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The emergence of ChatGPT, an AI-powered language model, has sparked numerous debates and discussions. In educational research, scholars have raised significant questions regarding the potential, limitations, and ethical concerns around the use of this technology. While research on the application and implications of ChatGPT in academic settings exists, analysis of the perspectives of high-school students are limited. In this study, we use qualitative content analysis to explore the perspectives of high-school students regarding the integration or ban of ChatGPT in their schools through the lens of the Technology Acceptance Model (TAM2). Data was sourced from students’ comments to a New York Times Learning Network article. Findings revealed that students' perceptions about integrating or banning ChatGPT in schools are influenced by their assessments of the technology’s usefulness, personal experiences, societal technology trends, and ethical considerations. Our findings suggest that student perspectives in this study align with those of educators and policymakers while also possessing unique perspectives that cater to their specific needs and experiences. Implications emphasize the significance of an inclusive decision-making process around the integration of AI schools in educational contexts, including students alongside other stakeholders. 

The importance of data literacies and the shortage of research surrounding data science in elementary schools motivated this research-practice partnership (RPP) between researchers and teachers from a STEM elementary school. We used a narrative case study methodology to describe the instructional practices of one music teacher who co-designed a data science curricular unit during a summer professional development program and implemented it in her 5th-grade music classroom. Data collected for this study include in-person and video observations, reflective journals, artifacts, and interviews. Findings suggest that this teacher integrated data science literacies into her classroom by supporting multiple avenues for data storytelling and relying on learners’ everyday discourse and experiences. Our study details a practical example of implementing data science with non-STEM domains in elementary classrooms.