Key points:

Common Sense Media has released its first AI Toolkit for School Districts, which gives districts of all sizes a structured, action-oriented guide for implementing AI safely, responsibly, and effectively.

Common Sense Media research shows that 7 in 10 teens have used AI. As kids and teens increasingly use the technology for schoolwork, teachers and school district leaders have made it clear that they need practical, easy-to-use tools that support thoughtful AI planning, decision-making, and implementation.

Common Sense Media developed the AI Toolkit, which is available to educators free of charge, in direct response to district needs.

“As more and more kids use AI for everything from math homework to essays, they’re often doing so without clear expectations, safeguards, or support from educators,” said Yvette Renteria, Chief Program Officer of Common Sense Media.

“Our research shows that schools are struggling to keep up with the rise of AI–6 in 10 kids say their schools either lack clear AI rules or are unsure what those rules are. But schools shouldn’t have to navigate the AI paradigm shift on their own. Our AI Toolkit for School Districts will make sure every district has the guidance it needs to implement AI in a way that works best for its schools.”

The toolkit emphasizes practical tools, including templates, implementation guides, and customizable resources to support districts at various stages of AI exploration and adoption. These resources are designed to be flexible to ensure that each district can develop AI strategies that align with their unique missions, visions, and priorities.

In addition, the toolkit stresses the importance of a community-driven approach, recognizing that AI exploration and decision-making require input from all of the stakeholders in a school community.

By encouraging districts to give teachers, students, parents, and more a seat at the table, Common Sense Media’s new resources ensure that schools’ AI plans meet the needs of families and educators alike.

This press release originally appeared online.

eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.

Latest posts by eSchool News Staff (see all)

The UK is at a pivotal moment when it comes to the English language tests it uses to help decide who can enter the country to study, work, invest and innovate.  

The government’s new industrial strategy offers a vision for supporting high-value and high-growth sectors. These sectors – from advanced manufacturing and creative industries, to life sciences, clean energy and digital – will fuel the UK’s future growth and productivity. All of them need to attract global talent, and to have a strong talent pipeline, particularly from UK universities. 

This summer’s immigration white paper set out plans for new English language requirements across a broader range of immigration routes. It comes as the Home Office intends to introduce a new English language test to provide a secure and robust assessment of the skills of those seeking to study and work in the UK.  

In this context, the UK faces a challenge: can we choose to raise standards and security in English tests while removing barriers for innovators? 

The answer has to be ‘yes’. To achieve, as the industrial strategy puts it, “the security the country needs… while shaping markets for innovation,” will take vision. That clearly needs government, universities and employers to align security and growth. There are no short-cuts if we are serious about both.  

The sectors that will power the industrial strategy – most notably in higher education, research and innovation – are also those most boxed in by competing pressures. These pressures include the imperative to attract world-class talent and the need to show that those they help bring to the country are well-qualified.  

But these pressures do not have to box us in. We need not compromise on security or growth. We can achieve both.   

Getting English testing right is a critical part of the solution. That means putting quality and integrity first. We should demand world-class security and safeguards – drawing on the most sophisticated combination of human and artificial intelligence. It also means deploying proven innovations – those that have been shown to work in other countries, like Australia and Canada, that have adjusted their immigration requirements while achieving talent-led growth.   

Decision-making around English language testing needs to be driven by evidence – especially at a time of flux. And findings from multiple studies tells us that those students who take high-quality and in-depth tests demonstrate greater academic resilience and performance. When it comes to high-stake exams, we should be setting the highest expectations for test-takers so they can thrive in the rapidly changing economy that the country is aspiring to build.  

The government and high-growth sectors, including higher education, have an opportunity to grow public confidence, prioritise quality and attain sustainable growth if we get this right.  

Decision-making around English language testing needs to be driven by evidence – especially at a time of flux

International students at UK universities contribute £42 billion a year to the economy. (As an aside, the English language teaching sector – a thriving British export industry – is worth an additional £2 billion a year, supporting 40,000 jobs.) Almost one-in-five NHS staff come from outside the UK. 

More than a third of the UK’s fastest-growing startups have at least one immigrant co-founder. Such contributions from overseas talent are indispensable to the country’s future success – and the industrial strategy’s “focus on getting the world’s brightest minds to relocate to the UK” is smart.  

At Cambridge, we help deliver IELTS, the world’s most trusted English test. Over the decades, we’ve learned that quality, security and innovation reinforce one another. It’s why we draw on our constantly evolving knowledge of linguistics to make sure our tests assess the real-life language skills people use in actual academic and professional environments. 

Technological innovations and human intelligence must be central to the test-taking experience: from content creation to exam supervision to results delivery. Having one without the other would be reckless.    

We should deploy the latest data science and AI advances to spot risks, pinpoint potential fraud, and act intelligently to guarantee a system that’s fair for all. IELTS draws on proven AI and data science developments to prevent fraud and improve the information available to institutions like universities, businesses and UKVI.  

As the government takes its industrial strategy, immigration reforms and English testing changes forward, it’s vital that departments coordinate on the shared opportunities, and tap into the best evidence available.  

This is complex work. It requires a collaborative spirit, creative thinking and deep expertise. Fortunately, the UK has plenty of that. 

About the author: Pamela Baxter is managing director, IELTS at Cambridge University Press & Assessment