{"id":579,"date":"2026-09-11T00:34:18","date_gmt":"2026-09-11T04:34:18","guid":{"rendered":"https:\/\/solutionsreview.com\/edtech\/?p=579"},"modified":"2026-09-11T00:40:55","modified_gmt":"2026-09-11T04:40:55","slug":"students-are-becoming-more-deliberate-about-ai-use-in-the-classroom","status":"publish","type":"post","link":"https:\/\/solutionsreview.com\/edtech\/2026\/09\/11\/students-are-becoming-more-deliberate-about-ai-use-in-the-classroom\/","title":{"rendered":"Students Are Becoming More Deliberate About AI Use in the Classroom"},"content":{"rendered":"
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Notability’s Kelsey Schroth offers insights on how students are becoming more deliberate about AI use in the classroom. <\/strong>This article originally appeared in Insight Jam<\/a><\/em>, an enterprise IT community that enables human conversation on AI.<\/span><\/strong><\/div>\n<\/div>\n<\/div>\n

\"\"<\/a><\/span><\/p>\n

The intersection where learning and AI meet is at an inflection point in the U.S., with teachers proclaiming that AI is usurping education. The chief complaint is, of course, that students are using AI as a crutch for completing assignments, which in turn\u00a0hinders the development of critical thinking skills<\/u><\/a>.<\/p>\n

The reality is more nuanced. Students are taking a more intentional approach to using AI as an assistive tool in their learning, specifically with regard to digital note-taking.<\/p>\n

It turns out that almost half of U.S. students prefer AI to help organize their notes rather than create them, according to a recent\u00a0back-to-school survey<\/u><\/a>\u00a0of more than 500 high school and college students. And 81% say they understand material better when they actively take notes rather than rely on recordings or AI-generated transcripts.<\/p>\n

The data suggests that AI in education is evolving, shifting from indiscriminate use toward something more deliberate.<\/p>\n

AI is Complementing Note-taking in the Classroom<\/strong><\/p>\n

Early on, using AI was a bit like the early internet as people tried different things to see what it could do. This obviously included students using AI to do their work for them, resulting in passive learning \u2013 if they learned anything at all.<\/p>\n

Exiting that exploration phase, students are becoming more intentional about how they use AI. They are engaging with technology to become better at something, whether it\u2019s asking questions to understand challenging material, or challenging their own thinking.<\/p>\n

Why is this happening now? Part of this is enforcement. School districts for New York City and Los Angeles\u00a0are restricting<\/u><\/a>\u00a0\u201cstudent-facing AI\u201d use. Teachers are as savvy about AI as they are about plagiarism; many have access to the tools that catch copy-and-paste work from AI.<\/p>\n

But I don’t think that’s the real driver. I think education is moving toward something more fundamental: handwriting isn’t nostalgia for pen and paper. It’s how you protect your own voice.<\/p>\n

Handwriting is slower than typing or AI transcription. That slowness forces you to listen, to think before you write. That is real cognitive work.<\/p>\n

To be clear, this isn’t AI versus handwriting. It’s handwriting first, AI second. That order is the critical part, and research supports this. According to the back-to-school survey, just 13% of students said that they want AI to write notes for them, with 21% viewing AI as a distraction from their learning.<\/p>\n

Clearly, students view AI as more of a study partner than a ghostwriter.<\/p>\n

From Recordings to Knowledge Transfer<\/strong><\/p>\n

Here’s what augmenting note-taking with AI looks like today. A student records a lecture while handwriting their own notes in real time. Once the lecture ends, they’ve already captured their own thinking by hand and with today\u2019s note-taking tools the recording is available as a searchable transcript they can check to confirm a date or verify they got an answer right.<\/p>\n

It supercharges the notes without replacing the work of taking them.<\/p>\n

Take drafting the classic five-paragraph essay or a research paper. A student free-writes a stream-of-consciousness outline for a paper. Only after that critical work is done do they loop in AI, prompting it for whether the order and flow make sense, and what could benefit from more development.<\/p>\n

It becomes a thought partner and a challenger, but only\u00a0once<\/em>\u00a0the student has already done the outlining themselves. You know: the cognitive load.<\/p>\n

Exam prep works the same way. AI can generate practice questions and build flashcards, but a student still has to capture the answers themselves, by hand, either via ink and paper or digital note-taking because that’s the version of the work that actually prepares them for a real test.<\/p>\n

AI-enhanced Skills Transfer From the Classroom to the Workplace<\/strong><\/p>\n

It\u2019s critical that students build this muscle in the classroom early, because it’s exactly what the workplace demands from them later.<\/p>\n

So much of success at work hinges on absorbing what’s in front of you quickly, filtering what matters versus what doesn\u2019t and communicating it clearly and concisely. The same holds whether you\u2019re voicing an opinion to colleagues, or delivering a pitch to prospects.<\/p>\n

You rarely get to say “let me take this away and get back to you after running it through AI.” You have to synthesize in the moment with another person, in real time. Students who don’t build that muscle in school won\u2019t be able to flex it easily later.<\/p>\n

And I\u2019ll confess, there is a more personal layer at play here too. Taking something messy and making it clear, in your own words, isn’t a skill you can build by having AI do it for you.<\/p>\n

You have to do it yourself. I notice this constantly with coworkers. I can tell when someone’s copied and pasted a response from an AI assistant, and I disengage almost immediately because it doesn’t sound like them, and it doesn’t feel like they’re talking to me. Fluency isn’t the same as connection, and connection is what earns people’s attention.<\/p>\n

In the AI-fueled world, these are important lessons students must learn easily and carry with them into the workforce.<\/p>\n

Multimodal Marks the Future of AI in Education<\/strong><\/p>\n

When I peer into my crystal ball, the most interesting shift I see is toward multimodal technology use in the classroom, including with digital note-taking. Taking AP biology in high school, I struggled with parts-of-the-cell diagrams and animal kingdom classifications.<\/p>\n

If I had an AI-augmented digital note-taking tool that allowed me to circle a section and ask for a mnemonic, a visual diagram, or an acronym, that would have changed how I studied.<\/p>\n

Some students naturally remember things audibly; others benefit from something tactile. But AI that adapts to how a specific student retains information could make learning more personalized and more engaging, if it’s applied the right way.<\/p>\n

None of this is really a question of how much screen time is too much. Students are going to have screens in front of them. The real responsibility is making sure those screens set them up for success rather than distraction.<\/p>\n

It isn’t about taking technology away from kids. It’s about teaching them to use it ethically and effectively, so that they can find success in the workplace. And so that by the time it’s their turn to guide the next generation, they know how to do the same.<\/p>\n","protected":false},"excerpt":{"rendered":"

Notability’s Kelsey Schroth offers insights on how students are becoming more deliberate about AI use in the classroom. This article originally appeared in Insight Jam, an enterprise IT community that enables human conversation on AI. The intersection where learning and AI meet is at an inflection point in the U.S., with teachers proclaiming that AI […]<\/p>\n","protected":false},"author":1502,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[14],"tags":[93,94],"acf":[],"yoast_head":"\nStudents Becoming More Deliberate About AI Use in the Classroom<\/title>\n<meta name=\"description\" content=\"Notability's Kelsey Schroth offers insights on how students are becoming more deliberate about AI use in the classroom.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/solutionsreview.com\/edtech\/2026\/09\/11\/students-are-becoming-more-deliberate-about-ai-use-in-the-classroom\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" 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