EDUCATION
If you can’t beat ‘em, join ‘em Although Nichols said she understands the dangers of artificial intelligence, she also recognizes its dichotomy. “AI can be used as a tool,” she conceded. “But it should not replace your lessons and activities. AI will not help students develop conceptual understanding and application.” However, some administrators argue AI can assist with writing prompts and brainstorming, among other helpful applications. Christine Dickinson, MUSD’s technology director, views AI as a tool to enhance understanding and believes it can be used as a “jumping-off point for students to build upon,” she said. “There is a useful case for everything,” Dickinson said. “AI is no exception.” Its potential is unlimited and constantly proliferating. And if used ethically, Dickinson believes it can help — no different than the dawn of calculators or internet search engines. Yendrzeski sees it the same way. “We already bounce ideas off of each other,” he said. “And AI can do it faster, with a deeper understanding.” But despite possible benefits, most teachers seem to strictly discourage generative AI in the classroom. Especially when it is passed off as original and authentic. “I dread the idea of a world where expertise, individual voice and authenticity become obsolete,” Martin said. “And I view AI as fast- tracking us to that place.” Lesson plan B Because it is free online, students have nearly unfettered access to AI. The notion of AI in classrooms likely conjures images of students typing away into the prompt box. But what about the teachers? Educators with booked and busy schedules could offer themselves some leeway if they use AI to streamline lesson planning or grade tests. “Think of AI as a partner in a collaborative work session,” Dickinson said. “This partner has access to a wide range of resources and information that you may need and can offer suggestions and a different point of view.” Rather than dedicating hours and their own money to put curriculums together, teachers have a new option. Martin flirts with the idea, but it still does not sway her opinions. “Instead, it makes me wish that teachers
Martin thinks it is easy to differentiate between original work and bot-written content, which is hallmarked with flowery language and long, droning sentences. “If I have had time to get to know the students and their speaking and writing voice, it is very obvious when something comes in that is not their own,” Martin said. “I find it cold and somewhat callous to pass something off that you had no hand in actually writing.” Josefina Nichols, a Desert Sunrise High School math teacher, agrees. In a curriculum that revolves around complex equations and problem-solving, Nichols must push her students to show their work. “If students choose AI for their work, it will be a disservice to themselves,” Nichols said. “If I have had time to get to know the students and their speaking and writing voice, it is very obvious when something comes in that is not their own.” TALITHA MARTIN, 12TH GRADE TEACHER
to look out for: repetition, inaccuracy, droning, lack of unique expression and poor contextual understanding. Can you decipher which passage was written by artificial intelligence? Check our website with
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‘TRANSITION TO THE 21ST CENTURY’ A+ Charter School takes a different approach and faces the nascent technology head-on. The school integrates artificial intelligence into its curriculum. The school introduced the Archer Intelligence Project this year, a high school elective class designed to help students take full advantage of burgeoning predictive text generators. Dean of Academic Services Nate Wong said AI literacy is crucial in the modern world. "We felt it was really im- portant that we started having conversations about AI now,” Wong said, “so we can have live feedback from the kids.” Wong said AI is a catalyst for
critical thinking. It’s like having access to a round-the-clock tutor. The new course hones stu- dents’ skills in prompt selection and language model training. “If we don’t show them stuff like this, they’re going to get swallowed up,” Wong said. “We really want to help transition kids into the 21st century.” And that concept extends to all in the classroom, he said. AI chatbots are new to teachers, too, providing an opportunity for students to watch the learning process. “We would be doing kids a disservice, in our eyes, if we didn’t learn with them,” Wong said. “We’re not trying to teach them one way or the other; we’re trying to learn right along with them.”
Students and teachers alike embrace mistakes in the Archer Intelligence Program before the new tech inevitably advances. With a focus on ChatGPT, the school is transitioning from a traditional, rigid learning model to a more individualized, standards-based approach. Students in the class simulate conversations with Abraham Lincoln, argue in mock trials and much more. In today’s technology-driven world, Wong said students learn differently — and teachers teach differently. If his students understand an objective but can’t seem to put it into writing, Wong en- courages them to utilize their artificial assistant. It even helps describe complex ideas using familiar references like Harry
Potter, Mario and Pokémon.
“In five minutes, they can get five different perspectives that are relevant to things in their age group,” Wong said. “And that sparks engagement, communica- tion and listening to their peers.” So, while AI is a non-human aid, Wong says it’s a bridge to the future of human intelligence. He encourages staff and students to lean into artificial intelligence, knowing full well it won’t go away any time soon — if ever. And the Archer Intelligence Program is one step forward in that regard. Wong doesn’t intend to leave his students behind. “Technology is always going to be exponential,” he said. “This is going to grow into something else.”
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InMaricopa.com | October 2023
October 2023 | InMaricopa.com
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