One of the more consequential outcomes of this past year’s legislative session was the passage of House Memorial 2, which mandated the creation of a statewide working group focused on making recommendations for generative artificial intelligence (AI) policy and use in New Mexico schools. I was fortunate enough to be appointed to this group and have thoroughly enjoyed the experience. It’s been a meaningful opportunity to collaborate with administrators, legislators, teachers, students, and technology leaders from across the state. Together, we’ve been engaging in urgent conversations about how public education must respond to the rapid acceleration of generative AI tools in our classrooms and communities.
Since ChatGPT went live in November 2022, one thing has been crystal clear: students are light-years ahead of their teachers when it comes to understanding and using AI. In many ways, this mirrors the early days of the internet or smartphones, tools that quickly became ubiquitous before the education system had time to catch up. We know we’re in desperate need of professional development, policy clarity, and instructional resources. But the technology is moving at a dizzying pace. What feels cutting-edge today will feel outdated by next week. Even so, the long-term implications are undeniable. Generative AI is fundamentally reshaping the teaching and learning experience.
As a school leader, I see both the incredible potential and the real challenges. These tools can assist teachers with planning, streamline preparation, and individualize learning in ways we’ve only dreamed of. AI can help process massive amounts of student data to identify learning gaps, generate targeted practice, and even support multilingual instruction. For students with unique learning needs, AI could become an always-available tutor, responsive and adaptive in ways a single teacher managing 150 students simply cannot be.
But we also need to be clear-eyed about what AI cannot and should not replace. It cannot build community, teach empathy, or cultivate the habits of civil discourse. It doesn’t grapple with nuance in the same way a good classroom debate does. It cannot inspire the same way a passionate teacher can. And it certainly shouldn’t replace the human experience of public speaking, collaboration, or critical thinking.
We must also remain vigilant about the broader implications of AI adoption in schools. We need strong safeguards to prevent algorithmic bias, protect student privacy, and resist the influence of unchecked corporate interests. We should remain mindful of the environmental costs of large-scale computing. But ignoring AI is not the answer. The schools that are bravely and thoughtfully addressing it head-on are the ones most preparing their students for the world they’re inheriting.
As our working group wraps up its recommendations later this summer, I hope the legislature recognizes the opportunity at hand. With the right guidance, funding, and foresight, New Mexico can become a national leader in AI education policy. More importantly, we can position our schools not just as places of knowledge transfer but as incubators of ethical innovation, creative problem-solving, and human potential.
Trey Smith is a school executive and doctoral candidate in New Mexico. He serves as Executive Director of East Mountain, one of the state’s highest performing schools. He also works to champion meaningful education policy reform.
The Next Education Disruptor: GenAI in New Mexico’s Schools
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Submitted by Trey Smith
One of the more consequential outcomes of this past year’s legislative session was the passage of House Memorial 2, which mandated the creation of a statewide working group focused on making recommendations for generative artificial intelligence (AI) policy and use in New Mexico schools. I was fortunate enough to be appointed to this group and have thoroughly enjoyed the experience. It’s been a meaningful opportunity to collaborate with administrators, legislators, teachers, students, and technology leaders from across the state. Together, we’ve been engaging in urgent conversations about how public education must respond to the rapid acceleration of generative AI tools in our classrooms and communities.
Since ChatGPT went live in November 2022, one thing has been crystal clear: students are light-years ahead of their teachers when it comes to understanding and using AI. In many ways, this mirrors the early days of the internet or smartphones, tools that quickly became ubiquitous before the education system had time to catch up. We know we’re in desperate need of professional development, policy clarity, and instructional resources. But the technology is moving at a dizzying pace. What feels cutting-edge today will feel outdated by next week. Even so, the long-term implications are undeniable. Generative AI is fundamentally reshaping the teaching and learning experience.
As a school leader, I see both the incredible potential and the real challenges. These tools can assist teachers with planning, streamline preparation, and individualize learning in ways we’ve only dreamed of. AI can help process massive amounts of student data to identify learning gaps, generate targeted practice, and even support multilingual instruction. For students with unique learning needs, AI could become an always-available tutor, responsive and adaptive in ways a single teacher managing 150 students simply cannot be.
But we also need to be clear-eyed about what AI cannot and should not replace. It cannot build community, teach empathy, or cultivate the habits of civil discourse. It doesn’t grapple with nuance in the same way a good classroom debate does. It cannot inspire the same way a passionate teacher can. And it certainly shouldn’t replace the human experience of public speaking, collaboration, or critical thinking.
We must also remain vigilant about the broader implications of AI adoption in schools. We need strong safeguards to prevent algorithmic bias, protect student privacy, and resist the influence of unchecked corporate interests. We should remain mindful of the environmental costs of large-scale computing. But ignoring AI is not the answer. The schools that are bravely and thoughtfully addressing it head-on are the ones most preparing their students for the world they’re inheriting.
As our working group wraps up its recommendations later this summer, I hope the legislature recognizes the opportunity at hand. With the right guidance, funding, and foresight, New Mexico can become a national leader in AI education policy. More importantly, we can position our schools not just as places of knowledge transfer but as incubators of ethical innovation, creative problem-solving, and human potential.
Trey Smith is a school executive and doctoral candidate in New Mexico. He serves as Executive Director of East Mountain, one of the state’s highest performing schools. He also works to champion meaningful education policy reform.
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