AI with Integrity: Bringing Clarity to the Learning Process #AskTurnitin
Got questions about AI in the classroom? Watch this panel discussion — then ask what's on your mind.
We've gathered a panel of educators to come together for a panel discussion on a question many of us are navigating: how can we support authentic student learning in a world where AI is everywhere?
The recording is attached above. Take some time to watch, then share your questions in this thread. We’ll be checking in and responding right here on TEN through July 3.
Answering your questions:
Jason Friend has been an English teacher at Saratoga High School since 2003. He is a founding member and the current program coordinator of the Media Arts Program, an interdisciplinary academy dedicated to innovative education. Passionate about thinking and writing, Jason has had several articles published in Philosophy Now. He received the Goldin Award for Excellence in Education in 2016, and was named Teacher of the Year for the Los Gatos-Saratoga Union High School District in 2026.
Melissa Rofer has just completed her first year as an English teacher at Los Gatos High School. Previously, she taught English at Cupertino High School from 2004 to 2010. Between these roles, she spent 14 years as a parent volunteer and K-12 substitute teacher. She has her Master's in Education from U.C. Santa Cruz and is a graduate of Humboldt State University.
Audrey Campbell is a Manager of Educator Engagement at Turnitin, where she connects educators with practical, real-world strategies for teaching in a rapidly changing landscape. Before joining Turnitin, she was a classroom teacher for ten years and understands the everyday realities educators face. She’s passionate about helping educators make sense of feedback, learning integrity, and the evolving role of AI in ways that feel supportive and useful.
Karen Smith brings 34 years of experience as a public school ELA teacher and literacy coach to her role on Turnitin's Teaching and Learning Innovations team. Since 2021, she has designed instructional resources and professional learning content that help educators worldwide implement Turnitin products effectively. Her extensive background in writing instruction ensures all her work is deeply rooted in pedagogy and academic integrity.
Not sure what to ask? Start here:
"How do I write an AI policy my students will actually read?"
"Should AI use be allowed on some assignments but not others?"
"How do we rebuild a culture of original thinking in an AI-saturated world"
#AskTurnitin Guidelines:
1. Be respectful: Treat all participants with kindness and professionalism.
2. Stay on topic: Questions should relate to AI detection, teaching strategies, and classroom experiences.
3. No product support requests: Technical or account issues should be directed to Turnitin Support
4. Avoid sensitive personal info: Do not share personally identifiable information about yourself, your institution, or students.
5. Engage constructively: Share insights, ask thoughtful questions, and build on others’ contributions.
16 replies
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#AskTurnitin Conversation Starters: How are you redesigning tasks to make student thinking visible?
Teachers are innately adaptable. We adapt courses, assignments, instructions, feedback, deadlines, and expectations. In many ways, we are professional tailors within the garments of education: adjusting the thread, fabric, buttons, and seams so the learning experience fits the students in front of us.
When I think about making student thinking visible, I don’t think it always means adding more steps or creating more work. Often, it means slightly adjusting what we already ask students to do so we can better see the reasoning, decisions, questions, and revisions happening along the way.
As a former educator, I usually started from the end. If I wanted students to produce a literary analysis of a short story or poem, I first thought about what I needed to see before the final essay: how they were reading, what they noticed, where they were confused, what questions they asked, and how their interpretation changed. That shaped the scaffolding around the assignment.
Sometimes that meant literature circles with specific roles. Sometimes it meant short reflections after discussion. Sometimes it meant brainstorming, thesis work, rough drafts, quick check-ins, or discussion posts. The point wasn’t to create busywork. The point was to make the learning process visible enough that I could understand how students were getting to the final product.
By the time I read the final essay, I usually knew the student’s work already. I knew who had struggled through an idea, who had changed direction, who needed more support, and who had skipped parts of the process entirely. That visibility helped me respond to the learning, not just evaluate the product.
I think this matters when we talk about AI and assignment design. If students are allowed to use AI, or allowed to opt out, the core question may not be “How do I redesign everything?” It may be “Where can I ask students to show the thinking that is already happening?”For example, maybe AI is allowed during brainstorming, especially for students who process ideas through conversation. In that case, students might explain what they asked, what the tool helped them consider, what they rejected, and what they decided to do next. Maybe AI is used to explore possible sources, alongside a lesson on research literacy and evaluating credibility. Students who choose not to use AI can still document their search process, source decisions, and moments of uncertainty.
In both cases, the learning outcome stays at the center. Students are still practicing analysis, research, writing, revision, and reflection. The difference is that we are asking them to make their choices visible.
To me, “visible thinking” is not about surveillance or adding another sleeve to a jacket that already fits. It is about changing the thread a bit so the work students are already doing becomes easier to see, discuss, support, and assess with integrity.
I'm wondering if others in the community might have their own perspective? How are you redesigning tasks to make student thinking visible? -
Welcome to AI with Integrity: Bringing Clarity to the Learning Process #AskTurnitin!
We’ve brought together a panel of educators to explore a question many of us are navigating today. This discussion features secondary educators in California who have firsthand experience with how AI is showing up in the classroom.
We invite you to watch the video above and share your insights and experiences on AI use in your classroom. Our panel will be here to answer your questions.
This is an open space for thoughtful discussion and shared learning, so we encourage you to join in!
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Wow, what a great discussion!
So grateful to , , and for jumping into a great conversation on responsible AI use and the modern challenges of learning and teaching in a digital landscape. I'm eager for others to watch our recording and let us know what they think about our range of topics.
Check it out and please leave your comments below!
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Hi all! I'm super excited to have been a part of this panel and engaging with two fantastic educators who are facing the use of AI daily! This was a fun conversation and I was a bit disappointed when our time was over. Hope all you viewers have a similar experience!
I can't wait to continue the conversation over the next two weeks! -
#AskTurnitin Conversation Starters: How has AI changed when and how you check student work?
Educator at Saratoga High School District, California, shares:
"As I mentioned in the panel discussion, I’ve stopped thinking about AI detection as something that happens at the “end” of the writing process. Instead, I check for AI use on the earliest possible writing steps, and try to hold one-on-one conversations with every student whose writing has been flagged by Clarity as concerning. Students have been much more receptive and honest when the stakes are low, and this approach has had positive impacts on getting them to do their own work."
Educator at Los Gatos High School, California, shares:
- Laptops closed for notes unless previously arranged with a student due to an accommodation.
Minimal laptop use during class. Specific expectations communicated for when they are used.
Typed assignments written in Clarity and/or uploaded to Canvas with a check for AI.
Handwritten notes checked regularly.
An increased attention to penmanship and spelling.
Increased amount of printed articles, documents etc, so that laptops stay closed more and work is completed on the article or paper/whiteboard/posters/etc.
More in-class individual writing and student interaction in pairs, small groups, and whole class.
We’d love to know: Are you shifting AI checks earlier in the writing process? What has that looked like in your classroom so far?
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Thank you for sharing this discussion. It was helpful!
I'd love to get perspective on this question both from Turnitin employees and from educators. When using Turnitin Clarity, do you find that students ever have privacy concerns about their writing process being recorded?
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#AskTurnitin Conversation Starters: When did you first realize AI was changing student work? What moment made it real for you?
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This is not a question but rather an appreciative comment. I really appreciated being able to hear the insights of current educators who are actively using Turnitin products like Clarity. They bring a helpful, on-the-ground perspective about the benefits and challenges of handling AI usage. I'd love to see more discussions of this nature.