Los Angeles Unified School District has introduced a major change to the way students can use technology at school, blocking access to generative artificial intelligence tools on district-issued laptops and tablets.

The decision affects an estimated 378,000 students who use devices provided by the district. The restriction was announced as the school system began work through a newly established committee focused on artificial intelligence, catching some board members and parents by surprise.

The move comes at a time when AI tools are becoming increasingly common among students for research, writing, studying and other educational activities. Generative AI can produce written responses, summarize information and assist with a wide range of school-related tasks.

However, the growing use of these technologies has also created concerns for educators about academic integrity, appropriate classroom use, student dependence on automated tools and the protection of young people’s information.

The district’s decision is particularly notable because its recent technology policy discussions had focused heavily on student screen time. A June decision created broad restrictions on student device use while also establishing a committee to examine the role of generative AI in education. The new blocking measure goes further by preventing students from accessing such tools on district-managed devices.

The development is likely to fuel further discussion among teachers, parents and education officials about how schools should approach artificial intelligence. Rather than simply banning or allowing AI, many education systems are now facing the challenge of establishing clear rules that distinguish responsible educational use from misuse.

For Los Angeles families, the policy means students using district-issued devices will face new limitations when attempting to access generative AI services. The district’s AI committee is expected to play an important role in shaping the longer-term approach.

As artificial intelligence continues to become part of everyday life, Los Angeles’ experience could offer an important example of how a major urban school system responds to the rapidly changing technology landscape.