and editing are integral aspects of writing an essay and students are encouraged to use AI for them, then does that not innately represent cognitive offloading of integral aspects of writing an essay?

Yes, I believe it does.

When I returned a few days later and asked the chatbot the same questions again, its answers were similar, but not identical. The AI, it seemed, had learned — and altered its answers in subtle but noticeable ways.

Waldorf: Trees Before Tech

Public schools are by no means the only option for students and parents in Tahoe/Truckee. Truckee alone offers a number of private and charter schools. I reached out to many and heard back from some, learning that each is either  allowing or encouraging AI in its curriculum to varying degrees. 

One curriculum, however, stood out as unique — Tahoe Truckee Waldorf’s, which teaches students on three campuses from preschool through eighth grade.

“We are a tech-free school and community,” said Alexandra Ball, the school’s admissions manager. “You will not find tech in our classrooms. We ask our families to be cognizant of screentime at home as well.”

Waldorf schools have been around for over 100 years, and they are built on principles of a comprehensive and holistic education aimed to grow students’ intellectual, creative, artistic, and practical skills. Standardized testing is typically limited, and teachers are given a relatively wider range of curriculum autonomy. Nature, play, music, and imagination are widely emphasized as integral tools for learning. A motto of Tahoe Truckee Waldorf is “Trees before Tech.”

“We are tech free not because we are anti-technology but because we believe in developing children’s cognitive abilities and critical thinking abilities before they are introduced to it,” Ball continued, noting the value of human interactions and dealing with real-life situations as educational keys in Tahoe Truckee Waldorf’s curriculum. “We believe it gives children a better start in life.”

Ball grew up in Washington State and went to The Seattle Waldorf School through eighth grade. She has lived in the Tahoe/Truckee area for “about a decade” and all three of her children are in the Tahoe Truckee Waldorf schools.

“It has been proven that technology is not great for attention spans and things like that,” she said. “Plus, it is not really showing that it helps children in reading, comprehension, or aptitude. Countries typically rated high in education, like Sweden, are moving away from technology and back to paper and handwriting. We are not doing anything revolutionary, we are just doubling down on what’s [been] proven to work. 

“I believe strongly in giving my kids and all children the best way to develop themselves. As a parent, before I send my children out to the world, I hope their whole brain is being used.”

Adoption: Playing Catch-Up

By the time I got to high school, auto shop had been removed from the curriculum. At the time, I didn’t think much of it. But as an adult who has spent thousands of hours driving, I truly wish my school had found a way to keep that class, and that I would have been taught about the inter-workings of such a crucial thing that my world would entail.

Perhaps it’s the same with today’s students and AI, the auto shop of yesteryear — a tool students will use constantly in their adult lives, whether schools fully embrace it or not.

By many criteria, AI is the most powerful tool the world has ever seen. In reaction, teachers talk about “protecting the productive struggle.” Administrators talk about guardrails. Students talk about accessibility and pressure and time. What they all agree on is that it’s not going away.

When human beings adopt a technology, we adapt to it. We built roads for our cars. We rearranged our living rooms for our televisions. We reorganized our attention spans for our smartphones. And now it’s AI.

Schools are trying to figure out how to adapt to this powerful newcomer — how to use artificial intelligence without letting it replace the very skills schools exist to teach. The technology is moving quickly. The policies, and the classrooms, are trying to catch up.