BEARDSTOWN — Learning about a local poet was a sure-fire way to put Joe Brewer’s students to sleep — until he let them use artificial intelligence to rewrite the works of literature in modern slang.
Brewer is now part of a group of teachers urging Illinois lawmakers to guide safe use of the technology.
“Boy, the thinking comes alive. I’ve seen AI not replace learning like we are all rightfully concerned about. I’ve seen it deepen learning,” Brewer said. “If we can use it to be a deeper bridge to learning and engagement, then we need to take proactive steps to ensure that every student and teacher can access it together.”
A dean at Beardstown Junior High/High School, Brewer has taught in rural schools in western Illinois for 18 years. This year, he is also a fellow with the nonprofit Teach Plus, which trains teachers to advocate for policy change.
The fellows published a report in November on how Illinois teachers want the state to regulate AI. They surveyed 205 teachers, librarians and administrators and found 92 percent think AI could be somewhat or very helpful in classroom instruction.
The group found only half of respondents had access to any kind of training on how to use the technology through their school district.
Sarah Murmann, a teacher in Crystal Lake near Chicago, is one of the lead authors of the report. She said the state is poised to put out a list of safe tools that comply with student digital privacy requirements.
“With the rapid expansion of AI, we’re not sure which apps are Student Online Personal Protection Act-compliant and which ones aren’t,” Murmann said. “Not all districts have access to screening all of these tools. So teachers are very hesitant to use them, and not using something could inhibit a learning practice.”
The Teach Plus fellows are asking the General Assembly and Illinois State Board of Education to provide guidelines to schools “with urgency,” and incorporate teacher voices to continually update its approach. Some states like California and Minnesota have already published policies to guide the use of AI in the classroom.
Without state intervention, Murmann and Brewer worry only some teachers will know how to use AI — and only some students will receive its benefits.
“There’s a lot of districts that just don’t have the opportunities for professional development, especially with something like AI tools. Rural, low-income schools really are where the ‘Wild, Wild West’ is existing right now,” Brewer said.
Rural students may also face barriers to using AI tools if they have low-quality internet access.
In the survey, teachers suggested the digital divide could be closed with school-purchased devices, discounts for students or more investment in internet as a utility like water.
Brewer, Murmann and the other Teach Plus fellows plan to meet with Illinois lawmakers when the General Assembly reconvenes next year to pitch their AI policy recommendations.