Technology in the classroom.
At GATE, technology is treated as a tool to be understood and purposefully used. AI is here and is rapidly changing many assumptions about our world. It is not a substitute for education — kids need to learn how to use their own brains before they can possibly evaluate what's going on around them, including AI-generated materials.
Teaching kids how to think — "robot proofing."
GATE teaches our kids how to think — that is, to inquire — by practicing the skills of observing, reasoning, analyzing, summarizing, creating, and making connections. This skills-based practice gives kids the ability to actually understand what is going on around them, or at least know how to figure it out. (The practice of inquiring is also known as "robot proofing," to quote a respected AI researcher and neuroscientist.)
We are certain that students must acquire skills of deep reasoning and understanding to navigate their world both now and in the future — particularly when it is being modified by, and dependent upon, AI usage at rocket speed.
Computer use is limited to in-class instruction under direct teacher supervision in the Upper School.
Our kids do not have access to personal electronic devices, including smart watches, at school.
Technology is introduced step by step, starting with literacy training in the Upper School.
We scaffold how students use technology.
When our students begin using computers (in the Upper School) they are given literacy training. Then they use computers as functional tools to help them with word processing, spreadsheet preparation, slide deck development, and image manipulation / movie creation.
Students are also taught how to query effectively for internet searches, and they practice ways to evaluate the trustworthiness and bias of websites. Our kids do not use AI to find sources, summarize research, write documents, analyze data, or create and "think."
When brains are ready, we teach AI — by critique.
When our kids' brains are more developed, we teach them how to use AI and to assess its result — by having AI critique a project that they have conceived, researched, and created. In 8th grade, our graduating students choose a "heart's desire" project to pursue: each student comes up with a question they're interested in, then creates their own learning adventure, ultimately preparing a live presentation, often including physical models and visual props.
AI does not do their research — they rely primarily on primary source materials. Nor does AI design or prepare their presentation — they write it themselves. Only after they have done the work do students ask AI to critique their preliminary presentation.
At that point, GATE teachers help the student troubleshoot the resulting AI critique — deciding what is meaningless, what is helpful or on point, what is gratuitous flattery or fictional criticism, and what may indeed open up another path of inquiry to explore.
GATE's technology policies make it possible for our students to learn how to observe, reason, and create on their own — which is about the only thing that can prepare them for a world that will be far different from what we know today.