The use of artificial intelligence is increasing at Martha’s Vineyard Regional High School (MVRHS), and it sparks debate among teachers and students about the ethics of its use, whether it’s a tool or a form of cheating, and where that line is drawn. Some have also noted environmental concerns with the data centers that facilitate AI.
Many teachers regard the use of generative AI on writing assignments as plagiarism. A sophomore who were recently caught using AI to compose essays was willing to speak about their experiences anonymously. “My essay was due at midnight, but I put it off until 11:50 pm, so I had 10 minutes to write it,” they said. “Plagiarism seemed to be [my teacher’s] main concern, and not the fact that I used AI. I didn’t get a grade on it, and had to redo it.”
Spanish teacher Erin Slossberg often encounters student work that has been generated through students’ use of Google Translate. “If I find that a kid has represented work that isn’t their own using a translating service, I document it,” she said. “I [tell students] these are not your words, and therefore you need to redo this assignment.”
Many teachers agree that AI can be used as a tool. History department chair Ena Thulin, who is a parent of two current students, explained potential benefits. “I think AI can be very effective for coming up with study strategies,” she said. “I use it for recipes, workout routines, and for interior decorating ideas. Then for my job I use it for lesson planning ideas.”
Ms. Slossberg also believes there are benefits to using AI. “I don’t think kids use it enough as a tool to help them unpack a difficult concept. I would love to have kids come and tell me how they had this type of experience with ChatGPT,” she said.
Because this is a new and evolving technology, students and teachers are simultaneously learning how to work through ethical questions in real time. As a result, many students are feeling a lack of clarity around when it’s OK or not to use AI for learning.
Sophomore Fabiano DeOlivera explained how he distinguishes between using AI as a tool to help him with schoolwork from passing off AI’s text as his own. “[Submitting AI text as my own] defeats the purpose of learning. If I copy off AI, I won’t have actual knowledge for when I’m tested on it in school,” he said.
Some students have questioned why staff members are allowed to teach and assess students using AI-generated materials. Students report feeling unsure about what they can and cannot do with AI, whereas some say they are too fearful to go near it.
Environmental concerns have also risen to the surface as AI use increases. According to Newsweek, AI data centers in Texas used 436 million gallons from 2023 to 2024, at a time when residents of the state were grappling with a stage 3 drought and were limited to watering their lawns once per week.
English teacher Jessica Russell has prioritized educating herself on AI: “I signed up for a course on generative AI. While in that course, … my concerns outweighed the benefits. I think it’s the one course I’ve ever dropped out of.”
“I happen to be terrified of climate change and what’s going to happen to our planet,” Ms. Russell added. “I’m doing my best to recycle and walk or bike rather than take a car, but why am I doing all these things if I’m going to blow it all on AI? I’ve been writing stories and papers, searching up restaurant suggestions, and creating my own travel plans for the past 43 years. I’m not going to use energy on things I can do myself, even if it seems easier in the moment.”
