Posted via my LinkedIn page and ThriveinEDU newsletter.

Over the past year, I’ve had the tremendous opportunity of working with district leaders, educators, students, families, and even policymakers across the country. Throughout this work, one question has come up repeatedly:

Is there a difference between AI in education and AI education?

I will pause…to let you consider.

For me….

My answer is always yes.

Although the terms are often used interchangeably, they represent two distinct priorities. AI in education focuses on how artificial intelligence is being implemented in teaching, learning, and school and district operations.

AI education focuses on helping students understand artificial intelligence itself. They know how it works, how it generates information, how it influences decisions, and understand that it will shape their futures. These two phrases are not the same, and not having a clear distinction creates gaps in policy, instruction, and student preparedness.

When people hear “AI in education,” they often think about tools and how they are being used. One example I have shared is a student using AI to generate a first draft of an essay. AI in education asks: What classroom expectations and policies should guide this use?

AI education asks: Does the student understand how the AI generated that response, what biases may exist, and how to evaluate its accuracy?

In my work, I’ve come up with a series of questions as starting points for conversations:

• How are schools using AI platforms?
• What tools are allowed, and who is vetting them?
• How are educators integrating AI into instruction?
• What policies are in place or are needed to guide its use?

These are just a few of the important questions that need to be considered and answered specifically for AI implementation. However, there is another conversation that is equally important to have in our schools, and the focus is on AI education.

AI education is more than tools. It is about preparing students to understand artificial intelligence, how it works, how it processes and generates information, how it influences decisions, and how it will impact their future.

Both are important, and from the many opportunities I’ve had to work with educators and speak with students, it seems there is confusion. We need to align on the meaning of these terms so we can fully provide the learning support our students and schools need.

What I’ve Seen in Schools

Across the districts I have supported, interest in artificial intelligence has increased. During the past year, I’ve seen the mindset shift from one of hesitation to exploration.

Educators are curious. Students are experimenting. Leaders are asking thoughtful questions and also seeking guidance for their schools.

But when it comes to AI implementation, whether school- or district-wide, it is not always consistent, and consistency matters.

Some schools are exploring AI tools without clear guidance, while others are restricting its use out of caution. And some are writing policies without fully understanding and addressing classroom realities. And this is why I recommend that administrators involve educators, students, and families in the conversations or create a task force specific to AI. By doing this, schools can better understand how AI is being used, the support students receive at home and at school, and what their needs are. Because in many places, students are using AI outside of school without learning how to use it responsibly, which creates yet another gap.

It creates a gap between access and understanding and between use and responsibility. However, by establishing a policy and ensuring consistent implementation, we can work toward closing the gap and making meaningful progress in an increasingly AI-surrounded world.

This Also Matters for Legislators

Artificial intelligence is not a future issue. It is a present reality shaping:

• How students learn
• How educators teach
• How information is created and consumed
• How future work will be defined

Legislators throughout the country are increasingly being asked to make decisions about data privacy, student protection, AI tool access, digital equity, and workforce readiness. These are important decisions that carry real implications for classrooms.

But having an effective policy requires more than regulation. It requires understanding how AI is actually being used and how it should be used in educational environments.

I’ve reached out to and spoken with legislators from different states over the past six months, and some of the common thoughts around policies are:

-Policies that focus only on restrictions will fall short.

-Policies that ignore implementation will create confusion.

And policies that fail to address AI education will leave students unprepared.

Why Does This Matter for Educators

Educators are at the center of the shift in classroom instruction, especially now with AI. Educators are adjusting to technological changes, navigating new tools, fielding student questions, balancing innovation with responsibility, and working to support student learning in real time.

My own research showed that many educators are being asked to adapt without the necessary guidance or support. I’ve been asked many times:

• “Do I need to teach about AI?”
• “What should I allow in my classroom?”
• “How do I know if students are using AI appropriately?”
• “How do I design lessons where students are still doing the thinking and not having AI do the work for them?”

These are not simple questions with simple answers. They are instructional, ethical, and professional questions. And these questions require communication and preparation, and not just policy. It is a process and an iterative one.

The Risk: Where Do We Focus?

If we focus only on AI in education, we risk:

• over-reliance on tools
• inconsistent expectations
• unclear boundaries for educator and/or student use
• missed opportunities for deeper learning

If we focus only on AI education, we risk:

• teaching theory without application
• disconnecting learning from real-world tools
• failing to prepare students for how AI is actually used now and the future possibilities

The solution? It’s not about choosing one over the other, but rather finding a way to align both in our schools, because that is how we guide students toward success.

What Alignment Looks Like in Practice

Across the districts I support, I see the most progress when schools intentionally connect AI in education with AI education. Schools making progress have:

Clear Expectations for Use: Students and educators understand when and how AI can be used, and what responsible use looks like.

Instruction That Builds Understanding: Students are not just using AI. They are learning how it works, the importance of questioning it, and how to evaluate its outputs.

Professional Learning for Educators: Teachers have the time, support, and guidance to meaningfully integrate AI into instruction. And this is consistent and ongoing throughout the year.

Policy That Reflects Practice: Policies are designed with classroom realities in mind and focus on guidance rather than restriction. Schools have committees or task forces to be better informed and able to adjust as needed.

Ongoing Conversations: Schools engage students, educators, and families in discussions about AI, digital wellness, and responsible technology use.

AI Literacy Is Workforce Literacy

The students graduating now will enter a workforce shaped by automation, intelligent systems, and rapidly evolving expectations regarding their skill sets.

According to global workforce trends and the World Economic Forum’s Top 10 Skills for 2030, technological literacy, AI understanding, and cybersecurity awareness are among the most in-demand skills for the coming decade.

And when it comes to AI literacy, we must remember that it is not just about technical knowledge. It is about:

• critical thinking
• ethical decision-making
• information evaluation
• adaptability
• communication

These are the essential, in-demand skills that must be intentionally taught in our classrooms through a variety of learning opportunities and supports.

We Share Responsibility

Preparing students for an AI-shaped future requires collaboration between:

• Educators
• School leaders
• Policymakers
• Families
• Communities

Each group plays a role in preparing students and guiding them toward future success.

Legislators can create frameworks that support responsible implementation and that focus on protecting students.

Educators can design learning experiences that build understanding and confidence and model appropriate and safe use of AI for students in their classrooms.

School leaders can align systems, expectations, and communication.

When everyone is involved in navigating the AI space together, it creates coherence.

Artificial intelligence is changing education. It is moving fast, however, when it comes to our work, the most successful systems are not those that move the fastest. Success comes with clarity. Clarity about expectations. Clarity about purpose. Clarity about how technology supports learning rather than replacing it.

Across the country, I have seen schools and districts working to build that clarity and consistency. They are asking questions and working together to find answers as a start. They are not seeking perfection, just ongoing progress.

Preparing students for the future

We cannot prepare students for the future by focusing only on the tools they use today. We must also prepare them to understand the systems shaping their world.

And the decisions we make now, at both the classroom and policy level, will determine whether students are ready not just to use technology, but to think critically, act responsibly, and lead in a world where artificial intelligence is part of everyday life.

That is the work ahead, and it is definitely the work worth doing.

AI in education matters, but AI education matters just as much. Think about your school and district. Are these distinctions clear? Stay tuned for part II in the series, with actionable strategies, and contact me to provide training for your school.

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If Your Organization Is Beginning This Work

I help schools and other organizations (law firms, healthcare professionals, business owners) implement AI responsibly through policy guidance, professional learning, and classroom-ready strategies grounded in both instructional practice and legal insight.

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

•align implementation with organizational priorities

If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.

Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD for my training and speaking services.