CONTEXT

As an instructor in the Early Childhood Education program, I wanted students to have an opportunity to explore how artificial intelligence can be used ethically and effectively in an educational setting. While AI is becoming increasingly common in both higher education and the workforce, I believe it is important that students learn how to utilize AI as a tool without losing their own voice, critical thinking skills, and professional judgment.

To support this goal, I incorporated AI into a small-group advocacy assignment based on the NAEYC Advocacy Toolkit. Students were tasked with developing and presenting an advocacy message related to an issue impacting children, families, or the early childhood profession.

APPLICATION

Students worked in groups of two to identify an early childhood issue, determine an intended audience, and develop an advocacy message. Students were given the option to utilize AI as a support tool during the planning and development process, but its use was not required.

The activity was completed in a face-to-face classroom setting where I worked alongside students as they developed their advocacy presentations. Throughout the process, I intentionally asked questions and facilitated discussions about how AI could be used effectively and ethically. Rather than focusing on the technology itself, the conversations centered on making sure the message was clear, appropriate for the intended audience, accurate, and reflective of the students’ own thinking. My goal was to help students view AI as a tool that could strengthen their work while still requiring critical thinking, professional judgment, and ownership of the final product.

As students worked, I posed questions such as:

• How can AI strengthen your message without replacing your own thinking?
• Is the information accurate and appropriate for your intended audience?
• Does the message clearly communicate what you want others to understand?
• How can AI help improve organization, timing, or clarity?
• What responsibility do you have to verify information generated by AI?

Students were encouraged to think critically about the benefits and limitations of AI while making intentional decisions about whether and how to use it.

In addition to the teaching component of this activity, I utilized ChatGPT to assist in the development of a comprehensive rubric for the assignment. The rubric was designed to align with the learning objectives of the activity while providing students with clear expectations regarding advocacy, audience awareness, professional communication, and the ethical use of resources. After generating an initial draft, I reviewed and revised the rubric to ensure it reflected course outcomes and the specific goals of the assignment. The resulting rubric provided a standardized method for grading, increased transparency for students, and supported the delivery of meaningful and consistent feedback.

OUTCOMES

One of the most valuable outcomes of this activity was the quality of the classroom conversations that emerged. Students engaged in meaningful discussions about advocacy, professional responsibility, audience awareness, and the ethical use of artificial intelligence.

Several students chose to utilize AI to help refine their messaging, improve organization, or consider how their audience might respond to their advocacy efforts. Other students chose not to use AI at all because they did not feel it aligned with their personal beliefs or preferred way of completing assignments. These students were fully supported and were not penalized for opting out.

The assignment provided an authentic opportunity for students to think critically about when AI may be beneficial and when it may not be necessary. It also encouraged students to consider how AI can be used to enhance communication without replacing the knowledge, creativity, and professional judgment that educators bring to their work.

In the advocacy presentations, students appeared more confident in communicating their ideas and demonstrated a strong understanding of the importance of tailoring a message to a specific audience. More importantly, students left with a greater awareness of how AI can be used ethically and responsibly in both academic and professional settings.

The use of AI to develop the rubric also enhanced the assessment process. Students benefited from clearly defined expectations and more detailed feedback, while the standardized rubric improved consistency in grading across presentations. This experience demonstrated how AI can support both instructional design and student learning when used thoughtfully and intentionally by faculty.

LESSONS LEARNED

This experience reinforced my belief that AI literacy should focus on critical thinking and responsible decision-making rather than simply learning how to use a technology tool.

When students are given opportunities to discuss the ethical implications of AI, evaluate the quality of AI-generated information, and reflect on their own decision-making process, they develop skills that extend beyond a single assignment.

The most meaningful part of this activity was not whether students chose to use AI. Rather, it was the thoughtful reflection and discussion surrounding when AI is appropriate, how it can be used effectively, and how educators can maintain ownership of their work while utilizing emerging technologies.

Moving forward, I plan to continue incorporating opportunities for students to critically evaluate AI and explore how it can be used to support, rather than replace, effective teaching practices and professional decision-making.

The activity was completed in a face-to-face classroom setting where I worked alongside students as they developed their advocacy presentations. Throughout the process, I intentionally asked questions and facilitated discussions about how AI could be used effectively and ethically. Rather than focusing on the technology itself, the conversations centered on making sure the message was clear, appropriate for the intended audience, accurate, and reflective of the students’ own thinking. My goal was to help students view AI as a tool that could strengthen their work while still requiring critical thinking, professional judgment, and ownership of the final product.