A pilot program in Dayton, Ohio, saw students engage with an AI-driven social-emotional learning chatbot called Jordan over several weeks, offering a glimpse into how emerging technology is being tested in classrooms. While research on AI’s role in education remains limited, schools across the country are increasingly experimenting with such tools to support student well-being. The rapid adoption raises questions about effectiveness, privacy, and long-term impact as districts navigate uncharted territory. With little precedent to guide implementation, educators and policymakers are left to weigh innovation against uncertainty.
For a few weeks last school year, a small group of students in Dayton, Ohio, regularly sat in front of laptops in conversation with a social-emotional learning chatbot named Jordan. The post Welcome to the ‘Wild West’ of AI in schools: Research is scarce, but experiments abound appeared first on District Administration.
