Oral Roberts University’s Dr. Andrew Lang sees parallels between the introduction of artificial intelligence and the advent of earlier technologies such as calculators and the internet. 

“I let my students use AI when they prove to me they don’t need it,” said Lang, a senior professor and chair of ORU’s Computing and Mathematics Department. 

“If they have to do it by hand and they could do it by hand if they have to, then that’s the point where they have reached a level of understanding that they can interpret the result they get back from AI.” 

Lang shared his insight Wednesday at the Tulsa Regional Chamber’s Education Leadership Summit, which was presented by Tulsa Tech at Venue 918. 

He participated in a panel that explored the use of artificial intelligence in classrooms and workforce training. Joining him in the discussion were moderator Rue Ramsey, vice president of workforce and talent strategies at the Chamber; Tara L. Cole, communications instructor at the Oklahoma State University Institute of Technology; Ramona Rogers, a computer science teacher and STEM coordinator at Booker T. Washington High School in Tulsa; and Raymond Walker, an adjunct marketing and AI instructor at Tulsa Tech. 

Seven public school superintendents and representatives also participated in the program, talking about how their institutions are implementing AI. 

When it comes to AI, teachers are enduring a “generational inversion,” Lang said. 

“The kids K-12 are going to be educated in AI literacy, but the faculty in higher education are going to be the ones who are resisting,” he said. “They are seeing a danger. What they are seeing is the danger of the students doing the cognitive uploading to the AI and actually not learning anything.” 

Cole said AI is best used as a tool, not a workhorse. 

“It helps them (students) short-cut hard processes,” she said. “So, things like writing emails, things like developing charts, it can spit them out really well, really fast so students don’t how to know how to use Excel or all the different things. They can get to the meat of the project and let AI do all the rest. 

Prepping AI processes is just as important as the outputs, themselves, Walker said. 

“Artificial intelligence means it starts artificially, which means manmade,” he said. “You cannot critically use it well if you don’t prompt it or engineer it well for students. 

“So, the way I’m handling it is teaching students how to engineer it the best way possible.” 

Cole has been teaching communication and writing courses since at institutions in Oklahoma since 2007. She joined OSUIT nine years later as a faculty member in the communications department. 

“If we’re not preparing our students for the workforce of tomorrow by preparing them with AI, then we’re doing them a disservice,” Cole said. “Workforce already is embracing it and embracing it quickly. So, we need to be preparing them for that instead of saying ‘No, we can’t use it.’” 

The public superintendents and representatives said AI already is establishing a footprint in areas such as lesson planning and professional development. 

Broken Arrow Public Schools Superintendent Chuck Perry said AI is not replacing hard work or great teaching; it is simply taking teaching to unprecedented levels. 

Dr. Jeffrey Beyer, chief operations officer at Jenks Public Schools, had his own take on technology. 

“AI can be like fast food,” he said. “Teaching and learning are more complex,” adding that it is important that all three align.