Suffolk school superintendents share thoughts on AI
Suffolk school superintendents weigh in on the debate over the use of AI in schools.
In preparation for the 2026-27 school year, Newsday invited Long Island’s school superintendents to share their thoughts on the following: “What are your thoughts on AI and its role in education — particularly in how teachers are using it to teach, and how much AI students should be taught while still placing an emphasis on decreasing screen use?”
Below is a sampling of their responses, condensed for publication.
Credit: Central Islip Union Free School District
Sharon A. Dungee, Central Islip Union Free School District
Artificial Intelligence is a valuable tool when teachers employ meaningful measures to integrate this technology to support lesson planning, differentiate instruction, create materials and provide students with relevant feedback.
As educators, it is imperative to prudently navigate AI as it is integrated into classrooms. Under no circumstances should AI replace the professional judgment of teachers or diminish student-teacher relationships.
The pandemic reminded us just how important the human connection is. Teachers went above and beyond delivering instruction. Through personal interactions with students, they recognized behavioral changes, identified social and emotional concerns and determined when children needed additional support.
Because AI has woven its way into today's global society, students must understand how to responsibly manage this technology in order to remain competitive after graduation.
Conversely, educators must strike the balance of utilizing AI, while making a concerted effort to decrease screen time so students can thrive building interpersonal relationships to communicate effectively.
Ultimately, our responsibility is to prepare students to utilize AI wisely, while ensuring technology never eclipses human connections.
Credit: Barry Sloan
Timothy Eagen, Kings Park Central School District
In my role as superintendent, it is my job to best ensure that our graduates have the necessary skills to be successful in a globally competitive environment. Proficiency in an array of technology tools, including artificial intelligence (AI), is one important set of skills that our graduates need. AI is not going away.
Staying on the cutting edge of technology, especially technology that has the ability to make the user more efficient, is important for success in the workplace. Neglecting or avoiding specific technology tools like AI could have a negative impact on graduates.
Balance and purpose are important. Too much technology and screen time can be detrimental, which is why being purposeful with technology in the classroom is important. In our K-12 space, educators should not be using technology simply because it is available. The technology tool/application should have a value added to the activity/plan. Typically, younger students should be exposed to less screen time in K-3, with more technology and embedded devices at the secondary level. Student privacy and security are important, so schools must ensure that all technology tools and applications are compliant with New York Education Law § 2-d. Lastly, screen time is cumulative, so it is important that parents are also aware and monitor screen time in the home.
Credit: Northport-East Northport School District
Dave Moyer, Northport-East Northport Union Free School District
Right now, our teachers are using AI in many ways that help them with planning instruction and other professional responsibilities. The district has developed AI guidelines, and teachers are working to integrate AI into the classroom.
I believe we need to explicitly teach students how to use AI appropriately. AI is a reality that is not going away and it will be prevalent in all areas of life after graduation and outside of school. Students should be taught how to use it responsibly in a manner that integrates seamlessly with ongoing classroom expectations.
Credit: Brian Doelger
Brian Doelger, Shelter Island Union Free School District
Artificial intelligence is a tool that has a place in education, but it should never replace the expertise, relationships and professional judgment of great teachers. AI can be a valuable resource for educators by helping them prepare lessons, differentiate instruction, analyze data and reduce time spent on routine tasks. That gives teachers more time to focus on what matters most — teaching and supporting students.
At the same time, we need to be thoughtful about how students use AI. Particularly in our elementary schools, limiting unnecessary screen time remains important for healthy development, collaboration, creativity and hands-on learning. Rather than teaching students to rely on AI to complete their work, we should create learning experiences that require critical thinking and authentic demonstrations of knowledge.
Recent examples in higher education have shown that when professors changed assessments to require students to demonstrate their understanding instead of relying on formats that could easily be completed with AI, many students struggled. That is an important reminder that our job is not to teach dependence on AI, but to help students develop the skills that AI cannot replace. .
Credit: New York State Council of School
Fatima Morrell, Southampton Union Free School District
As we prepare students to become global citizens and critical thinkers of the 21st century, it is critically important that they are prepared with the necessary technological skills and mindsets that are required to meet the needs of the workforce of the future.
While there is much hesitation by teachers and parents regarding appropriate, ethical use of Artificial Intelligence (AI), we must contend with the fact that many students are already using AI and this use needs structure, effective education and standards that center AI as a supportive tool while maintaining intellectual and educational integrity.
In Southampton schools, we are in the process of developing a district AI plan that ensures student, teacher, parent, staff and community voice. This is a phased in approach that will ensure effective professional development for teachers, administrators and parents that underscores the responsible and strategic implementation of AI while protecting students from misguided use and the harms of superfluous access to digital screens. Teachers are being provided with learning opportunities in our 2026 Summer Institute in order to integrate AI into their lessons, while addressing NY State Digital Fluency and Computer Science standards. These approaches support in developing our students as responsible digital citizens.
Credit: Paul Romanelli
Paul Romanelli, West Islip Union Free School District
In West Islip, we are embracing the use of artificial intelligence (AI) through a safe and strategic approach. The West Islip Union Free School District recognizes the growing role that artificial intelligence plays in everyday life. The district embraces artificial intelligence as a powerful tool to enhance learning, while maintaining a strong focus on human creativity, critical thinking and ethical use. We aim to equip our students with the skills to harness AI responsibly in all content areas, preparing them for future academic and career success in a world where AI is increasingly prevalent. Our vision balances technological advancement with personal growth, fostering an educational environment where AI supports — but does not replace — the essential human elements of teaching and learning. Through this ever-responsive approach, we strive to create informed, adaptable and ethically-minded digital citizens ready to thrive in the 21st century.
Michael R. Ebert is an education researcher and has worked for Newsday in various capacities since 2003. He was part of an 11-person team named as 2008 Pulitzer Prize finalists for investigative coverage of the LIRR's platform safety issues.
