Education Secretary Linda McMahon stated Sunday that artificial intelligence (AI) can serve as a helpful tool for K-12 students if implemented properly by schools and educators. Speaking on CNN’s "State of the Union," McMahon discussed her recent visit to the Alpha School, a private institution in Austin, Texas, where students interact with chatbots for the first few hours of their school day while teachers monitor their progress.
McMahon described the technology as a "one-on-one tutor" that allows teachers to identify when a student is behind and needs information repeated or when a student is excelling and can have their program accelerated. She emphasized that while she has observed the technology working well in specific settings, policymakers must determine if increasing AI use leads to better educational outcomes.
The comments follow the Education Department’s release of new guidance earlier this week regarding the responsible use of technology and AI in the classroom. In a letter to school leaders, Kirsten Baesler, assistant secretary for the Office of Elementary and Education, stated that the effectiveness of educational technology depends on the quality of the tool, its purpose, and the conditions of its implementation. McMahon noted that if AI does not produce better outcomes, it should be removed from schools, and she asserted that parents have the right to opt their children out of AI-centered instruction.
For students and families, this shift translates to a concrete change in daily instruction, such as the two-hour daily chatbot sessions observed at the Alpha School. While McMahon stated parents have the right to opt out if they do not see positive results, the department's focus is on whether these tools improve outcomes or simply change the method of delivery. Educators are now tasked with monitoring AI interactions to act as facilitators rather than primary lecturers during these digital sessions, a change that requires new professional standards as outlined in the department's recent guidance.
The precedent established by this guidance suggests a transition toward "intentional digital experiences" rather than broad screen-time usage. The knock-on effects include a greater reliance on private-sector educational technology and a potential shift in how student progress is tracked and accelerated. While the Education Department has released its initial guidance, McMahon stated that the technology should be introduced "slowly" to evaluate its effectiveness. Specific dates for mandatory implementation or further federal regulations were not reported.