The emergence of artificial intelligence (AI) in the field of education demands answers to several important questions. In particular, we seek to understand how teachers and their students perceive the use of AI-based tools for academic tasks and school-related activities. We are specifically focusing on gaining insights into how these technologies are viewed in the learning and teaching of mathematics, particularly from the student perspective. In this initial phase of our research, we present empirical evidence on the reliability and adaptation of an attitude scale toward information and communication technologies, which assesses students’ attitudes toward the use of ChatGPT. The adapted scale comprises 24 items organized into three dimensions: affective, cognitive, and behavioral. We administered the scale to a sample of 263 Chilean students aged 12–17. The results clearly showed that removing certain items—specifically I8, I15, I11, I9, and I12—led to a significant increase in reliability. The reliability index for the aforementioned dimensions as well as the overall analysis saw a notable improvement, reaching an Alpha of 0.934 and a G6 of 0.942. This clearly indicates that inconsistencies were caused by these particular items, which means that a more detailed examination of them is necessary. These findings prove the scale is an effective tool for assessing students’ attitudes toward using AI-based tools for school tasks. They also identify areas for improvement to ensure the scale’s internal consistency.