Gone With the Bot: Ban the Wind or Teach Kids how to Fly?
This week the New York City Department of Education did what regulators tend to do when a technology outpaces them: it drew a line in the sand. The city's new AI policy bans student-facing generative AI tools- chatbots, AI tutors, the whole lot- for every child from 2-K through eighth grade, and heavily restricts high schoolers, with a few pilot exceptions. Individual devices are barred for pre-K through second grade. Screen time on personal devices is capped at 30 minutes in grades 3–5 and 45 minutes in middle school (Chalkbeat).
I've been teaching since the technological-abucus days (back when the internet didn't even have advertisements) and I've seen this movie before. The names change (television, video games, smartphones, social media, now ChatGPT), but the plot beats are the same: a technology arrives, adults panic, policy chases the panic, and kids keep using the thing anyway.
So let me say the obvious thing out loud.
The weather report already said it would be windy. The kids already bought the kites. Trying to ban the wind is a great way to look decisive and a terrible way to actually change the weather.
What the Policy Actually Says
Give the DOE some credit - this isn't a chaotic edict. The framework has real structure:
No student-facing generative AI for 2-K through 8th grade, with exceptions for state reading and math assessments, English language learners, and students with disabilities.
High schoolers get restricted access, with permitted use in literacy, career-readiness programs, and five pilot schools.
Teachers can use approved AI tools for lesson planning, translation, and drafting communications- but not for grading, behavior monitoring, counseling, or writing special-education plans.
An implementation task force is being convened to figure out the rest (Chalkbeat).
Chancellor Kamar Samuels, to his credit, admitted in May that the earlier guidance had "missed the mark." More than half of the City Council signed a letter urging Mayor Mamdani and the chancellor to pause AI in schools, and a preliminary policy in March drew ferocious backlash from parents and grassroots groups (Chalkbeat). So the political pressure was real, and the instinct to protect kids from a technology whose long-term effects we barely understand is fundamentally a caring one.
Here's the problem: caring isn't the same as effective.
Who Are We Actually Trying to Keep Up With?
Ask yourself who this policy is really racing against. The kids? The technology? Other countries? Compliance officers with clipboards?
Because the kids are already gone. Nearly nine in ten children ages 9–17 use generative AI, and a quarter use it daily, according to Common Sense Media's 2026 census (Fox Baltimore). The College Board found 84% of high schoolers use it for schoolwork, up from 79% in a matter of months (College Board). Pew clocked 54% of teens using chatbots for schoolwork, with one in ten doing "all or most" of their homework that way (Pew Research Center). OpenAI's own analysis put U.S. student ChatGPT prompts at more than 460 million messages per week during the school year, with a distinct Sunday-night spike (Tun.com).
Meanwhile, teacher use of generative AI jumped from 6% of schools in 2022 to 90% by 2025 (University of Chicago Becker Friedman Institute).
A ban doesn't stop the technology. It just moves it off school grounds, off the record, and out of the reach of the adults who could actually teach kids how to use it well.
The Case for the Policy (It's Not Nothing)
The DOE isn't wrong to be cautious. The research the skeptics keep citing is real- and it should concern all of us.
A landmark 30-month study of 26,811 Chinese students in grades 7–12 found that AI use boosted homework scores by 18% and cut homework time by 30%- but closed-book exam scores dropped 20% within six months, and high-stakes entrance exam scores fell 18% to 24% after about two years (CEPR; World Bank).
A Wharton-led experiment cited by the OECD found students using GPT-4 improved short-term performance by up to 48% - but scored 17% worse than peers once the AI was taken away (European Parliament). A randomized trial called it exactly what it looks like: a cognitive crutch (SSRN).
The DOE's presentation put it plainly: "Younger students need hands-on learning, social interaction, play, and teacher-guided instruction. Routine individual screen use can crowd out those experiences" (Chalkbeat). They're not wrong about that. Six-year-olds do not need a chatbot. They need blocks, books, and a grown-up who asks good questions and knows how to genuinely listen so they feel understood and important.
So if the policy said, "Let's protect the youngest learners from AI outsourcing while we build something smarter for older kids" - I'd be nodding.
That's not quite what it says.
The Case Against (Or, the Screen Time Déjà Vu)
Here's where a veteran educator gets to be a little skeptical.
As a child, television was the villain; a generation ago, adults vilified computer screen time. Then it was video games. Then screen time. Then phones. The adult response: limit it. Every time, the initial policy instinct was restriction by the clock- two hours here, no screens there.
And every time, the research eventually caught up and said: it was never really about the minutes. The American Academy of Pediatrics moved away from rigid time limits in 2016 in favor of a quality-and-context framework, because the evidence showed that what children do on screens and who they do it with matter far more than how long (American Academy of Pediatrics). Passive scrolling harms attention and language; interactive, co-viewed, purposeful screen use is neutral to positive (Children and Screens; Canadian Paediatric Society summary).
A 30-minute daily cap for third graders sounds tidy on a policy memo. In practice, it treats a coding lesson and an autoplay YouTube binge as equivalent. They are not.
The Wharton and Chinese studies also carry a nuance the headline version misses: the damage clustered among students who used AI to outsource thinking- not among students who used it to explain, brainstorm, or check (CEPR; arXiv). One arXiv field study put it flatly: LLMs increased learning when students asked for explanations, and decreased it when they asked for solutions (arXiv).
That is not an argument for a ban. That's an argument for teaching kids how to use it.
Which most schools aren't. Only 30% of teen AI users say a teacher has ever discussed with them how to use AI safely (WINS Solutions summary of Common Sense). We're banning the tool without teaching the tool. That's the education-policy equivalent of banning the pool without teaching swimming.
Go Slow to Go Fast: A More Grown-Up Path
Here's the good news for busy leaders and new teachers alike: you don't have to pick between "let the robots teach the kids" and "outlaw the kites." There's a middle lane. Call it intentional embedding.
1. Start with the tasks that already require thinking. Embed AI into work that demands critical thinking, collaboration, or genuine inquiry- a Socratic seminar prep, a lab-notebook analysis, a debate rebuttal. AI as a sparring partner, not a ghostwriter. This is the "explanation, not solution" pattern the research keeps rewarding (arXiv).
2. Protect the productive struggle. The World Bank calls this "desirable difficulty" for a reason- the moments kids feel stuck are precisely where learning lives (World Bank). Design assignments where AI cannot short-circuit the struggle: oral defenses, in-class writing, live problem-solving. Make the thinking visible.
3. Teach AI literacy the way we teach source evaluation. The DOE's own presentation admits high schoolers "need guided preparation for a world and economy increasingly driven by AI…paired with instruction on how AI works, its biases and risks, and how to evaluate its outputs" (Chalkbeat). Good. Now do that in eighth grade. And seventh. And sixth.
4. Invite the actual stakeholders in. Here's a radical idea (gasp): let educators and parents help write the rules. The people using AI at home with their kids and the teachers watching it land in the classroom have more field data than any task force convened in a conference room. Some of NYC's fiercest AI critics are parents who are AI professionals. Their expertise is a gift, not a threat.
5. Distinguish the tool from the crutch. A calculator didn't kill math class- it changed what math class was for. AI can be a calculator for language and analysis, if we teach kids to check its work, question its answers, and never let it do the part of the task where their brain was supposed to grow.
What Nothing- Repeat, Nothing- Replaces
I'll say the quiet part loud, because after working with students since the 1900s, I've earned it: no policy, no ban, no permission slip, no shiny AI tutor beats a great teacher.
Active engagement. Collaboration. Productive struggle. A grown-up who notices when a kid's eyes glaze over and adjusts on the fly. That is the actual technology of learning. AI is, at best, a very capable assistant to that work. At worst, it's a distraction dressed as a shortcut.
Be intentional about how and when. Use AI to translate a family letter into eight languages in eight seconds so a parent can actually read it. Don't use it to "differentiate" your way out of knowing your students. Use it to draft the first version of a rubric you then rewrite with your team. Don't use it to write feedback to a child whose face you should be looking at.
Your Move
So here's where I hand the kite string back to you.
If you're a leader: Don't just implement the policy - interpret it. Build a school-level AI literacy plan. Convene your teachers and parents. Pilot the intentional-embedding approach in one grade, measure what happens, and scale what works. The DOE is forming a task force; put your hand up.
If you're new to your career: You have a superpower the veterans envy. You grew up with this stuff. Use it. Learn AI literacy the way older teachers learned pedagogy- deliberately, curiously, with your students in mind. When your school asks who wants to co-design an AI-integration pilot, be the one who says yes.
If you're a parent: The most powerful AI policy in your child's life is the one you set at your kitchen table. Ask what they used it for today. Read the output together. Correct it together. Teach them that "the machine said so" is not an answer.
The wind is here. The kites are up. The question isn't whether we let the wind blow. It's whether we teach our kids how to fly.
References
Common Sense Media and SSRS. "The Common Sense Media Census: AI Use by Tweens and Teens (2026)." June 8, 2026. https://ssrs.com/news/the-common-sense-media-census-ai-use-by-tweens-and-teens-2026/.
College Board. "New Research: Majority of High School Students Use Generative AI for Schoolwork." October 6, 2025. https://newsroom.collegeboard.org/new-research-majority-high-school-students-use-generative-ai-schoolwork.
European Parliament. Artificial Intelligence in Classrooms: Cognitive Dimensions. 2026. https://www.europarl.europa.eu/cmsdata/304836/AI%20in%20Classrooms_Cognitive_Dimensions_final.pdf.
Ju, Songqi, and Ying Bai. "The Generative AI Learning Penalty." CEPR Discussion Paper DP21577. June 2, 2026. https://cepr.org/publications/dp21577.
Lehmann, Matthias, Philipp B. Cornelius, and Fabian J. Sting. "How Students' Use of ChatGPT Affects Their Learning." arXiv preprint, 2024. https://arxiv.org/html/2409.09047v1.
Nagata, Anaya M. "A Warning Shot for Human Capital: Evidence of an AI Learning Penalty." World Bank Blogs, June 18, 2026. https://blogs.worldbank.org/en/investinpeople/a-warning-shot-for-human-capital--evidence-of-an-ai-learning-pen.
Nasr, Nour. "ChatGPT as a Cognitive Crutch: Evidence from a Randomized Controlled Trial on Knowledge Retention." SSRN Working Paper, July 21, 2025. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5353041.
Pew Research Center. "How Teens Use and View AI." February 24, 2026. https://www.pewresearch.org/internet/2026/02/24/how-teens-use-and-view-ai/.
American Academy of Pediatrics. "Screen Time Guidelines." Center of Excellence on Social Media and Youth Mental Health. Accessed September 2, 2026. https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/qa-portal/qa-portal-library/qa-portal-library-questions/screen-time-guidelines/.
Children and Screens. "Are Some Types of Screen Time Better Than Others?" February 23, 2024. https://www.childrenandscreens.org/learn-explore/research/are-some-types-of-screen-time-better-than-others/.
Ponti, Michelle. "Quality of Kids' Screen Time Matters as Much as Quantity." CMAJ 191, no. 25 (June 24, 2019). https://pmc.ncbi.nlm.nih.gov/articles/PMC6592813/.
Rugaber, Christopher. "OpenAI Report: 460M Weekly Student Messages Sent to ChatGPT." The University Network, August 27, 2026. https://www.tun.com/home/openai-report-460m-weekly-student-messages-sent-to-chatgpt/.
Sanchez, Iris, and Aloha McBride. "AI Diffusion Gaps: Unequal Integration of AI Across K-12 Schools." Becker Friedman Institute, University of Chicago, August 5, 2026. https://bfi.uchicago.edu/insights/ai-diffusion-gaps-unequal-integration-of-ai-across-k-12-schools/.
Winssolutions. "Survey: 70% of US Teens Use AI for Schoolwork." August 19, 2026. https://www.winssolutions.org/teens-using-ai-for-schoolwork-survey/.
World Bank. "Is AI Making Us Smarter or Just Making Us Look Smart?" November 20, 2025. https://blogs.worldbank.org/en/education/is-ai-making-us-smarter-or-just-making-us-look-smart-.
Zimmer, Amy, and Alex Zimmerman. "NYC to Ban Student AI Tools in 2-K through 8th Grade and Set Screen Time Limits." Chalkbeat New York, September 2, 2026. https://www.chalkbeat.org/newyork/2026/09/02/nyc-schools-to-set-ai-policy-ban-screen-time-limits/.
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ABOUT THE ROLE This full-time position supports the continued improvement and development of the Division of Student Support Services. The role manages cross-departmental projects designed to ensure compliance with federal, state, and district policies. Work streams include evaluating instructional and assessment practices, restructuring services across central departments, and developing multi-dimensional projects tailored to the culture and systemic operational qualities of schools. KEY RESPONSIBILITIES - Project design and coordination (60%): Manage projects to enhance school service initiatives, direct activities from concept to implementation, manage schedules, budgets, and risk, and coordinate with departments such as Race and Equity Advancement, Curriculum, and Technology Services. - Ensure equitable access (25%): Assist in establishing goals for student services, ensure policy compliance, and monitor equitable, barrier-free access for historically underserved populations including students in Special Education, low-income families, English Language Learners, and children of color. - Community and stakeholder engagement (10%): Collaborate with community and district partners, including the City of Seattle, agencies, hospitals, and community-based groups, to ensure efficient delivery of whole-child supports. - Meetings and professional development (5%): Attend required team and committee meetings and participate in ongoing training to enhance professional skills. MINIMUM QUALIFICATIONS - Master's Degree in Curriculum and Instruction or a related area. - 5 or more years of experience in central and/or school-based leadership (e.g., coaching, teacher leader, building leader, central leader). - Any equivalent combination of education, experience, and training that provides the required knowledge, skills, and abilities. SPECIAL REQUIREMENTS - Preferred Certification: Washington State Administrative Credential. - Clearances: Must pass a Criminal Justice fingerprint and background check. SELECTION PROCESS - The position is open until filled. - The first round of application reviews will begin on Monday, August 31, 2026. HOW TO APPLY - Applications must be submitted through the official Seattle Public Schools employment portal. - Ensure all application materials are complete and accurately reflect your qualifications, as incomplete applications may not be considered. EMPLOYMENT DETAILS - Employer: Seattle Public Schools - Department: Special Ed District Services - Job Type: Full-Time (1.0 FTE) - Location: John Stanford Center for Educational Excellence, WA - Opening Date: 08/21/2026 - Closing Date: Continuous - Subject Area: N/A (This is not a teaching position) - Address: 2445 3rd Ave South, Seattle, Washington, 98124-1165
ABOUT THE ROLE The New York City Department of Youth and Community Development (DYCD) is recruiting a Special Assistant to the Commissioner to support the day-to-day operations of the Commissioner's Office. This role ensures effective coordination of priorities, information, and activities across the agency. The Special Assistant provides administrative and operational support, manages scheduling, information management, and meeting preparation, and serves as a key coordination point between the Commissioner's Office, internal teams, and external stakeholders. The position may also support projects aimed at improving efficiency and coordination, including the use of technology and emerging tools such as artificial intelligence. KEY RESPONSIBILITIES - Support the day-to-day management of the Commissioner's calendar, including scheduling meetings and coordinating logistics. - Prepare, review, and organize materials for meetings, briefings, and external engagements, including agendas and background documents. - Track follow-up items and help ensure timely responses to requests and inquiries. - Support projects focused on improving workflows and coordination, including the use of technology and AI tools. - Serve as a key point of contact between the Commissioner's Office, internal teams, and external stakeholders, including nonprofit providers and other City agencies. - Support the flow and organization of information to and from the Commissioner's Office to ensure clarity and accessibility. - Provide coordination support during meetings, site visits, and external events, including accompanying the Commissioner as needed. - Support the preparation of materials in coordination with the Strategic Communications team to align messaging. - Assist with organizing documents, files, and systems to improve efficiency and accessibility of information. - Exercise discretion and sound judgment in handling sensitive or confidential information. - Work closely with the Commissioner's scheduler and executive staff across City Hall and partner agencies to arrange meetings and events. MINIMUM QUALIFICATIONS 1. A baccalaureate degree from an accredited college and three years of satisfactory full-time progressively responsible clerical/administrative experience, one year of which must have been in a high-level administrative capacity or supervising staff performing clerical/administrative work of more than moderate difficulty; or 2. An associate degree or 60 semester credits from an accredited college and four years of satisfactory full-time progressively responsible clerical/administrative experience including one year of the high-level administrative capacity experience described in 1 above; or 3. A four-year high school diploma or its educational equivalent approved by a State's department of education or a recognized accrediting organization and five years of satisfactory full-time progressively responsible clerical/administrative experience including one year of the administrative experience as described in 1 above. SPECIAL REQUIREMENTS - Strong organizational and time management skills with attention to detail. - Ability to manage multiple priorities in a fast-paced environment and respond to changing priorities. - Strong written and verbal communication skills. - Comfort working with technology tools, data organization systems, and emerging AI tools to improve efficiency. - High level of discretion and professionalism. - Experience working in government, nonprofit, or public service settings, including familiarity with community-based organizations, is preferred. - New York City residency is generally required within 90 days of appointment (exceptions may apply for City employees with 2 continuous years of service). SELECTION PROCESS - No Exam Required. - Selection will be based on the evaluation of application materials and standard interview processes for non-competitive civil service titles. HOW TO APPLY - Applications must be submitted online through the official NYC Careers portal. EMPLOYMENT DETAILS - Employer: NYC Department of Youth and Community Development (DYCD) - Department: Commissioner's Office - Location: NYC-ALL BOROS (Work location: 2 Lafayette St., N.Y.) - Job Type: Full-Time - Job ID: 776799 - Title Code: 95700 - Civil Service Title: Executive Assistant to the Com - Business Title: Special Assistant To The Commissioner - Title Classification: Non-Competitive-5 - Experience Level: Executive - Job Level: M4 - Number of Positions: 1 - Posted Date: 07/23/2026 - Closing Date: 09/21/2026 - Category: Administration & Human Resources
ABOUT THE ROLE This is an unclassified vacancy in the Fulton County Library System, located at the Central Library. The purpose of this classification is to perform duties related to administering archival services for the Library. Responsibilities include managing assigned staff and indexing, storing, and preserving archives, manuscripts, and other historically valuable records and documents. KEY RESPONSIBILITIES - Supervise, direct, and evaluate assigned staff, including hiring recommendations, scheduling, performance appraisals, counseling, and training. - Organize, prioritize, and assign work activities to meet objectives, monitoring progress and providing technical expertise. - Manage collections by overseeing the processing, accessing, arranging, describing, preserving, classifying, and referencing of archival materials. - Administer the cultivation of potential donors of personal papers, historical documents, and artifacts to build a comprehensive archival collection. - Administer a descriptive inventory of historical records in accordance with professionally accepted standards and coordinate technology use for information retrieval. - Develop and monitor the assigned program budget, reviewing expenditures, determining needs, and ensuring budget compliance. - Manage facilities and contents, monitoring equipment, administering maintenance projects, and coordinating with Security personnel. - Provide research assistance to scholars and the general public through finding aids, research guides, and one-on-one assistance. MINIMUM QUALIFICATIONS - Education: Master's Degree in history, humanities, library science, or a related field. - Experience: Three (3) years of archival experience in a library, museum, or related setting. - Supervisory Experience: Two (2) years of supervisory experience. - Ability to demonstrate proficiency in the performance of essential functions and apply all county or departmental policies, practices, and procedures. SPECIAL REQUIREMENTS - May be required to possess and maintain a valid Georgia Driver's License. - Professional certification as an Archivist issued through the Academy of Certified Archivists (ACA) is required. - Veterans' Preference: Qualifying veterans will receive a guaranteed invitation to interview if minimum qualifications are met. This preference applies to initial appointment only. SELECTION PROCESS - The examination consists of an evaluation of education and experience through analysis of the application. - The application must clearly document that the applicant possesses the minimum knowledge, skills, education, and experience to be rated as qualified. - If selected, an official, accredited college transcript is required at the time of employment for all degrees or coursework used to qualify for this position. HOW TO APPLY - All applications must be completed in full before submission. - Review all applications for accuracy and make corrections before submitting, as errors can result in not meeting minimum qualifications. - Additional information will not be accepted after applications are received by the Personnel Department. EMPLOYMENT DETAILS - Employer: Fulton County - Department: Library (Fulton County Library System) - Job Type: Library - Pay Grade: 23 - Location: Central Library, Library System, GA (Employer Address: 141 Pryor Street, Suite 3030, Atlanta, Georgia, 30303) - Opening Date: 08/17/2026 - Closing Date: 9/17/2026 at 11:59 PM Eastern Time (US & Canada) - Equal Employment Opportunity: Fulton County provides equal opportunity for every citizen, employee, and applicant based upon merit without regard to race, color, religion, national origin, gender, age, genetics, disability, or sexual orientation.
ABOUT THE ROLE The Office of the Comptroller’s Bureau of Information Systems is seeking an IT Service Delivery Manager to lead and manage the organization’s IT support operations. This role ensures high-quality technical support and excellent customer service for end users by overseeing service desk staff, incident management processes, and service delivery performance. The manager will drive continuous improvement initiatives, implement ITIL-based processes, and integrate AI tools like Microsoft Copilot to enhance efficiency and user experience. This position is open only to current City of New York employees serving in a permanent Civil Service title of Computer Systems Manager or those reachable on the civil service list for that title. KEY RESPONSIBILITIES Service Desk Operations - Manage daily operations of the IT Service Desk, ensuring timely resolution of incidents and service requests - Monitor ticket queues, escalation processes, and service level agreement (SLA) compliance - Ensure consistent delivery of high-quality customer support across all channels Team Leadership & Management - Lead, mentor, coach, and evaluate service desk analysts and support staff - Schedule staffing coverage to meet operational needs - Conduct performance reviews and support professional development plans Incident & Problem Management - Oversee major incident response and communication processes - Coordinate escalations with infrastructure, application, security, and vendor teams - Analyze recurring issues and implement root cause solutions Customer Service & User Support - Maintain high levels of customer satisfaction through responsive support - Act as an escalation point for complex or high-priority issues - Gather and review user feedback to improve service quality Reporting & Metrics - Track and report on service desk KPIs - Prepare operational reports for IT leadership and stakeholders Process Improvement & ITSM - Implement and improve ITIL-based service management processes - Maintain and optimize ticketing and knowledge management systems - Identify automation opportunities to improve efficiency Technology & Vendor Coordination - Collaborate with internal IT teams and third-party vendors to resolve issues - Assist with onboarding new technologies and support processes - Ensure proper asset tracking and support documentation MINIMUM QUALIFICATIONS Candidates must meet one of the following criteria: 1. A master's degree in computer science plus three years of progressively responsible full-time IT experience (including applications development, systems development, data communications, networking, database administration, data processing, or user services). At least 18 months must be in an administrative, managerial, executive, or supervisory capacity. 2. A baccalaureate degree plus four years of progressively responsible full-time IT experience as described above. 3. A four-year high school diploma (or equivalent) plus six years of progressively responsible full-time IT experience as described above. 4. A satisfactory combination of education and experience equivalent to options 1, 2, or 3. All candidates must have at least a high school diploma and three years of relevant experience, including 18 months in an administrative, managerial, executive, or supervisory role. PREFERRED SKILLS - Experience managing hybrid or remote support teams - Knowledge of Microsoft 365, Active Directory, networking, endpoint management, and cybersecurity fundamentals - Experience with SLA management and KPI reporting - ITIL Foundation certification SPECIAL REQUIREMENTS - Eligibility: Open only to current City of New York employees serving in a permanent Civil Service title of Computer Systems Manager or those reachable on the civil service list for that title. - Application Requirement: Applicants must clearly indicate their current permanent Civil Service title and/or their score and list number on the open competitive list for Computer Systems Manager on their resume and cover letter. - Exam May Be Required - 55-a Program: Open to qualified persons with disabilities eligible for the 55-a Program. Indicate intent at the top of resume and cover letter. - Residency: New York City residency is not required. SELECTION PROCESS - Standard city hiring processes apply. - Submission of a resume is not a guarantee of an interview. HOW TO APPLY - Apply via the city jobs portal using Job ID 785030 - Application deadline: Posted until 09/06/2026 EMPLOYMENT DETAILS - Department: BIST-Service Desk, Office of the Comptroller - Location: Manhattan, NY (1 Centre St.) - Type: Full-Time - Experience Level: Manager - Job Level: M2 - Number of Positions: 1 - Benefits: Eligible for Public Service Loan Forgiveness (PSLF) and state repayment assistance programs.