Artificial Intelligence in the Classroom by R Zeckzer

 Artificial Intelligence in the Classroom by R Zeckzer

     As technology advances, the way people research information is changing drastically. When I started college 30 years ago, I had to go to the library, find books, and scan through tons of microfiches. Soon after graduation, people could find information on the internet. Today, Artificial Intelligence (AI) is becoming a bigger part of daily life, and it is having a significant impact on education, forcing teachers to think carefully about how it should be used in the classroom. While AI programs like ChatGPT can help students brainstorm ideas, organize their thoughts, and draft rough copies of their work, there are concerns about students relying too much on AI, especially in high school, where they are still learning how to write well, think critically, and evaluate sources on their own.

     As I am pursuing my Master’s Degree in Education, I am learning the many ways AI can help me, and I am seeing how it can be used in the classroom. “It can help break down complex ideas, provide writing prompts, and support students who struggle with getting started on assignments.” (Zhai, 2022). This is important because not all students learn the same way, and AI can adjust to meet their needs. However, we also need to be cautious. AI does not always give correct information, and sometimes it creates biased or misleading content (European Commission, 2022). Most high school students lack the skill to catch these mistakes, so they need guidance from teachers. Without the continued support and guidance from teachers, the students might start using AI as a shortcut instead of a learning tool that is meant to help them research and think independently. If students rely too heavily on AI, it may lead to a lack of critical thinking skills and a dependence on technology.

     Another factor we must consider is the ethical use of AI. Schools need to set clear guidelines for AI use in the classroom. As educators, we need to help them know when it is appropriate to use AI and when it is time to research on their own. The Pennsylvania State Education Association (PSEA, 2023) advocates for educators to teach students how to verify AI-generated content, identify bias, and use these tools to enhance learning, not replace it. Equipping students with the ability to spot fake news and misinformation, a concern highlighted by McGrew (2020), is now more urgent than ever with the advent of AI.

     I believe AI has the potential to be a powerful learning tool when used appropriately, helping teachers and students. Our job, as educators, is to make sure it is part of the learning process, not as a substitute for it. When our students know how to use these tools, it will help in their academic pursuits and future career paths.

 

 

References

European Commission. (2022).  Trustworthy artificial intelligence: Promises and challenges.  https://school-education.ec.europa.eu/en/discover/publications/trustworthy-artificial-intelligence-promises-challengesLinks to an external site.

Holmes, W., Bialik, M., & Fadel, C. (2021).  Artificial intelligence in education: Promises and implications for teaching and learning.  ScienceDirect.  https://www.sciencedirect.com/science/article/abs/pii/S0360131519302647?via%3DihubLinks to an external site.

McGrew, S. (2020). Learning to evaluate: An intervention in civic online reasoning.  Computers & Education, 145, 103711.  https://www.scirp.org/reference/referencespapers?referenceid=3937162Links to an external site.

Pennsylvania State Education Association (PSEA). (2023).  AI & ChatGPT in focus: Guidance for educators.  https://www.psea.org/globalassets/for-members/psea-advisories/ai-chatgpt-in-focus-final-002.pdfLinks to an external site.

Zhai, X. (2022). ChatGPT for education: Opportunities, challenges, and strategies.  Discover Education, 3(22).  https://www.sciencedirect.com/science/article/pii/S2666920X2100014XLinks to an external site.