Kells Academy Leads the Way in Exploring Generative AI in Education

In an era of rapid technological change, Kells Academy continues to stand at the forefront of educational innovation. On a crisp morning in late May, the school hosted a dynamic Professional Breakfast event, welcoming educators, administrators, and thought leaders from across the community for an essential conversation on one of today’s most urgent and trending topics: the role of generative AI (GenAI) in education.

This thought-provoking event was anchored by guest speaker Dr. Adam Dubé, a respected expert on educational psychology and digital learning technologies. With a powerful combination of historical insight and the latest research—including findings published just days before the event—Dr. Dubé offered a comprehensive perspective on how generative AI is reshaping the modern classroom.

Dr. Dubé is a leading voice in educational technology research; his work has gone so far as to inform the recent United Nations Industry Guidelines on Digital Learning.

Exploring the Evolution of AI in Education

To frame the conversation, Dr. Dubé walked attendees through the history of artificial intelligence in education. Contrary to the belief that AI has emerged overnight, he explained that researchers have been investigating the potential of AI in learning environments since the 1970s. This historical context revealed that today’s generative AI tools, such as ChatGPT and other language models, are the result of decades of research accelerating into actionable tools for classrooms around the world.

Dr. Dubé emphasized that educators must recognize the rapid pace at which these technologies are evolving. With the rise of tools that can generate essays, solve equations, and simulate conversations, schools are grappling with questions around academic integrity, critical thinking, and the definition of authentic learning in the age of AI.

Generative AI: Tool or Threat?

One of the central themes of Dr. Dubé’s presentation was the need to avoid simplistic narratives. Rather than portraying AI as either a saviour or a danger, he advocated for a more nuanced view: generative AI is a powerful educational tool that gains meaning through thoughtful use.

Using a vivid metaphor, Dr. Dubé compared the classroom to a chessboard, with AI as just one piece. “It’s the teacher’s strategy that determines the outcome,” he explained. This analogy resonated deeply with attendees, who saw the importance of intentionality in AI integration.

He also challenged the stereotype that students are blindly relying on AI tools. In fact, emerging studies indicate that learners, including younger students, are using AI with increasing thoughtfulness and skepticism. One such voice was Kells Academy Grade 7 student Adnan Almatrouk, who shared:
“If you get ChatGPT to do your work for you, you don’t learn anything from that… Rather than get it to write an essay, ask it to give you examples or help you brainstorm ideas.”

The “Middle Path” to AI Integration

One of the most insightful contributions Dr. Dubé made was his proposal of three potential responses schools can take in the face of generative AI’s rise:

Full Adoption – Embracing AI without limits.
Complete Rejection – Banning its use entirely.
The Middle Path – Thoughtful, intentional integration of AI into curriculum and pedagogy.

Kells Academy is proudly pioneering this “Middle Path.” Rather than simply react to new technology, the school is proactively teaching students how to use AI responsibly. This includes instruction on how AI tools work, their limitations, and their ethical implications.

Practical AI Implementation in the Classroom

Across grade levels and subjects, Kells teachers are finding innovative, responsible ways to bring generative AI into their classrooms. Ms. Michaeli, for instance, introduces her students to AI through a critical thinking activity early in the school year. She asks students to analyze two texts with the same title, then see how an AI tool interprets them. When the AI selects the wrong one, students are encouraged to question its reliability and understand that AI is fallible.

“Once students understand AI isn’t creating original ideas but remixing existing data,” says Ms. Michaeli, “they can use it more effectively for brainstorming and research, while learning to cite it properly.”

Other educators are equally forward-thinking:

Math Specialist Nicoleta Ungureanu teaches students to verify AI-generated solutions rather than accept them blindly. This deepens their understanding and reinforces core mathematical reasoning.
Dr. Michelle Burstein leverages AI to generate personalized educational materials, giving her more time to focus on high-level teaching and student engagement.
Learning Resource Specialist Rebecca Abitbol uses AI to provide individualized support for diverse learners. Whether simplifying complex texts or generating essay prompts, AI becomes a bridge to learning rather than a shortcut around it.

“Since AI is already a staple in many workplaces,” Ms. Abitbol notes, “it’s crucial to teach students how to use it strategically and responsibly.”

AI-Focused Professional Development

At Kells Academy, professional development means staying ahead of the curve. Leading up to Dr. Dubé’s visit, artificial intelligence took center stage with three dedicated Pedagogical Days during the 2024-2025 school year. During these immersive sessions, our teachers engaged in hands-on workshops exploring tools like Khanmigo and MagicSchool AI, evaluating their potential to enhance lesson planning, support differentiated instruction, and personalize student learning. Inspired by Salman Khan’s vision of AI as a means to deepen human connection, teachers honed their AI literacy, practiced prompt engineering, and tackled complex ethical issues such as plagiarism and responsible usage.

By adopting AI with intentionality and care, Kells is ensuring that technology enriches—not replaces—the human element of teaching, keeping learning both relevant and relational in an evolving digital world. Culminating this professional journey, Kells teachers are now drafting their own AI policy, drawing from leading frameworks like “AI by Degrees” and Harvard’s guiding principles to create a thoughtful, school-specific approach to AI integration.

Our teachers shared their experiences and insights as they explored the potential benefits and limitations of AI in their classrooms.

Why Educators Must Stay Ahead of AI Trends

The Professional Breakfast at Kells Academy served as more than just a conversation starter; it was a call to action. As the integration of generative AI in education becomes more prevalent, staying informed is no longer optional for today’s educators. Understanding how AI impacts pedagogy, student development, and assessment methods is essential for ensuring that educational practices remain both relevant and ethical.

By hosting events like this and fostering dialogue among teachers and experts, Kells Academy is setting a new standard for AI literacy in schools. The school community understands that preparing students for the future means equipping them not just with content knowledge, but also with the digital literacy, critical thinking skills, and ethical frameworks needed to navigate an AI-rich world.

Moving Forward with Intention

Kells Academy extends its heartfelt thanks to Dr. Adam Dubé for his invaluable insights and to all educators who participated in this forward-looking discussion. As the school continues to explore the intersection of technology and education, it remains committed to a balanced, student-centered approach.

The “Middle Path” championed by Dr. Dubé is not just a theoretical framework—it is already taking shape in Kells classrooms, where teachers and students are building a future that combines academic excellence with technological fluency.

Ms. Leiberman, Head of School, and Mrs. Woods, Director, pose for a picture with Dr. Dubé after a successful morning of fascinating discussion and learning.