Parent and teachers describe age‑appropriate use of AI in elementary classroom project

A parent and several classroom presenters described how they are introducing artificial intelligence tools to young students through an Instagram‑style research project while limiting reliance on AI for written work.

The parent, speaking at the meeting, said the class researched early European explorers and then created Instagram pages; teachers allowed students to include a single AI‑generated image created in Canva but told them they must write their own profile blurbs. "We are not doing that because unlike adults, children's brains are still developing those skills of thinking creatively and critically and applying grammar and spelling accurately," the parent said.

A student described their page about explorer Hernando de Soto and explained choices for imagery: "I put a piece of gold for the 1st picture because Fernando de Soto's 1st motive was to find gold. And then I put his 2 ships next to it because he had 2 ships to get over to the new land. And then I put a Spanish flag because that's the country that he sailed for," the student said. The student also said they used Canva to generate a playful image.

A teacher detailed the classroom approach: starting with internet safety and teaching students how to identify altered images and not believe everything online, then moving to prompt writing focused on nouns, verbs and adjectives. "We started with, kind of talking about internet safety... We talked about how to identify a picture that was maybe altered online," the teacher said, describing a progression from simple Mad Lib exercises to AI image generation so students learn both language and prompt‑writing skills.

Another participant who works with student images described technical choices in generating pictures — selecting watercolor modes or other styles — and cautioned that AI creations can be misleading. "I think it's really cool, but sometimes it can be, like, really dangerous and, like, things you don't always have to believe on it," the speaker said.

Speakers framed the project as balancing digital literacy and skill development: students gain familiarity with AI image tools while doing the intellectual work of writing and editing their own text. Presenters said the approach is intentionally cautious and iterative so children develop critical thinking as AI tools evolve.

The discussion concluded with presenters saying they will continue to introduce AI at an age‑appropriate pace so students "grow with it as the years go on."