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Liftoff presenters tell Mosinee board AI can aid learning but warns of 'persuasive technologies' and market pressures
Summary
Outside presenters from the Liftoff Learning Collaborative urged the Mosinee School District board to define AI narrowly in policy, highlighted adaptive learning benefits in pilots and warned that persuasive, profit-driven technology can harm student wellbeing; presenters also flagged statewide pressures from virtual providers and DPI testing rules that affect device use.
Visitors from the Liftoff Learning Collaborative presented a research‑grounded view of artificial intelligence, adaptive learning and the risks of persuasive technologies to the Mosinee School District Board.
Jenny, a Liftoff co-lead, framed the discussion by distinguishing closed-loop adaptive systems (used in many curriculum platforms) from open-ended generative models and urged the board to be precise about which systems a school policy would regulate. She argued that some AI-driven adaptive tools can provide immediate feedback that accelerates growth in specific tasks while also cautioning that commercial persuasive-design features can aim to maximize minutes of attention rather than learning outcomes.
The district’s staff described early internal data from adaptive platforms (examples cited: K1 early numeracy SGP 63 vs. 57 for students who mastered program standards; 2nd-grade math 66 vs. 47) and said the results suggest potential benefit when platforms give targeted, immediate feedback — while noting these are correlations, not causal proofs.
Board members asked practical questions about classroom access: whether high school classes should retain access (staff said yes for some NTC/CTE classes), whether Gemini or other generative tools are accessible on district accounts (staff said AI access is limited and can be turned off), and how filtering interacts with AI use. Christie described the district’s filter tiers (green/yellow/red) and said high‑school instructional needs sometimes justify broader access in controlled contexts.
Beyond classroom practice, Liftoff presenters warned of market pressures. They highlighted statewide trends — parents seeking screen-free or alternative schooling options and a rise in virtual providers — and urged the board to view innovation as one strategy to keep public schooling viable and relevant to families.
The board asked presenters and staff to continue engagement with DPI and to return with policy recommendations and community‑outreach plans; no policy was adopted at the meeting.
