Newark, NJ – The inaugural session of a modern artificial intelligence literacy course at North Star Academy’s Washington Park High School began this month with a deliberate exercise in analog thinking, eschewing digital tools entirely. Teachers Mike Taubman and Scott Kern designed the first class to focus on human intelligence as a foundation for understanding the technology students will learn to “drive,” rather than simply be “driven by,” according to school officials.
The course, developed in partnership with Stanford University, aims to equip Newark high school students with the skills to critically assess and utilize artificial intelligence as it increasingly permeates various sectors of the workforce. The program, currently offered to 93 seniors and expanding to include juniors next year, comes as 92% of companies plan to invest in more AI over the next three years, according to a report by McKinsey, and Company.
“AI literacy is the art of understanding and using chatbots,” explained Taubman. “The idea isn’t to ban AI, it’s to help students recognize when they’re using it intentionally and when it’s shaping their choices without them noticing.” The curriculum emphasizes the importance of control and intentionality in AI usage, framing the technology as a tool to be mastered, rather than a force to be passively consumed.
Students are already exploring potential applications of AI within their chosen career paths. Amirah Falana, a 17-year-old aspiring real estate lawyer, suggested AI should function as an “assistant” in academic settings, while Fernando Infante, a prospective software developer, envisions AI as a source of “suggestions” to inform his operate. Both students articulated a preference for a collaborative relationship with AI, positioning it as a “partner” rather than a replacement for human effort.
The course incorporates exercises designed to foster critical thinking about AI’s influence. In one lesson, teachers constructed a chatbot programmed to challenge students’ arguments, prompting deeper analysis and reasoning. When Alison, a 17-year-old student, presented her perspective on the causes of a riot, the chatbot responded with a questioning prompt: “I would ask you to think a little more about this.” Alison reported that the interaction helped her refine her thinking process.
Beyond classroom exercises, students are utilizing AI tools for career simulations and exploring the Google Career Certificate for AI Essentials, which provides a foundational understanding of AI principles and applications. The course acknowledges the privacy and technical concerns surrounding AI, but focuses on empowering students to navigate these challenges responsibly.
Adrian Farrell, an 18-year-old student, described using AI to verify his math homework, characterizing this as an example of maintaining control over the technology. Conversely, Brianna Perez acknowledged that listening to Spotify’s AI DJ places her in “passenger mode,” allowing the algorithm to dictate her musical selections. This distinction, between active and passive AI engagement, is a central theme of the curriculum.
The AI literacy course at Washington Park High School represents a proactive response to the rapidly evolving technological landscape, aiming to prepare students not just for the jobs of today, but for the workforce of the future.
