In a recent presentation to the Alaska Board of Education, state education commissioner Deena Bishop made an unintended yet striking case for AI literacy, according to Government Technology. Bishop, Alaska’s former Anchorage School District superintendent, was using an AI chatbot to assist her in advocating for cellphone restrictions in schools. Unfortunately, the chatbot included fabricated citations in her presentation, demonstrating a key risk associated with AI reliance. As Anchorage Daily News noted, "If she were a high school student, Bishop would have received an F on the assignment and a stern lecture about doing her own work."

The incident raises two important conversations for our education system: the value of real data supporting cellphone limitations in schools and the growing need for proper AI training for both students and educators. Bishop’s arguments for limiting cellphone use in schools were valid; studies consistently show that restricting cellphone access improves focus, academic success, and student well-being. “Banning the use of cellphones on school grounds is strongly correlated with higher math scores and is broadly supported by teachers who witness the distracting effects of phones on their pupils,” the Anchorage Daily News reported. Yet, Bishop’s reliance on erroneous AI-generated citations may overshadow this essential issue and risks undermining the credibility of her argument.

Beyond cellphone restrictions, Bishop’s AI blunder points to a broader issue: our readiness to use AI responsibly in educational and professional settings. Though it may be tempting to ban AI in schools due to concerns about misinformation and dependence, AI is not going away. Instead, it will continue to evolve, becoming an increasingly essential part of students’ and professionals’ lives. If we ignore AI in the curriculum, we risk sending students into a world where they are unprepared to use these tools effectively and ethically.

What we need instead is thoughtful integration of AI into the education system, where students learn to use AI critically and responsibly. As the Anchorage Daily News observed, "We should be thoughtful about the ways we employ AI to help us, ensuring that we’re not pawning off our work on it but rather using its abilities to expand our own horizons." Educators can help students see AI not as a shortcut but as a tool to enhance problem-solving skills, analyze data from diverse perspectives, and develop innovative solutions.

Imagine, for example, a classroom where students use AI chatbots for Socratic dialogues, prompting deeper reflections on historical events, ethical questions, or scientific discoveries. Such applications can deepen learning experiences, providing insights that would otherwise be limited by time or resources.
The road to effective AI integration in education won’t be without challenges. Misinformation and misplaced trust in AI-generated content are significant risks, as Bishop’s experience illustrates. But as AI becomes embedded in our society, it’s essential to teach students how to verify AI information and critically assess its accuracy. This proactive approach will help them avoid embarrassment and foster a healthy, informed skepticism toward technology — a vital skill in the digital age.

For leaders and educators, the message is clear: AI tools can be valuable assets, but only when used with caution and proper oversight. Whether it’s a high school student drafting an essay or a commissioner presenting to a state board, double-checking AI outputs is crucial. Otherwise, as the Anchorage Daily News noted, we risk ending up “embarrassed by our naive reliance that the friendly machine spitting out suggestions would never lead us astray.”

The takeaway from this incident is not to fear AI but to embrace it with awareness and responsibility, preparing students to thrive in an AI-driven world.