Generative AI and Academic Integrity: Policy, Law, and Responsible Use

Generative AI and Academic Integrity: Policy, Law, and Responsible Use

Grades 9–12 · Cybersecurity & AI Education · NYS 9-12.IC.2 · 60 Minutes

NYS-Aligned Standard

9-12.IC.2 — Debate laws and regulations that impact the development and use of computing technologies and digital information. NYS Computer Science and Digital Fluency Learning Standards (2020)

Learning Objectives — “I Can” Statements

• I can describe what generative AI does and the questions it raises about authorship, data, and privacy.
• I can analyze a rule or policy governing AI use and the values it tries to balance.
• I can develop and defend a claim in a structured debate about responsible AI-use policy.

Essential Question

What rules should govern generative AI in schools and society — and how do we balance innovation, fairness, and integrity?

Lesson Sequence

Hook / Warm-Up (8 min)

Scenario: “A student uses a generative AI tool to draft an essay, then revises it heavily. Did they cheat?” Quick poll, then surface that the answer depends on the rules in place and what was disclosed.

Direct Instruction (15 min)

1. Generative AI: systems that produce text/images/code from training data and a prompt; outputs can be inaccurate (“hallucinations”) or reflect training data.
2. Issues for policy/law: academic integrity and disclosure, copyright/authorship, data privacy of prompts, plagiarism vs. assistance, equity of access to tools.
3. How rules are made: school academic-integrity policies, terms of service, and emerging government regulation each try to balance benefit and risk.

Structured Debate (27 min)

Resolution: “Schools should permit generative AI for assignments as long as students disclose how they used it.” Teams prepare claim → evidence → reasoning for assigned positions, then debate. A rebuttal round requires each side to address the strongest opposing point. Judges score on use of evidence and acknowledgment of tradeoffs — not volume.

Closure — Draft a Clause (10 min)

Each student drafts one clause for a class AI-use policy and names the value it protects (integrity, fairness, learning, privacy).

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Provide a claim–evidence–reasoning frame with sentence starters.
• Word/visual bank: allow, disclose, cite, fair, privacy, policy.

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Pre-teach: generative AI, disclosure, plagiarism, copyright, regulation, rebuttal.
• Provide one prepared piece of evidence per side to build from.

Supports for Students with IEPs

SDI Adaptation Dimensions: methodology, delivery

• Methodology: Assign a clearly defined role (researcher, speaker, rebuttal) so each student has one focused task.
• Delivery: Allow written or recorded debate contributions; provide the resolution and frame in advance; extend prep time.

Suggested Placement: ICT

Answer Key / Model Responses

Sample PRO claim: “Schools should permit disclosed AI use because it mirrors real workplaces and teaches responsible use; with disclosure, teachers can still assess student thinking. Tradeoff acknowledged: disclosure must be verifiable and access must be equitable.” Sample CON claim: “Schools should restrict AI on assessments because it can mask whether a student learned the skill and access is unequal. Tradeoff acknowledged: blanket bans are hard to enforce and may disadvantage students who use AI ethically.” Sample policy clause: “Students must cite any generative-AI assistance and submit their prompts on request. Value protected: academic integrity and transparency.”

Alignment Record