by Staff Writer, story by marylandmatters.org
Artificial intelligence (AI) is rapidly becoming a fixture in classrooms across Maryland, prompting educators and policymakers to grapple with how to integrate it responsibly. Student board member Brayden Morgan, a senior in Anne Arundel County, believes schools must adapt quickly. “We have to stay up to date,” he says, emphasizing the importance of teaching students to use AI properly for learning rather than relying on it to do the work for them.
While AI is already being used by students and teachers, Maryland has not yet issued statewide guidelines for its use. State education officials have been working on policy language for over a year, but progress has been slow. Part of the delay stems from the rapid development of AI tools and the lack of research on their educational impact. Jing Liu, an education policy professor at the University of Maryland, says there is an urgent need for evidence-based research to inform AI policies, including which tools align with educational standards and what guardrails are necessary.
A draft framework from the Maryland State Board of Education outlines potential AI benefits—such as personalized learning, enhanced creativity, and administrative efficiency—alongside risks like academic dishonesty, overreliance, and bias. State Superintendent Carey Wright said the final guidance may be released by the end of the school year. In the meantime, she advises educators to align lesson plans with state standards and guide students in understanding what constitutes appropriate AI use.
Some school districts are moving forward on their own. Prince George’s County has launched a three-year implementation plan that includes professional development, ethical use, and curriculum integration. Calvert County’s student code of conduct now includes AI-specific rules, and Frederick County is working on a formal AI policy. Superintendent Cheryl Dyson notes that while teachers can often detect when student work isn’t authentic, the focus should be on explicitly teaching students the process of learning.
Maryland State Education Association president Paul Lemle shares how he allowed students to use AI for research and idea generation in a political ad assignment—but emphasized that final decisions had to come from the students, not the AI.
Teachers like Tiffany Carpenter, who teaches entrepreneurship in Prince George’s County, use AI to help design lesson materials, such as logos, but encourage students to use it only as a starting point. She sees AI as a tool—not a substitute—for student effort and learning.
At Bowie State University, educator Darilyn Mercadel is preparing future teachers to use AI in thoughtful, ethical ways. She emphasizes that while tools like ChatGPT, Adobe Firefly, and CircleIn can enhance learning and accessibility, human interaction remains essential. AI allows her to plan lessons more efficiently, freeing time to build relationships with students and families. It also supports students with disabilities, offering alternative ways to communicate and engage.
In Mercadel’s words, AI is “a genie that’s out of the bottle.” It’s not going away—but with thoughtful guidance and proper integration, it can become a powerful ally in education.
