4.1 Mini‑Audit Template

Section 1: Pedagogical Alignment & Learning Outcomes

This section focuses on the core educational purpose. If an AI tool doesn't support learning, it's just a distraction.

Guiding Questions for Reflection:

• The "Why": What specific learning objective does this AI tool help achieve? Is it aligned with my curriculum standards?

• Enhancement vs. Replacement: Does this tool augment and deepen student understanding, or does it simply replace a critical skill I want them to develop? (e.g., Does it brainstorm with them or just write the essay for them?)

• Cognitive Load: Does this tool free up students' cognitive resources to focus on higher-order thinking (analysis, creativity, evaluation), or does it create a shortcut that bypasses thinking altogether?

• Future Skills: How does using this tool prepare students for the future? Does it build AI literacy, critical evaluation skills, or prompt engineering?

Checklist:

Criteria ✅ Yes 🟡 Partly ❌ NoNotes & Evidence

Aligns with a specific, key learning objective.

Promotes higher-order thinking (e.g., C.A.S.E.)

Fosters creativity and student agency.

Is used to support the process, not just the product.

Develops a new, relevant skill (e.g., AI literacy).

*C.A.S.E. Framework: Creativity, Analysis, Synthesis, Evaluation.

Section 2: Ethics, Safety, and Academic Integrity

This section addresses the critical responsibility of protecting students and fostering an ethical learning environment.

Guiding Questions for Reflection:

• Data Privacy: What student data (if any) is collected by this tool? Is it anonymized? Where is it stored? Does the tool's privacy policy comply with school/district policy and legal standards (e.g., FERPA in the US, GDPR in the EU)?

• Bias and Representation: Could the AI's output contain or perpetuate harmful stereotypes (gender, racial, cultural)? How can I teach students to identify and question this bias? (Test it: ask it to generate images of "a doctor" or "a CEO" and see what it produces).

• Accuracy and "Hallucinations: The AI can be confidently wrong. What is my classroom policy for fact-checking and verifying AI-generated information? How will I model this?

• Academic Integrity: Have I clearly redefined what academic integrity looks like in an AI-enabled world? Is my focus on catching cheaters, or on assessing the student's process, critical thinking, and unique contributions?

Checklist:

Criteria ✅ Yes/Safe 🟡 Caution ❌ No/UnsafeNotes & Mitigation Plan

Compliant with student data privacy laws (FERPA/COPPA/GDPR).

Requires no or minimal Personally Identifiable Information (PII).

Has a clear process for identifying and discussing AI bias.

My lesson includes a requirement to verify AI output.

I have an updated Academic Integrity policy for this tool.

Section 3: Equity and Accessibility

This section ensures that the use of AI does not widen achievement gaps or exclude students.

Guiding Questions for Reflection:

• Access: Does this tool require a specific device, high-speed internet, or a paid subscription? What is my plan for students who lack access at home or at school?

• Accessibility: Does the tool meet modern accessibility standards (WCAG)? Can it be used by students with disabilities (e.g., compatible with screen readers, offers text-to-speech, provides alternative text for images)?

• Inclusivity: Does the tool's interface and output reflect a diversity of cultures, languages, and perspectives? Or does it default to a single, dominant worldview?

• Socioeconomic Impact: Does a "freemium" model put students from lower-income families at a disadvantage if they can't access the more powerful "pro" features?

Checklist:

Criteria ✅ Yes 🟡 Partly ❌ No. Notes & Plan for Support

The tool is free and accessible to all students.

A clear plan exists for students without home access.

The tool is compatible with assistive technologies.

The tool does not create a "pay-to-win" disadvantage.

The tool's content and design are culturally inclusive.

Section 4: Implementation and Classroom Management

This section covers the practical aspects of bringing an AI tool into your daily workflow and classroom culture.

Guiding Questions for Reflection:

• Teacher Workflow: Does this tool genuinely save me time or create more effective materials? Or does it add another layer of complexity to my planning and grading?

• Student Onboarding: How will I explicitly teach students how and when to use this tool appropriately? What will the first lesson look like?

• Classroom Rules & Norms: What are the clear "Dos and Don'ts" for using this AI in my classroom? (e.g., "Do use it to brainstorm ideas. Don't use it to write your conclusion.")

• Parent Communication: How will I communicate my approach to AI with parents/guardians? How will I explain what students are learning and how their work is being assessed?

• Alignment with Policy: Does my use of this tool align with my school and/or district's Acceptable Use Policy (AUP) and AI guidelines? If no guidelines exist, who can I talk to about starting that conversation?

Checklist:

Criteria ✅ Yes 🟡 In Progress ❌ NoNotes & Next Steps

I've tested the tool and understand its capabilities/limits.

I have a lesson plan to introduce the tool and its rules.

I have a clear method for assessing work created with the tool.

My plan is aligned with school/district policies.

I have a communication plan for parents/guardians.

Summary & Action Plan

After completing the audit for a specific tool, synthesise your findings here.

AI Tool Audited: _________________________

Intended Use Case: _________________________

1. Key Strengths / Opportunities:
(Based on the audit, what are the most compelling pedagogical, ethical, or practical reasons to use this tool?)
*
*

2. Key Weaknesses / Risks:
(What are the most significant red flags or areas of concern? e.g., Data privacy, potential for misuse, equity issues.)
*
*

3. Decision:

• Adopt: The benefits outweigh the risks, and I have a clear plan.

• Adopt with Modifications: I will use the tool, but only after implementing the mitigation steps below.

• Re-evaluate: The risks are significant. I need more information or need to find an alternative tool.

• Do Not Adopt: The tool is not pedagogically sound, ethical, or practical for my classroom.

4. Action Steps / Mitigation Plan:
(If adopting, what concrete steps will you take to address the weaknesses and manage the risks? Be specific.)

Action Step By When? How will I know it's done?

e.g., Create and share an updated Academic Integrity policy with students. Next Week Policy is posted and discussed in class.

e.g., Develop a 15-min lesson on spotting AI bias. Oct. 15 Lesson delivered; students can identify 2 examples.

e.g., Confirm the tool's privacy policy with the IT department. This Friday Email confirmation received from IT.