Blab AI
Nebraska Schools Grapple With AI Adoption, Teachers Seek Balance Between Tool Use and Human Instruction
Nebraska’s classrooms are becoming a testing ground for artificial intelligence (AI) tools, as teachers, parents and students navigate the benefits and risks of software such as Amira, ChatGPT, Grammarly and ALEKS. The debate intensified in August 2026 when Omaha Public Schools (OPS) confirmed that the fluency‑grading AI Amira is used only for independent reading practice, not for grading.
A 2023‑24 survey by the Center for Democracy & Technology found that 83 % of U.S. teachers used generative‑AI tools, up from 51 % the year before. In Nebraska, 47 % of adults have heard of AI, with 64 % of people aged 19‑44 reporting familiarity, compared to 43 % of those 45‑64 and 20 % of those 65 and older. Meanwhile, a Pew Research Center survey showed that more than half of teenagers use chatbots for schoolwork.
Megan Wissing, a sixth‑grade teacher in a separate district, says AI can aid instruction but should not replace student effort. “A computer doesn’t have a brain. It can’t see that she’s putting her tongue in the wrong spot,” she told reporters. Wissing has added a clause to her daughter’s individualized education plan to ensure that grading is done by a teacher, not an AI.
Teachers across the state echo Wissing’s concerns. High‑school instructor Kimberly Ramirez explained that students sometimes rely on AI for essay drafting and PowerPoint creation, but she stresses the importance of checking work for originality. “You still have to make sure that they’re your ideas,” Ramirez said. She also warned that chatbots can be “pretty dangerous” if students stray into unverified territory.
Parents’ attitudes are mixed. National data indicate that about 80 % of parents are comfortable with their teens using chatbots for information, but only 18 % approve of emotional support or advice from a chatbot.
In higher education, the University of Nebraska‑Lincoln (UNL) has adopted ALEKS for chemistry assignments. Undergraduate student Andy Udby reported that the system imposes a 15‑minute timeout after three consecutive wrong answers, a restriction that conflicted with his personal schedule. Udby also noted a lack of instructor training on how to use AI tools empathetically.
“UNL needs to be, not just buying these tools, but also actually taking the time to teach its instructors how to, not just use them, but use them empathetically and humanize the process,” Udby said.
Business teacher Jordan Martin at Wilber‑Clatonia Public Schools uses AI to generate distractor options for multiple‑choice tests. He stresses the need for clear ethical guidelines. “There comes a question at that point, is there an ethical line that we’ve breached there?” Martin asked. He also observes that many students use AI to obtain full answers rather than to solve problems.
Creative‑arts students are not immune to the debate. Second‑year fashion design student Scout Traxler at Metropolitan Community College described generative AI as “horrendous,” arguing that it undermines personal creativity and has environmental costs. Traxler’s classmate used a chatbot to complete a history‑based design project, a practice Traxler openly criticized.
Wissing plans to adopt a “tech‑free” approach in her classroom this year, requiring handwritten essays and encouraging students to learn spelling and drafting skills independently. She has purchased Ticonderoga pencils as incentives for students who keep them intact.
The overarching theme across Nebraska is a call for comprehensive training and policy development. Wissing hopes that schools will implement more teacher workshops and student education on AI’s capabilities and limitations.
As AI tools become more prevalent in K‑12 and higher‑education settings, Nebraska educators and parents are negotiating the balance between leveraging technology for efficiency and preserving critical thinking, originality, and ethical standards.
A 2023‑24 survey by the Center for Democracy & Technology found that 83 % of U.S. teachers used generative‑AI tools, up from 51 % the year before. In Nebraska, 47 % of adults have heard of AI, with 64 % of people aged 19‑44 reporting familiarity, compared to 43 % of those 45‑64 and 20 % of those 65 and older. Meanwhile, a Pew Research Center survey showed that more than half of teenagers use chatbots for schoolwork.
Megan Wissing, a sixth‑grade teacher in a separate district, says AI can aid instruction but should not replace student effort. “A computer doesn’t have a brain. It can’t see that she’s putting her tongue in the wrong spot,” she told reporters. Wissing has added a clause to her daughter’s individualized education plan to ensure that grading is done by a teacher, not an AI.
Teachers across the state echo Wissing’s concerns. High‑school instructor Kimberly Ramirez explained that students sometimes rely on AI for essay drafting and PowerPoint creation, but she stresses the importance of checking work for originality. “You still have to make sure that they’re your ideas,” Ramirez said. She also warned that chatbots can be “pretty dangerous” if students stray into unverified territory.
Parents’ attitudes are mixed. National data indicate that about 80 % of parents are comfortable with their teens using chatbots for information, but only 18 % approve of emotional support or advice from a chatbot.
In higher education, the University of Nebraska‑Lincoln (UNL) has adopted ALEKS for chemistry assignments. Undergraduate student Andy Udby reported that the system imposes a 15‑minute timeout after three consecutive wrong answers, a restriction that conflicted with his personal schedule. Udby also noted a lack of instructor training on how to use AI tools empathetically.
“UNL needs to be, not just buying these tools, but also actually taking the time to teach its instructors how to, not just use them, but use them empathetically and humanize the process,” Udby said.
Business teacher Jordan Martin at Wilber‑Clatonia Public Schools uses AI to generate distractor options for multiple‑choice tests. He stresses the need for clear ethical guidelines. “There comes a question at that point, is there an ethical line that we’ve breached there?” Martin asked. He also observes that many students use AI to obtain full answers rather than to solve problems.
Creative‑arts students are not immune to the debate. Second‑year fashion design student Scout Traxler at Metropolitan Community College described generative AI as “horrendous,” arguing that it undermines personal creativity and has environmental costs. Traxler’s classmate used a chatbot to complete a history‑based design project, a practice Traxler openly criticized.
Wissing plans to adopt a “tech‑free” approach in her classroom this year, requiring handwritten essays and encouraging students to learn spelling and drafting skills independently. She has purchased Ticonderoga pencils as incentives for students who keep them intact.
The overarching theme across Nebraska is a call for comprehensive training and policy development. Wissing hopes that schools will implement more teacher workshops and student education on AI’s capabilities and limitations.
As AI tools become more prevalent in K‑12 and higher‑education settings, Nebraska educators and parents are negotiating the balance between leveraging technology for efficiency and preserving critical thinking, originality, and ethical standards.
