At Peck, AI literacy includes understanding how artificial intelligence works, how to use it appropriately, and how it influences people and society. Even before students engage directly with generative AI, they can begin to understand that these systems are created by people, learn from data, recognize patterns, and may produce information that is incomplete, inaccurate, or biased.

Across the K–8 journey, students develop the knowledge and judgment to evaluate AI-generated content, make responsible choices, and engage with emerging technologies with increasing independence.

Peck does not use AI simply because the technology is available. It is incorporated only when a teacher determines that it adds clear educational value when preserving the thinking, skill development, and human interaction the lesson is designed to cultivate.

Teachers begin with the learning objective. They consider whether AI will deepen understanding, encourage meaningful inquiry, support skill development, or help students evaluate information more critically. They also consider students’ developmental readiness and whether the experience preserves the original thinking and productive struggle essential to learning.

When AI is used, teachers establish its purpose, boundaries, and expectations. Approved student-facing platforms provide appropriate educator oversight, allowing teachers to guide the activity, review student engagement when needed, and keep the experience connected to the learning objective. Unless a teacher explicitly permits AI use for an assignment, students are expected to complete and finalize the work independently.
 

Google now gives schools the option to make Gemini available to K–12 students through Google Workspace for Education. Peck has turned off student access to Gemini, so students cannot use it through their Peck Google accounts.

Any direct student engagement with generative AI will take place through school-approved tools, under teacher direction, and as part of an age-appropriate learning experience.

Students may use only school-approved tools in accordance with teacher direction. Depending on the grade level and learning objective, approved tools may include Book Creator and AutoDraw in Grades K–2; Canva in Grades 3–4; and Flint K12, Suno, Teachable Machine, and AutoDraw in the Upper School.

Peck evaluates student-facing tools for age appropriateness, educational value, privacy, security, and alignment with instructional goals. Because AI technologies evolve quickly, approved tools may change as new products are evaluated and existing platforms are updated.

Students may not independently use consumer AI tools for assigned schoolwork unless a teacher has given explicit permission. Any exception must be explicitly authorized and directed by a teacher for a defined educational purpose.
 

Teachers establish clear expectations using Peck’s Classroom AI Framework. Depending on the learning objective, an assignment may call for independent, human-only work; allow an approved AI tool as a thinking partner for specific purposes; or intentionally incorporate AI into the learning experience.

Unless a teacher explicitly permits AI use, students are expected to complete and finalize the assignment independently. When AI is permitted, students must follow the established boundaries, verify the accuracy of its output, and document or cite its contribution as directed.

AI assistance may include generating or revising text, creating images or designs, translating language, producing outlines, suggesting ideas, debugging or generating code, and using predictive or automated writing features.

Because AI capabilities are increasingly built into familiar platforms, students are encouraged to ask their teacher whenever they are uncertain whether a feature is permitted.
 

When students engage directly with AI, Peck prioritizes school-approved, protected platforms designed for educational use. Tools are evaluated according to how they collect, store, process, and share student information.

Peck gives particular consideration to whether student prompts, information, and work remain separate from publicly available AI systems and are excluded from the training of public AI models. Students also learn how to recognize and protect personal or sensitive information whenever they use digital tools.

AI is incorporated only when it supports a clear educational purpose. Peck continues to value hands-on exploration, discussion, reading, writing, physical activity, creative expression, collaboration, and time spent learning directly from teachers and peers.

Teachers consider screen time alongside students’ developmental needs, the purpose of the lesson, and the value the technology adds to the learning experience.