A number of AI tools have been approved for use in Calgary schools, but the robots won’t be teaching students in the city.
The Calgary Board of Education (CBE) and Calgary Catholic School District (CCSD) have both approved the use of AI tools for teachers, citing the technology’s ability to quickly personalize text and create engaging lessons.
In a statement, the CBE said teachers are encouraged to use approved AI tools in a way that aligns with what they are already doing in the classroom, and will continue to draw on their professional knowledge, experience and collaboration with colleagues to design and lead all classroom learning.
“AI is one of many tools to support their work and does not replace the role of teachers in the classroom,” the statement said.
For students, AI-based tools can be just as valuable, but it depends on the context. When and how you use it depends on your learning goals, subject area, and age of your students, according to the board.
“Older students tend to use AI tools more frequently than younger students, and teachers are aware of their usage and can provide guidance and parameters for use depending on the task.”
In addition to basic interaction with AI tools, students need strong critical thinking and digital literacy skills. The board said this includes questioning the accuracy of information generated by AI, recognizing bias in algorithms, understanding how algorithms work, and assessing the reliability of information sources.
There are powerful digital citizenship and digital literacy resources for students and teachers at all grade levels to develop these skills with a focus on responsible, ethical, and thoughtful use of technology.
Similarly, CCSD is committed to promoting active digital citizenship and helping students and staff use technology ethically and responsibly, the statement said.
In December 2024, CCSD introduced district-wide AI awareness and digital citizenship posters. This is a resource used in the classroom to help students understand safe, appropriate, and ethical behavior when using AI tools.
Brisk AI, MagicSchool AI, NotebookLM, Microsoft Copilot, and Google Gemini are among the AI tools that have been vetted by the Learning Services and Information Technology departments and approved by the district for use by teachers. The tools will be used to enhance lesson planning and differentiate instruction, the statement said.
Although not yet widely used by students, CCSD is exploring the use of AI tools by students and is supporting responsible early adoption in some schools.
“CCSD’s guidelines provide guidance for teachers on best practices, including modeling responsible use of AI and engaging students in age-appropriate conversations about digital citizenship,” the statement said. CCSD did not elaborate on how students are currently using the tools or how they will use them in the future.
Tools, not replacements
For Adeel Khan, CEO of MagicSchool, a CCSD- and CBE-approved program offering more than 80 tools designed to support planning and instruction, the increased use of AI in the classroom was quite predictable.
“If 2023 to 2025 are the years of ‘panic and pilot’ for AI in schools, 2026 will be the year of habit-setting. The policies, tools, and norms that school districts choose now will set the default for how generations learn, work, and think with AI,” he said.
“As a lifelong teacher, principal, and now a technology founder serving schools, I have a unique perspective on this transformation.”
Khan said that when AI and school were used in the same sentence in the early 2020s, they only meant one thing: cheating. He said students are increasingly relying on AI to do their thinking, and less so.
“We’re already seeing students writing their own drafts and using AI for formative feedback that aligns with teacher rubrics. They ask, ‘Why is this a weak paper?'” or “How can I make this more clear?” instead of “Write this for me.”
“They compare their proposals to the rubric and explain how they used AI as part of the assignment rather than hiding it. The technology hasn’t changed. The adult framing has changed.”
When teachers and parents set clear expectations, Khan says, AI becomes a studio, not a vending machine. Students first write a piece of text and then ask the AI to critique, explain, and suggest corrections.
“Students are already curious. They are already leveraging AI outside of school. The question is whether school can help them build judgment and habits that will carry on into work and life,” he said.
The CBE said AI will continue to be treated as a learning tool, and through digital literacy instruction, students will learn how to use AI thoughtfully, evaluate sources of information, and understand when technology can and should not be used to support learning.
“We are focused on helping students develop their own perspectives and voices and ensuring they demonstrate their understanding and learning in authentic ways,” the board statement reads.
“Teachers design assignments that emphasize critical thinking, creativity, personal connections, and social-emotional aspects of learning, while also guiding students to appropriately use technology as a support rather than a shortcut.”
New for both students and teachers
To support teachers at various stages of integration, CBE provides professional learning focused on purposeful and responsible use, grounded in research and best practices for designing effective learning for students.
“Ongoing support, collaboration, and shared learning will help educators make informed decisions about when and how they can enhance instruction with AI while maintaining strong pedagogy and student-centered learning,” the statement reads.
To avoid security and information breaches, CBE has existing guidelines for the use of technology tools, including AI, which stipulate that students’ personal information must not be shared with AI tools.
To guide the safe and responsible use of technology, each school also annually develops and implements a Digital Citizenship Plan to guide the safe and responsible use of technology. All AI tools approved for use in CBE classrooms go through an evaluation process to ensure they meet standards for security, privacy, and suitability for learning.
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