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Art teacher rejects AI in schools, calling it a threat to independent thinking

Lloyd Conway refuses Chromebooks in his art class, arguing real education means teaching kids to think—not rely on algorithms. His stance sparks debate.

The image shows a whiteboard with the words "Taking Learning Seriously" written on it, along with...
The image shows a whiteboard with the words "Taking Learning Seriously" written on it, along with drawings of people, papers, and other objects.

Art teacher rejects AI in schools, calling it a threat to independent thinking

A Michigan art teacher has spoken out against the growing use of AI in schools. Lloyd Conway, who teaches K-8 students in Lansing, argues that relying on artificial intelligence undermines independent thinking. His concerns come as debate over classroom technology continues to grow among educators. Conway's classroom stands apart from many others. As an art teacher, he avoids computers and Chromebooks, even when students ask to use them for quick searches. He believes education should focus on teaching children how to learn, question, and decide for themselves—not depend on AI for answers.

In a letter responding to Alfie Kohn's September 2025 essay, AI in the Classroom Is Often Harmful. Why Are Educators Falling Prey to the Hype?, Conway called the piece both inspiring and reassuring. He shares Kohn's view that embracing AI in teaching amounts to professional malpractice. For Conway, the technology does more than distract—it risks convincing children that chatbots are intelligent, friendly, and trustworthy sources.

Beyond academic concerns, Conway worries about deeper risks. School-issued devices, he argues, open the door to data profiling, tracking, and analysis by third-party aggregators. His stance reflects a broader unease about how technology in classrooms might reshape learning—and who ultimately controls the information students access. Conway's position highlights a key tension in modern education. While many schools adopt AI tools, he insists that real teaching requires fostering independence, not outsourcing thinking to algorithms. His criticism adds to a wider conversation about where technology belongs in the classroom—and at what cost.

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