During a recent government meeting, concerns were raised regarding the implementation of artificial intelligence (AI) in educational settings, specifically referencing a recent article about the San Diego school district's experience with AI grading systems. The discussion highlighted significant inaccuracies in the AI's performance, prompting questions about the decision-making process behind its adoption.

One speaker noted the absence of educational professionals in the decision-making discussions, suggesting that their involvement could have mitigated the issues encountered. The speaker emphasized the importance of including frontline workers—those with direct experience and knowledge of educational needs—when selecting and implementing technological solutions in schools. This approach, they argued, could lead to more effective and appropriate uses of AI in the classroom, ultimately benefiting both educators and students.

The conversation underscores a growing concern about the integration of technology in education without adequate input from those most affected by these changes.