Generative artificial intelligence (GenAI) is a tool that promises efficiency and customization for teachers and students alike but also carries risks of dependency and detachment. This report aims to explore new questions for educators, system leaders, and tool developers such as how much cognitive effort AI should alleviate, how much it should intentionally preserve, what guardrails ensure that adaptive supports do not drift into over-scaffolding, and how this technology evolves what comprises the critical skills necessary for human development. By weaving together evidence from the science of learning, capabilities of emerging technology, and early empirical research, this report explores the blurry boundaries where AI can amplify effective teaching and learning, and where it risks undercutting them. The goal is not to pick sides; rather, it is to illuminate the design, research, and implementation choices that will determine how and whether AI eases or impairs the kind of productive struggle that cultivates lifelong learners.