AI in Our Schools: What We Learned at Delaware’s AI Summit—and What Parents Should Still Be Asking

January 11, 2026

38th District Republican Committee

What follows is a portion of the blog post from the website of the 38th District Republican Committee. To review additional information in their blog relating to AI and the 38th's upcoming meeting on 2-2-26 with guest speaker, Dr. Michael Katz, click here.

Delaware AI Innovation Education Summit

Delaware is already taking AI in schools seriously and held an AI Innovation Summit this past Saturday, January 10, 2026. This conference was open to teachers, administrators, school board members, IT personnel, and instructional technology staff (those who train teachers on how to use technology in the classroom) from school districts across the state. It was well attended, with vendors showcasing a wide range of AI products and services for education. The keynote address was delivered by Governor Matt Meyer and Secretary of Education Cindy Marten.

The vendors in attendance included Brisk, ClassLink, Google, Magic School, Microsoft, OpenAI, Panorama, PowerSchool, and Scribble, all of which already have a presence in Delaware schools.

The event was sponsored by the Rodel Foundation of Delaware. That is an important fact and deserves further explanation, see below.

What the Conference Made Clear

After attending the conference, a few things became clear: AI is already well-established in Delaware’s schools. This Summit was not a brainstorming session to gather feedback from educators on whether AI should be implemented, how it should be implemented, or what safety features should be required.

Delaware has already signed a contract with OpenAI (ChatGPT-5), with rollout and implementation scheduled to begin in February 2026. The content of the conference itself was fairly light and general, with little in the way of concrete instruction or detail. There was surprisingly little discussion about practical implementation strategies or clear objectives for using AI beyond broad references. Overall, the conference was more like a public relations event for the Department of Education and the already well-underway rollout of its AI-in-education initiatives. Notably, there was no meaningful discussion about measuring student outcomes related to AI use in education.

Guardrails Were the Main Theme of the Summit

One positive takeaway is that the Delaware Department of Education has developed what they are calling an AI “Assurance Laboratory,” which will include guidelines, references, vetted AI vendors, and best practices for school districts to use as a resource, with a strong emphasis on safety, accessibility, and privacy. Delaware is a local-decision state, meaning individual school districts retain the freedom to choose the programs they believe are best for their students.

The dominant theme of the conference was guardrails, guardrails, guardrails. Teachers were told they would have flexibility to use AI in ways that benefit their individual classrooms and students. For added safety and security, teachers will not be given private ChatGPT accounts. Instead, they will access AI through district-approved, secure platforms.

While district-approved AI may limit saved conversations or continuity of work, which improves functionality, the added safety is worth the trade-off. Using district-approved platforms help protect student identities and help prevent teachers from being targeted by scams, including attempts to solicit personal or financial information.

Why Local Control Still Matters

Though it may seem easier for the Delaware Department of Education to provide one standard AI platform for all schools—and they would likely prefer that—a fully mandated statewide approach risks ideological or political overlay being built into instructional tools, something we should be cautious about. Delaware remains a local-decision state, and districts retain flexibility to implement curriculum based on their individual needs. Local decision-making matters. Allowing districts to choose what works best for their students helps prevent that.

Rodel Foundation Summit Sponsor

It is also worth noting that the conference was sponsored by the Rodel Foundation of Delaware, a well-known education nonprofit with significant influence in Delaware’s education policy landscape. Rodel consistently advocates for progressive education priorities, including increased education spending, strong alignment with teachers’ unions, equity-driven funding models, expanded social-emotional learning initiatives, and broad systemic reforms shaped through partnerships with state agencies and policymakers.

While Rodel’s work emphasizes access, inclusion, and institutional support for educators, it places comparatively less focus on merit-based evaluation, academic performance metrics, and measurable return on investment in student outcomes. This perspective is important to understand, as organizations like Rodel help shape the framing, language, and policy assumptions that guide statewide education initiatives, including how artificial intelligence is introduced, regulated, and evaluated in Delaware’s schools.

The AI in Education Summit published a statement that is fairly generic, but it does explicitly reference equity. This can be seen in the language released by the Delaware AI Summit, which aligns with progressive education ideals:

"The journey towards effective Generative AI integration in education begins with a comprehensive understanding of its potential to revolutionize access and utilization of information and enhance learning and work environments. Policies, systems, and instructional practices must be anchored in safety, ethics, equity, and educational standards, ensuring that applications benefit all learners within our communities."

Is AI Already Being Used in Our Schools?

Yes, it is! Teachers in the Indian River School District, in particular, have been early adopters and have been using AI tools for nearly two years. One IRSD teacher, featured in a recorded video at the summit, explained how she uses AI to generate different levels of lesson plans in her algebra class, such as creating one for a very advanced student while she teaches the regular class. Teachers have also been using AI to help with IEP documentation.

One of the presenters at the summit was Kevin Wright, an IT instructor from Indian River School District with national experience in AI in education. He has presented on this topic in other states as well, including Colorado. For clarity, an IT instructor is not traditional IT support. This is an instructional technology role focused on teaching teachers how to use technology effectively in the classroom, not fixing devices or managing systems.

Kevin will be leaving IRSD to take on a role in the private sector with Magic School. Another national presenter, Melissa Bleile, will be stepping into the IT instructor role at IRSD, and she brings a great deal of experience with her. Also in attendance at the summit was Daniel Mann, an IRSD IT specialist, who is actively involved in supporting the district’s technology initiatives.

Overall, this suggests IRSD is approaching AI thoughtfully, with experienced instructional leadership already in place. Way to go IRSD!

Can AI Actually Help Students Learn Better?

State Representative Jeff Hilovsky, who also attended the conference, has previously expressed interest in using AI to help students achieve “mastery” of subjects. At this stage, even helping students consistently reach proficiency would be meaningful progress, with mastery as the longer-term goal, especially given that current data show only about 5% of 9th-grade students at IRSD demonstrate reading comprehension at the beginning of the school year.

Research shows that one-on-one tutoring is the most effective instructional model for improving student outcomes. While it’s still unclear whether AI can truly replicate the benefits of individualized, human instruction, it may be able to help fill gaps where one-on-one support simply isn’t available. That said, nothing replaces parents and grandparents reading to their children, especially when it comes to teaching children to read. That responsibility will always remain primary. And if this essential foundation does not happen at home, teachers often do not have the time or resources to provide consistent one-on-one instruction either. One important question we should be asking is this: can AI actually teach children to read?

What’s Still Missing: Measuring Results

One thing we would very much like to see going forward is metrics. We cannot improve what we do not measure. At this point, it is still unclear how AI’s impact on student learning will be measured, or whether it will be measured at all. One notable moment at the conference came when this reporter asked a presenter about the current, measurable impact of AI on student outcomes. They were unable to provide any specific data or insights. That gap is worth further exploration, as much of the discussion leaned toward broad platitudes rather than concrete, actionable results.

The goal should be simple: improve student outcomes and give our students the best chance to succeed in life. Artificial intelligence is a tool, not an end in itself. As Delaware moves forward with AI implementation, we must keep fiscal discipline and accountability front and center—especially when roughly 36% of the state’s operating budget already goes toward education. Any expansion of AI in our schools should be accompanied by clear expectations, measurable outcomes, and a willingness to course-correct if those outcomes are not being met.

Teaching Kids to Question AI

Finally, both students and teachers need to understand that AI is not infallible and does produce false information. Critical thinking must be a core part of any AI instruction. Students must be taught to question AI outputs, verify information, and continue to think for themselves.

This is especially important for future generations who will grow up with AI as a constant presence in their lives, much like the youngest generation today grew up with screens already in their hands. If we fail to teach critical evaluation now, we risk raising a generation that accepts AI output as truth without question.

All of this matters because AI is a tool. It is not a replacement for thinking, teaching, or parenting. And while AI can be a powerful tool, it is not without faults. It can provide incorrect information, and it has also been known to cover for its mistakes—what some might reasonably call lying.

Even now, AI can generate false or misleading responses, and it is not yet capable of true independent thought. Some researchers project that this could change as early as the next couple of decades, with estimates ranging into the 2030s and 2040s. What that will bring is unknown. Skynet, anyone?

What Matters Most Going Forward

As Delaware moves forward, parents should expect AI in schools to be fiscally responsible, measured by real outcomes, free from ideological bias, and designed to strengthen - not replace - critical thinking.