English Classroom Architect

The Day I Realized My Students Are All Victor Frankenstein

English Classroom Architect — Wed, 29 Jan 2025 03:35:05 +0000

I didn’t come to this realization in a single lightbulb moment. Instead, it crept up on me gradually.

It happened every time a student told me they’d “fixed” an essay overnight—but couldn’t explain the changes they’d made.

It happened when I saw them using AI to generate answers, not because they wanted to cheat, but because they genuinely believed it was just a tool.

It happened as I planned a discussion on Frankenstein and kept returning, again and again, to the same unsettling parallel: They weren’t just analyzing Victor’s choices. They were making the same ones.

Students, like Victor, often see only the promise of AI—the efficiency, the convenience, the way it removes obstacles—without fully considering how it reshapes their learning process, their thinking, and their sense of ownership over their work.

Shelley’s Blurred Lines: Victor, the Creature, and the Power of Creation

As much as Victor Frankenstein and his creation seem like opposites—the brilliant university student versus the outcast monster—Shelley blurs the line between them in so many interesting ways. Through language, characterization, and even their shared feelings of isolation and regret, Shelley invites us to question: Who is the real monster? Who is truly in control?

The more I thought about my students and their use of AI, the more I saw these same blurred identities. Are they Victor, eagerly pushing technology forward without fully grasping the consequences? Or are they the creature, shaped by an educational system that demands perfection, forcing them to turn to AI as a way to survive?

Victor and the Creature: Two Sides of the Same Coin

One of the most striking ways Shelley collapses the boundaries between Victor and the creature is through their language. Victor’s horror at the creature’s existence is laced with an eerie sense of recognition:

“I beheld the wretch—the miserable monster whom I had created.”

There’s this moment later in the novel where the creature, in turn, describes himself in almost identical terms:

“I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on.”

Both see themselves as miserable. Both feel abandoned. Both blame external forces for their suffering. In the end, Victor and his creation are locked in an endless cycle where neither fully claims responsibility for the other.

This mirroring is exactly what I see when students use AI. On the surface, they are the creators, generating essays, discussion responses, and even analysis with the push of a button. But the moment they are confronted about what they’ve done—whether it’s a teacher questioning their understanding or their own realization that they can’t explain their work—many feel trapped by what they’ve made.

Just like Victor, students often distance themselves from their own creations:

“I just used AI to get started, but I changed a few things!”
“It wasn’t really me who wrote it—it was AI.”
“I didn’t even mean to use it that much, it just kind of happened.”

Victor chooses to pursue questionable knowledge. He ignores his professors’ warnings about outdated alchemy and dangerous pursuits, and his education is shaped by his own unchecked ambition rather than ethical consideration.

Like Victor, they chase the thrill of innovation but struggle with accountability.

How I Kick Off Frankenstein

Before diving into the novel, I wanted my students to really feel the thematic concepts—ambition, discovery, and the fine line between genius and disaster. So, I built this intro lesson around real explorers, impossible goals, and what happens when people push too far.

Walton vs. Shackleton – A side-by-side look at Frankenstein’s frame story and a real-life survival epic.
Deadliest Catch clips – Because nothing hooks students like high-stakes risk and icy waters.
Quick journal prompts – To get them thinking about their own ambitions (and when to pull back).

It worked so well that I wanted to share it.

When Students Become the Creature

But there’s another layer to this: Many students aren’t just Victor. They’re also the creature—shaped by an educational system that rewards the final product over the learning process.

Consider the creature’s painful realization of his place in the world:

“I ought to be thy Adam; but I am rather the fallen angel, whom thou drivest from joy for no misdeed.”

Unlike Victor, the creature wants to learn. He absorbs knowledge from Paradise Lost, Plutarch’s Lives, and The Sorrows of Werter—not questionable sources, but profound, complex texts. The problem isn’t what he’s learning, but that he’s learning without guidance. No teacher helps him make sense of these works, to contextualize them, to challenge his assumptions. Instead, he is left to piece together an identity from fragmented, sometimes contradictory ideas.

Isn’t this how many students feel in an academic system that prioritizes speed and correctness over exploration and revision? If they rely on AI to write their essays, is it because they’re lazy—or because they feel they have to in order to keep up?

Victor, by contrast, chooses to pursue dangerous, unchecked knowledge. He ignores the guidance of his professors, believing that their ideas are too limiting. He seeks knowledge for power and personal glory, rather than for understanding.

If we apply this to students using AI, we might ask:

Are they like the creature, desperately seeking knowledge but left to navigate it alone?
Or are they like Victor, using AI as a tool to chase success without fully considering its implications?

In both cases, the lack of structured reflection and ethical guidance creates problems—not the tool itself.

The Core Question: Who is in Control?

By the end of Frankenstein, it’s unclear whether Victor was ever really in control of his creation. He wanted to play god, to build something brilliant, but he never considered what would happen once his creation had a life of its own.

This is the exact tension we see with AI:

Do students control it, or does it start to control them?
Is it empowering them, or is it making them dependent?
Do they even realize when they’ve crossed the line?

When we ask students to reflect on these questions, we aren’t just discussing literature—we’re helping them understand their own relationship with technology.

Because in the end, Frankenstein isn’t just about a scientist and his creation. It’s about power, responsibility, and the unintended consequences of progress—which makes it one of the most relevant texts we can teach today.

If our students are navigating the same ethical dilemmas as Victor, Walton, and the creature, then the next step is helping them understand which role they’re playing—and whether they’re comfortable with that choice.

The Three Archetypes: Victor, Walton, and the Creation

If Shelley blurs the lines between Victor and the creature, she also gives us a third figure to consider: Walton, the ambitious explorer who eagerly seeks knowledge but hesitates at the edge of disaster.

As I reflected on my students’ use of AI, I realized they weren’t all just “playing God” like Victor. Some were more like Walton, fascinated by AI’s potential but aware of the risks. Others felt trapped by the system and turned to AI as a survival mechanism—more like the creature than the scientist.

The way students use AI sorts them into one of these three roles, shaping their relationship with learning and ethical decision-making.

Archetype 1: The Victors – The Innovators Who Push Without Limits

“Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge…”

Some students approach AI the way Victor approaches scientific discovery: with unrestrained ambition. They see AI as a shortcut to mastery, not a tool for thinking.

Traits of the Victor Student:

Uses AI to push boundaries and experiment
Prioritizes results over the process of learning
Justifies AI use as “working smarter”
Rarely questions the long-term consequences

AI in Action – The Victor Mindset:

The student who uses ChatGPT to generate an essay, changes a few words, and submits it as their own.
The student who rationalizes AI use by saying, “This just saves me time,” without considering whether they’re actually learning.
The student who views AI as an extension of themselves—not a separate tool, but a way to offload intellectual effort.

The Risk? Like Victor, these students may not fully grasp the consequences of their actions. They could be sacrificing deep thinking for efficiency, losing sight of their own intellectual agency.

Archetype 2: The Waltons – The Curious But Cautious Explorers

“One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought.”

Robert Walton, the ambitious yet reflective explorer, mirrors students who see AI’s potential but hesitate before diving in completely. They are curious, sometimes even excited, but also wrestle with ethical concerns and wonder what AI’s role in education should be.

Traits of the Walton Student:

Experiments with AI but doesn’t rely on it
Asks ethical questions about its impact
Uses AI for idea generation or revision rather than full reliance
Values learning over shortcuts

AI in Action – The Walton Mindset:

The student who uses AI to brainstorm ideas but still writes their own essay.
The student who asks, “Is it wrong to use AI for this?” rather than assuming it’s fine.
The student who tests AI’s capabilities out of curiosity, not as a replacement for thinking.

The Strength? Unlike Victor, Walton has a moment of self-awareness—he ultimately chooses not to pursue destruction at all costs. These students are the ones who will shape the future of AI use responsibly if we help them navigate its complexities.

Archetype 3: The Creations – The Survivors Shaped by the System

“I ought to be thy Adam, but I am rather the fallen angel…”

Then, there are students who don’t see AI as a choice—they see it as a necessity. These students aren’t trying to push boundaries like Victor or explore new ideas like Walton. They use AI because they feel like they have no other option.

Traits of the Creation Student:

Uses AI to cope with academic pressures
Feels disconnected from their own learning
Views AI as a survival tool rather than a creative one
Lacks confidence in their own writing or thinking

AI in Action – The Creation Mindset:

The student who turns to AI because they feel overwhelmed and believe they can’t meet expectations on their own.
The student who says, “I don’t even know where to start,” and lets AI take over.
The student who, like the creature, learns in isolation—without structured guidance or mentorship—leading to disjointed, impersonal work.

The Risk? These students may end up detached from their own academic growth, feeling like they’re merely assembling assignments rather than creating them.

So What Do We Do With This?

If we recognize these patterns in our students, what’s our responsibility as educators?

The goal isn’t to eliminate AI or force students into rigid roles. Instead, we need to help them reflect on the role they’re playing—and whether they’re comfortable with it.

If a student is a Victor, they need guidance in ethical decision-making and consequence awareness.
If a student is a Walton, they need opportunities to engage in critical discussions about AI’s potential and limits.
If a student is a Creature, they need support, mentorship, and confidence-building strategies so they don’t feel AI is their only option.

The key question we should ask students isn’t “Are you using AI?”—because most of them are. It’s:

“How are you using AI—and are you in control of it, or is it in control of you?”

If our students are already making ethical choices—whether they realize it or not—then our job isn’t to ban AI. It’s to help them understand the responsibility that comes with using it.

Start With Their Reality

Instead of beginning with Victor’s choices, start with their own experiences using AI.

Discussion Prompt: What’s the most tempting way to use AI in school?

At first, they’ll probably joke about AI writing their essays or doing their homework for them. But the more they talk, the more they’ll start unpacking the actual tensions they feel:

“I use it to generate ideas, but then I feel like I didn’t really come up with them.”
“I don’t trust my writing as much anymore because I always check if AI can do it better.”
“I don’t even know what counts as cheating and what doesn’t.”

Now they aren’t discussing someone else’s ethical dilemma. They’re discussing their own.

Once students see their own ethical struggles, they can identify parallels in Frankenstein—but this time, with real stakes.

Allow for Complexity

The biggest mistake we make in ethics discussions is forcing students into simplistic right/wrong thinking.

AI use isn’t a binary moral choice. It’s a series of micro-decisions—some intentional, some unconscious—that shape how students engage with learning.

Encourage them to explore the gray areas:

Is using AI for grammar suggestions the same as using it to write an entire essay?
If AI helps students learn better, is it wrong to use it?
Where’s the line between using AI as a tool and becoming dependent on it?
If AI improves accessibility for students who struggle with writing, should it be restricted?

The most powerful ethical discussions happen not when students find the “right” answer, but when they realize there may not be one.

If we recognize these patterns in our students, how do we guide them to make better decisions?

Banning AI isn’t the solution. Teaching students to grapple with its ethical complexities is. And that means helping them see the responsibility that comes with creation.

Frankenstein Resources

Read the Teaching Frankenstein Series:

Grab the Resources:

Frankenstein Unit: Teaching Ethics in the AI Age

The post The Day I Realized My Students Are All Victor Frankenstein appeared first on English Classroom Architect.

Ice, Ambition, and AI: Teaching a Powerful Frankenstein Intro

English Classroom Architect — Sat, 25 Jan 2025 03:18:59 +0000

Day 3 of being snowed in, and I’m sitting here with my third cup of coffee, watching the plows fight a losing battle outside my window. The irony isn’t lost on me that I’m planning my Frankenstein intro – you know, the one that starts with an Arctic expedition – while literally trapped by ice. Sometimes the universe has a sense of humor about these things.

But here’s the thing: As I’m mapping out how to introduce my students to Frankenstein next week (assuming we ever see our classroom again), I keep thinking about how perfectly this moment captures what I want them to understand about the novel. Not just the obvious ice parallels, but the whole experience of having your plans disrupted by forces beyond your control. Sound familiar, Victor?

Let me walk you through what I’m planning, because I think I’ve finally cracked how to make this 200-year-old novel click for Gen Z without losing what makes it powerful in the first place.

Starting Point: It’s All About the Frame

Here’s what I’ve learned: Don’t start with the book. I know, I know – but trust me. Instead, we’re starting with the Endurance documentary on Disney+. Not the whole thing, just enough to set up our exploration of ambition, isolation, and human limits.

Why? Because my students might not relate to Walton’s letters immediately, but they understand documentaries. They get reality TV. When we watch Deadliest Catch clips about ships battling Arctic waters, they see the same themes Shelley was exploring, just in a format that feels natural to them.

(Quick teacher note: I’ve got about half a dozen quotes comparing Walton and Shackleton that are GOLD for discussion. Happy to share if you want them.)

How I Kick Off Frankenstein

Walton vs. Shackleton – A side-by-side look at Frankenstein’s frame story and a real-life survival epic.
Deadliest Catch clips – Because nothing hooks students like high-stakes risk and icy waters.
Quick journal prompts – To get them thinking about their own ambitions (and when to pull back).

It worked so well that I wanted to share it.

The Personal Connection

Here’s where it gets fun. It’s January – my kids are still in that New Year’s resolution headspace. So we’re going to use that. One of my favorite journal prompts asks them to think about what goal feels as vast as an unexplored ocean to them. What’s their personal “ice pack” – their biggest obstacle?

You should see their faces when they realize they understand exactly why Walton keeps pushing north, why Victor can’t let go of his creation. The Actual Plan

Starting with Ice: A Modern Frame Narrative

When we return to class, we’ll begin not with Frankenstein itself, but with the Endurance documentary on Disney+. Like Shelley’s novel, it’s a story of human ambition meeting nature’s raw power. The documentary’s frame narrative – modern explorers discovering Shackleton’s ship – mirrors the structure of Frankenstein itself, where Walton’s Arctic expedition frames Victor’s cautionary tale.

I’ve collected parallel quotes that give me chills (pun intended):

[Include the Walton/Shackleton quote comparisons from your image]

These aren’t just neat parallels – they’re entry points into understanding how Shelley uses structure to explore human ambition’s limits and consequences.

Bridging Personal Experience

The timing couldn’t be better. In January, my students are still thinking about their New Year’s resolutions, their own ambitions fresh in their minds. One of my favorite journal prompts asks them: “What goal feels as vast and challenging as an unexplored ocean? What’s your ‘ice pack’ – the biggest obstacle you might face?”

This personal connection helps them understand Walton’s drive and Victor’s obsession from the inside out. It’s not about judging ambition as good or bad, but about exploring its complexities – something my students are already grappling with as they set their own goals.

Building Toward Bigger Questions

These initial connections lay the groundwork for deeper explorations to come. When we later discuss Victor’s creation and its modern parallels in AI development, students already understand the human drives behind such ambitions. When we analyze the novel’s multiple narratives, they’ve already experienced how different forms of storytelling – from documentaries to reality TV’s Deadliest Catch – can illuminate the same themes from different angles.

So here’s how it breaks down:

Day 1: We dive into The Endurance footage, specifically focusing on the modern frame story of finding the shipwreck. This lets us talk about how we tell stories about ambition and discovery. (Plus, the visuals are stunning.)
Day 2: We bring in Deadliest Catch clips to compare European vs. American Romantic views of nature. Yes, really. It works beautifully.
Day 3: Finally, we hit Walton’s letters – but now my students have a framework for understanding them. They’ve seen modern parallels, they’ve connected it to their own experiences.

The AI Connection

Here’s what I’m most excited about: All of this sets us up perfectly for later discussions about AI ethics. When we eventually get to Victor’s creation, my students already understand the human drive behind such ambitions. They’ve thought about their own goals, about what pushes people to explore dangerous waters (literally and figuratively).

A Confession

I’ll be honest – I wasn’t sure about this approach at first. It felt almost too simple. But watching the snow pile up outside, thinking about how powerless we all feel against nature sometimes, I’m reminded that the best teaching often comes from these real connections.

What I’ve Learned

The key isn’t to modernize Frankenstein – it’s to help students see how modern it already is. It’s about ambition, isolation, the limits of human power…you know, just your average teenage concerns. Add in some AI anxiety and climate change awareness, and suddenly Shelley’s novel feels less like required reading and more like current events.

Next Steps?

I’ve got more specific lesson plans and materials if anyone’s interested (including that killer Walton/Shackleton quote comparison). But for now, I’m going to make another cup of coffee and appreciate the way this storm is literally forcing me to live the themes I’m about to teach.

Frankenstein Resources

Read the Teaching Frankenstein Series:

Grab the Resources:

Frankenstein Unit: Teaching Ethics in the AI Age

The post Ice, Ambition, and AI: Teaching a Powerful Frankenstein Intro appeared first on English Classroom Architect.

Revisiting AI in the English Classroom, Now Armed With The Power of Storytelling and the Nature of Knowledge in 2024-2025

English Classroom Architect — Wed, 31 Jul 2024 16:36:56 +0000

As we approach the 2024-2025 school year, I find myself looking at my classroom through the lens of compelling storytelling and cutting-edge technology. I’m looking back at my thoughts from last year regarding AI in the English classroom, as well as what I was thinking around mid-year last year, and reflecting on what has changed and what remains the same. My relationship with artificial intelligence in the English classroom and education at large continues to evolve – from initial apprehension to less apprehension and more excited anticipation. Today, I’m sharing how my thinking has progressed and how I plan to create an engaging, thought-provoking learning experience that prepares students for an AI-influenced world.

I think it’s important to acknowledge where we are. The other day I was listening to Gary Vaynerchuck’s podcast and he said something to the effect that technology only goes in one direction – in ten years people are not going to replace cars with bicycles.

So we may not be comfortable with artificial intelligence and we may not like or want AI in the English classroom.

But the hard truth is that we cannot keep it out because it will become more and more integrated in our lives.

We can resist, or we can figure out how to get ahead of it in a way that we can best prepare our students to lead an ethical life with AI, where students are effectively equipped with the critical thinking and analysis skills we teach.

This is how I am structuring my year to keep critical thinking and analysis and the forefront, but recognize that the technological landscape is changing.

Crafting a Narrative Arc for Learning

Inspired by successful storytelling techniques, I’m approaching this school year with a clear narrative structure. Our overarching thematic concept, the “nature of knowledge,” will serve as the golden thread weaving through every unit. This approach, which I explored in a podcast episode about applying storytelling strategies from streaming platforms to education, allows us to maintain a sense of continuity and purpose throughout the year.

We’ll open the year by introducing fundamental questions: What is knowledge? How do we acquire it? How is it changing in the age of AI? By framing the year this way, we’re looking at the concept in ways that are incredibly relevant in today’s rapidly evolving technological landscape.

Integrating AI: A Character in Our Story

Throughout our year-long narrative, AI will play a recurring role, much like a complex character in a well-crafted story. Here’s how I’m integrating it:

The Prometheus Parallel Story: Alongside our study of Frankenstein, we’ll explore an AI-generated narrative that tackles contemporary ethical dilemmas in technology. This parallel story serves multiple purposes:
1. It bridges classic literature with current issues
2. It demonstrates AI’s creative capabilities
3. It provokes discussions about the nature of authorship and creativity
Reimagined Essays as “Deep Dives”: Our essay assignments are no longer standalone tasks but in-depth explorations in our learning path. These essays combine creative writing, metacognitive analysis, and literary interpretation. For instance, students might be asked to use AI to generate multiple perspectives on a character’s decision, then critically analyze these perspectives, reflecting on how AI’s interpretation differs from their own.
AI-Enhanced “Easter Eggs”: I’ve created “Algorithmic Storytelling AI’s Between the Text Tales.” These AI-generated scenes featuring characters from different units are hidden in our Learning Management System, encouraging students to make connections between texts and units.

The “Nature of Knowledge” Story Arc

Our central thematic concept will evolve throughout the year, much like a character arc in a well-crafted narrative:

In our Frankenstein unit, we’ll explore knowledge as power and the ethics of scientific advancement.
When studying Shakespeare, we’ll discuss how knowledge is conveyed through language and performance.
Our poetry unit will delve into emotional and intuitive forms of knowledge.
Contemporary novels will help us examine how knowledge is shaped by culture and personal experience.

Each unit provides opportunities for students to discuss and debate, comparing human-generated insights with AI-generated analyses. This ongoing dialogue about AI and knowledge helps students develop critical thinking skills essential for navigating our increasingly AI-influenced world.

Behind the Scenes: My Evolving Approach

My approach to integrating AI isn’t about replacing traditional teaching methods, but enhancing them. I’m using AI as both a tool for creating engaging content and as a subject for critical analysis. This dual approach allows us to explore AI’s capabilities and limitations firsthand.

For example, when we use AI to generate alternative perspectives on a text, we’re not just getting more content – we’re opening up discussions about bias, creativity, and the nature of understanding. Students are encouraged to question: How did the AI arrive at this interpretation? How does it differ from our human insights? What does this tell us about the strengths and limitations of AI in literary analysis?

Science Fiction and the Borg: Exploring Our Fears

Science fiction has always been a powerful genre for exploring our deepest fears about the future, and the Borg from Star Trek are a perfect example. The Borg represent a collective consciousness that assimilates individuals into a single, unfeeling entity, stripping away their humanity and individuality. This fear of losing our unique selves to technology is something we can draw parallels to when discussing AI in the classroom.

Because I can’t help making pop culture analogies…

Let’s take a closer look at The Borg, as a metaphor. I think there are some clues for how we might navigate the challenges posed by the integration of AI and technology into our lives and classrooms.

Lessons from the Borg: Navigating AI in the English Classroom

Preserving Individuality and Humanity

Federation’s Approach: The Federation consistently emphasized the importance of individuality and the unique qualities of each person. They resisted the Borg’s collective assimilation, which stripped away personal identity.
Classroom Application: In our classrooms, it’s essential to maintain the individuality and creativity of our students. While integrating AI, we should ensure that it serves as a tool to enhance learning, not replace human thought and creativity. Encourage students to use AI to support their unique perspectives and creative ideas rather than conforming to a single, homogenized way of thinking.

Ethical Use of Technology

Federation’s Approach: The Federation always approached technological advancements with a strong ethical framework. They considered the implications of their actions and strived to use technology to benefit all, not just a select few.
Classroom Application: Educate students about the ethical use of AI in the English classroom. Discuss the potential biases and ethical dilemmas that AI can introduce. Encourage students to critically evaluate the information and outputs generated by AI, considering the broader implications of its use in society.

Adaptability and Innovation

Federation’s Approach: The Federation adapted its strategies and technologies to counter the ever-evolving Borg threat. They were innovative and flexible, often thinking outside the box to overcome challenges.
Classroom Application: Encourage students to be adaptable and innovative in their use of AI. Introduce assignments that require them to think creatively about how AI can be used to solve problems. Highlight the importance of being flexible and open to new ideas in a rapidly changing technological landscape.

Critical Thinking and Resistance

Federation’s Approach: The Federation’s resistance to the Borg was rooted in critical thinking and strategic planning. They didn’t blindly accept the inevitability of assimilation but actively sought ways to maintain their autonomy and integrity.
Classroom Application: Develop students’ critical thinking skills by challenging them to question AI-generated content. Create assignments that require them to consider the appropriateness of AI outputs and human analysis, fostering a mindset of healthy skepticism and informed decision-making.

Drawing lessons from the Borg and the Federation’s response can help us navigate the integration of AI in the English classroom with a balanced, thoughtful approach. These principles help ensure that while we embrace technological advancements, we also preserve the core values of individuality, ethical responsibility, and critical thinking that are essential to education.

The Bigger Picture: Preparing for the Next Chapter

By approaching the school year with a clear narrative structure and a continuous exploration of AI, my hope is that I’ll be better preparing students for a world where AI is ubiquitous, where the nature of knowledge itself is in flux.

This AI-enhanced, narrative-driven approach to teaching English isn’t just about adapting to new technology. My hope is that I’ll be equipping my students with crucial skills for their future: critical thinking, creativity, adaptability, and the ability to work alongside AI while maintaining their unique human perspective.

As we step into this new school year, I’m filled with excitement about the possibilities this approach brings to our classroom.

Will students become more critical consumers of both AI-generated and human-created content?

How will their understanding of knowledge evolve?

The future of education is being shaped right now, and we’re all part of that process. If I’m being honest, it’s exciting and incredibly scary. By sharing our ideas, concerns, and innovations, we can ensure that we’re using AI to enhance learning while preserving the heart of what we do as educators.

How are you approaching AI and innovative teaching methods in your classroom? What challenges have you faced, and what successes have you celebrated?

The post Revisiting AI in the English Classroom, Now Armed With The Power of Storytelling and the Nature of Knowledge in 2024-2025 appeared first on English Classroom Architect.

5. The REAL Reason We Need to Talk About ChatGPT: The Opportunities and Challenges of AI in the Classroom

English Classroom Architect — Thu, 29 Jun 2023 02:02:22 +0000

In this episode I share my personal journey with ChatGPT and my own challenges of AI in the classroom. I address concerns surrounded AI-generated content and share strategies for assessing and grading student work in the Age of AI. I explore the potential impact of AI on different industries and offer insights into the increasing importance of student authenticity and creative expression. Tune in for a conversation on how teachers can navigate the integration of AI in their classrooms (or not!) While avoiding burnout.

Today, I want to share a story that unfolded during my recent literary analysis unit on The Water Dancer, where AI’s presence became both fascinating and concerning.

As I guided my students through this engaging unit, providing them with all the necessary tools and scaffolding, I was disheartened when some of them turned in assignments completed with the assistance of Chat GPT, an AI language model. To my disappointment, the responses were far from satisfactory, often filled with fabricated details and nonsensical answers. This experience led me to reflect on the challenges we face as educators when it comes to AI-generated content and the implications it has on students’ writing abilities.

While there are challenges of AI in the classroom, the increasing availability of generative AI is not without benefits. The most exciting thing about AI in the English classroom is that it gives an impetus to help students understand and express their own unique and creative selves. Some key points:

It helps students find and share their humanity, which makes them unique and creative.
Students need to develop skills to get to the heart of what makes a piece of writing tick and bring their own spin, not just replicate AI.
This helps students prepare for a future where AI will replace mediocre work, so they need to develop their individuality and creativity.

In this podcast, we will explore various aspects of AI in education, including the limitations and potential of AI tools like Chat GPT, as well as the ethical considerations and struggles we encounter as we strive to ensure academic integrity. Together, we will seek innovative strategies to tackle these issues, empowering ourselves and our students to embrace the benefits of technology while maintaining a strong focus on genuine learning experiences.

Key Points Discussed in This Episode

Personal Story: Literary Analysis Unit on The Water Dancer

Disheartening discovery: Students using AI language model for assignments
Reflection on challenges faced by educators with AI-generated content
Implications for students’ writing abilities and academic integrity

Exploring AI in Education

Understanding the limitations and potential of AI tools like Chat GPT
Ethical considerations and struggles related to AI in education
Balancing technology’s benefits with maintaining genuine learning experiences

Practical Solutions and Strategies for Challenges of AI in the Classroom

Discussing innovative approaches to tackle challenges posed by AI
Empowering educators and students to embrace AI as a powerful tooll

Nurturing critical thinking, creativity, and authentic writing skills alongside AI usage

Discussions and Experiences
Sharing personal stories and experiences related to AI in education
Examining the evolving landscape of AI’s role in the education sector

Opportunities for Discussion Based on this Episode

Transcript

Okay, so I’m pretty excited to get into this. AI has been rapidly changing, and I think it brings a lot of possibilities and also a lot of trepidation, especially on the part of us high school English teachers because we have already probably seen this being a potential problem that could be very large.

Personal Experience: Challenges with AI in the Classroom

I’ll tell you about what happened with me. In the spring. I was doing a unit on the water dancer, and as a literary analysis unit. I felt so good about it because I had walk students through the different pieces. I think that I did a pretty good job if I don’t say so myself that I had really set the students up so that this formative assessments were leading to the summative assessments, they had everything that they needed, it was really scaffolded they could go back to their assignments to get the quotes, they didn’t really need to go back to the book much at all.

So everyone that had stayed with me on the assignments had everything. So that meant that when students use ChatGPT to complete their assignment, I was pretty disappointed. And what was pretty interesting as I said, they had read The Water Dancer, which is a book that is not in the corpus of ChatGPT because of when it was published, and I tested it out a little bit when we got into the assignment to see what chat GBT would give me.

And it was a little comical to be honest. It gave me some assignments that were I don’t know, they were kind of like, perhaps they made sense if you knew what the book was about, generally, but there was a lot that was made up. And if I asked for a quote, quote, it was I asked for some questions that were just comprehension questions. And it just made up answers. I guess it probably had a summary or it had a little bit of information. So then it just, you know, extrapolated and embellished around that.

But for that reason, when students gave me assignments that were based on ChatGPT I knew immediately because it didn’t make any sense, not only was the writing just flat and basic. The details themselves didn’t make sense because they they didn’t they didn’t make sense.

I’ll tell you another story quick. So one of my students gave me I was like, what happened? What did you see? And they said that they had found something online. And they gave it to me, and it was the most hilarious summary that I had ever. It was so funny because it it was it had some of the details kind of of the text, but not really because it just wasn’t following the whole narrative.

Future Challenges of AI in the Classroom: Improvement of Technologies

So that was ChatGPT in the spring. And now we’re actually in a different version of ChatGPT. So right now the ChatGPT. framework, like what it’s based off of, is GPT-3, but a four exists. So it’s really three and a half. But I do find that it generates better responses now.

I’ve done some experiments and and, you know, kick the tires on it a little bit and it does give much better responses now than it did in the spring. So I don’t know. It still makes things up.

Because we are in the business of getting students to write themselves. So if they are giving us things that are written by ChatGPT, not only is it sad, it makes us cry, it also leads to a lot of frustration because of what happens next. Because I’m not really sure how this is going go because right now, okay, like let’s say that we know we know for sure that they did not write this that it was written by AI.

So you may have had access to or know of tools that did plagiarism detection that could detect for AI. I’ve tested those out recently as well, like chat, or what is it called GPTZero is not doing it. It is not very successfully identifying AI so I would say that’s probably unless it gets an upgrade. Not going to work. I don’t know how other like Turn It In has a plagiarism detector. Maybe that’s working better. But here’s the problem.

Challenges of AI in the Classroom: AI Evidence

So let’s say that something is detected as being written by AI. Then what? There’s no paper trail, right? So there’s nothing to say. Look, this is what came off of the internet. This is what you wrote. They’re exactly the same. It’s all very like loosey goosey and I just don’t know how well that’s going to stand up. So not only is there a lot of time put in on our part to figure out what the heck is going on.

Because we know that the student didn’t write this but then if we are able to say that it was written by AI then there’s the paperwork of discipline referrals, having conversations talking to the parents, there’s all this that is going to feel I think going forward very uncomfortable, because we don’t have solid evidence in order to say that this is not happening. So there’s a lot of stress, stress on our part, right?

Challenges of AI in the Classroom: Cheaters Are Going to Cheat

And I’m sorry to bring this up in the summer when you guys are relaxing, I’m relaxing too, but I will say I have some ideas for how to go about approaching this that I think will feel better. Of course, nothing’s gonna be perfect. All the students that want to cheat will cheat.

But I did I also wanted to tell you that I did a little bit of a investigation, a little bit of research on YouTube about chat GPT and plagiarism, and this isn’t even where I was. intending to go. But this is what I found. There are so many videos, so many videos, y’all so many videos of people giving students advice for how to get around the plagiarism checkers. So I think if a student wants to cheat, they’re going to do it.

So I think we need to have a different strategy and I will give you a couple ideas that I have. Okay, so idea one, okay. And I also have to tell you the last one I am so so so excited about I think this is the most excited. I’ve been talking to you so far, because I don’t know I think I think this is gonna be really good.

I’m just really excited, but I’m leaving this to last so that I can you know, leave something for excitement. So stay till the end. All right. So, first idea.

Challenges of AI in the Classroom: Blended Classrooms

My first thought is that we need to focus more on process. So what a couple like some of my colleagues outside of the building in the building, whatever. Some people what their reaction is here is to say, Okay, well, if we can’t trust that they’re going to do the right thing on the computer, then we need to have them handwrite everything. Write everything by hand.

Okay, so I don’t know about you, but I just can’t go back there. I don’t use a lot of paper in general for for reasons like I have gone through the process of saying, This is why I’m not going to use paper. I don’t want to spend my life at the copier. I don’t feel like oh my gosh, and this is going to be like a little bit controversial, but I don’t know that blended learning works as well as people want it to because I think that students lose paper especially when they’re not used to having paper all the time.

They just do not keep track of paper I feel like now there are the students that are actually able to keep track of and organize themselves with paper are so few and far between.

Challenges of AI in the Classroom: Paper Trail

And I found last year actually made it a goal last year to be a little bit more blended to incorporate more paper than I had in the past and I regretted it because I felt like when I gave feedback on paper students it was as if it didn’t exist. Like they lost the paper. And then when I told them that the feedback existed on their paper, they did not believe me. Like the paper was gone. The feedback didn’t exist. It’s like the paper never existed.

And I think it’s the same way like there’s no paper trail, you know, like when everything’s online, everything’s in the same place. There’s a paper trail, even if they were to resolve my comments, we can get them back like everything that I’ve told them is existing somewhere. And with Google classroom or we use Schoology like there’s a lot of like safeguards in place so that students have a copy. I have a copy. We have a lot of where did when did changes happen? When were things turned in? It just feels better to me and I keep like I said, I can’t go back, but maybe, maybe that’s you.

But this is the thing. I still found that we’re like comparing to my colleagues, the ones that did use paper. Okay, the ones that use paper for the whole process, they did not have people using ChatGPT but they had they spent so much time so much time and the students just don’t get it. So what we’re trying to do by it’s like throwing the baby out with the bathwater in my opinion. It’s like using a hammer when you need like a scalpel, you know?

So I don’t think that’s the answer. Maybe this will work better for you because your teaching style was already closer to writing by hand anyway, but really, this what I’m really trying to give people here and the conversation that I want to have is how we can do things in a way that is easier for us and I really do feel like paperless is easier. Maybe not if you can’t, if you are not able to grade on the computer, in which case, nevermind, but for a lot of us I think that it’s just it’s just easier.

So I’d say if you’re in a mindset where you do use a lot that’s electronic. Let’s not go back, because I don’t think that that is the answer. It’s like it’s definitely a band aid. Regardless, it’s a band aid that will only get you so far. And it’s really at the expense of a lot because when we say that we want to use technology it’s for it’s for reasons like we’ve come to find that there are useful applications. So okay, I’ve talked a lot about that.

Challenges of AI in the Classroom: Need for Policy Clarity

Let’s move on to the next one. Okay, so the second thing that I think we really need to do is have clear guidelines around the use of AI. So this means that we need to for ourselves, clarify what our process or what we find acceptable and I think there’s there’s so much where students already use AI like we use AI in our daily lives. And I think to say we you can make your own decisions about how much you want to let in. But I think that it won’t only be that we have more opportunities for AI.

I think students will have greater access between the time that we were out of school and now there have been more of these chat interface tools. Like there’s Google Bard. There’s Bing has an AI on there. And I don’t know if anybody else did this, but I’m in the pilot. I don’t, I don’t okay, so here’s the pilot. So Google actually has now added that is embedded in Google Docs. So it’s in I haven’t tried everything, but it’s it’s definitely in Google Docs. And it’s in sheets. I think it’s in slides too.

So you can just like highlight something and say expand, it gives you some responses, and then you can just copy and paste it. So I would hope that Google wouldn’t put that in our education version. But I don’t know maybe they would. And if it’s not, this year, maybe in five years, you know, so I think that is something that we just need to keep in mind and say like this is not going to get easier, so we need to deal with it.

So think about what are the processes that you feel good about? And the ones that you don’t just make some policies around them. So that it’s clear to students. So if you’re gonna say you cannot use any generative AI, then make that clear, but I would say and I thought about this a lot over the last couple weeks. I think that my policy as long as this is going to be okay with my department and with my school.

I think my policy is going to be that it needs to be cited. And I’ll get into a little bit more of some other ideas that I have that I think I’m probably going to implement but I think having it be cited. Let students know like I know that it exists. I’m expecting you to remain responsible about it. And if you do use it, you need to tell me so that I can keep that in mind.

I think it’s going to come down to how then do I grade it? So that’s something I still need to figure out. Like, what does it mean to grade something that was written by AI? And I would expect that especially because I’m saying you have to cite it that it couldn’t just be like you’re copying and pasting something from AI and turning it in like maybe they’re using it for a outline or for I don’t know, so I think getting some, like maybe Can I get some help with rewarding this or checking grammar?

There’s a lot of things that I think might be more appropriate to use ChatGPT, maybe you’ve listened to me brainstorm that lesson. You’re like, No, I don’t want to do any of those things. And that’s fine. But I think, at least clarifying for students. These are the things that I don’t want you to do, so that they don’t have anything like when it comes out. They’re not like oh, I didn’t realize I know you didn’t want me to completely cheat. So I think that’s important.

Okay. So clear guidelines. And I think once we say that, if we do say that they can use chat GPT for various reasons. Then we introduce the idea that they have to fact check. Because like I was saying up at the top that there’s information that chat GBT doesn’t have and will just make up and not tell you that it hasn’t, that it’s not true.

Challenges of AI in the Classroom: Fact Checking

And actually I did a query the other day, where I asked it for wasn’t looking for. Oh, I was asking for short stories that weren’t that were more contemporary and had a lot of trouble. Can I come up with anything and it kept giving me answers and I’m like, um, that’s not a thing. And they’re like, Oh, so sorry. Let me give you something else and then they’ll give me something else that was made up and I said, Can you just not make things up? Like, just give me as many as you can, and then it still made things up.

So I think fact checking like once we say you can use chat GBT, then the fact checking is a part that we would teach like, that’s part of the process. So that’s something to think about as well. Um, okay. So then the next thing that I think that we need to consider is okay, so, so we can, actually so, okay, so we can make this more of part of the process.

So I was saying maybe we ask it for an outline, but maybe we give students an avenue that is guided, or AI assisted. So that would mean that we would say, Okay, if you’d like it to provide an outline, go ahead, do that. Now, show me the outline that it gave you. Just copy that chat, and put it in this document. That’s going to be part of your, like process documents that you’re giving me.

Then you say you asked ChatGPT to for some suggestions for improvement. Great. Show me that chat. Show me what you asked it. And what it gave you back. So that’s something that I think if you are really being upfront about it, like this is the process that I would like you to go through or you can go through if you choose

I want you to tell me how it’s going so that I can go back and kind of follow through and also that would help you as a teacher, if they are using the AI assistance to know where they were having trouble and where you might want to fill in going forward like okay, they had trouble with the idea generation like doing that on on their own. Alright, let’s figure out how to do that. In a way that’s not so AI assisted the next time.

So let me give you some ideas for how to go forward or you had trouble with X, Y or Z whatever that is. If you know what that asked for help for. Then you can use that in your personalization going forward. Okay, so that is something like using a chat log one suggestion that I really liked. I was listening to a business podcast, and they were talking about using ChatGpT for I think marketing copy. And what they said was what they would do is first so they would tell chat GBT, I’m about to ask you for some support for writing my marketing copy, but first I would like you to get to know my business.

So ask me 20 questions that I will answer to say that you have more information about my business to better help me write my marketing copy. And I think that this is a really interesting strategy. I tried this out 20 questions is a lot. So maybe we say five or 10 to a student but say the prompt that they’re going to start with with ChatGPT is I’m writing a essay or a whatever on prompt and give them the prompt. I’d like some support me but before I do that, before you do that for me, asked me five or 10 questions about the reading or about the prompt or whatever to help me or to help you help me.

So I think that’s a strategy to get started in. Kind of like reframing what chat GBT could be for them, so it’s not going to be a year. Giving me something that I’m just going to turn in as if it’s my own. It would be really more like a assistance. So I think that there are two ways that we want to maybe think about ChatGPT if we’re going to incorporate into the classroom. One is as an assistant like I’ve just been talking about.

The second would be as a brainstorming partner. So that would be like, give me 10 ideas about this and then it would be like using those and like okay, I have an idea, let’s go and then they would be off of ChatGPT or maybe they would go back and be like, I’m having trouble with this idea. I could go here there and then maybe ChatGPT could say like, okay, like if you do this, then this if you do that, then that so it’s able to kind of play out that scenario. So that might be a way that is depending on your comfort level, a way to go.

Alright, so those are two things. Okay, now this is we’re getting into the part where I’m very excited. Okay, so I think that what’s most important about everything related to ChatGPT and the generative AI is to make sure that students understand that it’s important and actually very dangerous to get hooked on chat GBT in a way, that they are reliant on it.

And when I say dangerous, I think that I’m not being too overdramatic here because Okay, so this is what creatives are saying so, like copy editors marketers, authors, people that make coffee for a living are saying that they do see chat GBT being important going forward indefinitely. Honestly, taking people’s jobs, maybe, but not taking everybody’s jobs.

So it’s really that actually before I get into that I’m going to talk to you about Seth Godin. Um, he has been a little bit on a tear but he’s been talking about how, what’s what chat JpT will do is replace the mediocre.

What that means is that people that are at this level, this mediocre level, like what ChatGPT gives is mediocre. It’s like average, it’s fine. So if that’s where you are, not you, you are awesome, but anybody that is giving mediocre work, that’s what you’re replaceable. And I think that’s a little it’s a kind of scary place for people that are not doing not awesome.

But so I think that that leads to an opportunity for us I guess this is why like, I sound a little bit like sadistic now that I’ve said that this is what I’m excited about. But what I’m excited about is helping students to understand their own unique and creative selves. Because that’s, that’s what gets me excited, is helping them to know that and now there’s like this impetus like it’s it’s not just oh, I’d like that because it’s fun. And it’s, it’s great for you to be yourself and to be able to express that.

It’s, they have to know if they want a job, you know. I mean, people people will have jobs. Well, we’ll figure out how it goes. But, I mean, some some of the jobs are going to be feeding the AI some of the but but I think it’s a real a real situation to think about that. The there will be jobs that are displaced due to the rise in the eye. That’s just a fact. Right? I think that’s what we’re all about.

We’re about helping students to get to the heart and soul of a piece figuring out what makes it tick, replicating that bringing our own unique spin. And I think that’s just it’s gotten me so excited. So I think that Okay, so this brings me to, this is what I’m excited about, but I was so excited that I decided to make you some things. I made a lot of different pieces that I want to share with you. So what I was just talking about this, this need for people to be more individualized or individual like be themselves and show their humanity.

That is, I think where we want to start. We want to start with that idea that our students need to find and share their humanity because that’s what makes them unique. So it’s those things like that, that like spark that. You know, real, authentic self. That’s what we need to find for them or help them find and express. And that’s that’s what that’s what we got this for right.

So what I did was, I made you a unit that I’m giving you for free that gets at that that helps you to work with your students to set the tone. I imagined it or imagined it being delivered at the beginning of the year. So it’s setting the stage for this is what I’m expecting out of you and our classroom and our time together, that we find what makes us unique and special.

And we’ll celebrate that we’ll celebrate that in the works that we read, and the writing that we do and the projects that you create, because it’s very important because of the future world that you are going to live in the jobs that you are going to have. You need to be able to do that. So those are the skills that we’re going to work on.

So that unit, like I said, it’s completely free. And I’ll put a link in the show notes. I hope that everybody grabs it. The second thing that I mentioned before, I believe but I’ll say it again, is I’ve also made you a toolkit and this toolkit. I am pretty darn excited about this as well. So this is something that you can use to clarify your attitude towards AI in the classroom.

I think there are a lot of different aspects to think about. So this toolkit kind of walks you through this. It has a lot of fun pieces and has a quiz that you can take a little self assessment. It has some case studies for you to work through some discussion questions that you can use on your own or I think they would work really well in a in a collaborative team are in a department with your best English friends.

I think that would that would be really fun in a really nerdy English way. So there’s that toolkit. It also has a challenge a seven day challenge that you could use in the lead up to school if you choose and a what’s it called a little bit of a template for you to craft your own policies towards AI that you can use in your classroom this coming year. So I hope that you are able to use those tools.

Remember, I will put those in the show notes and I would love to hear what you’re thinking about what I’ve put forward what you’re thinking about AI in your classroom how it went for you last year. What you’re going to change out for next year.

As I said, I think that this is really exciting and we have we have a lot of opportunities. And I think that we should take those like what was frustrating about last year and kind of turn it on its head so that we can really get our students engaged and thinking about the future. That’s it, and thanks for sticking around and I will talk to you next time.

Resources to Address Challenges of AI in the Classroom

I’d love to talk with you more about your ideas for addressing challenges of AI in the classroom. What are your plans? What are you still working through? I’d love to hear from you! You can find me @englishclassroomarchitect on Instagram.

More About Anti-Burnout for English Teachers

Are you wanting a classroom strategy that keeps you energized and joyful but want tools and resources to make teaching high school English more manageable? It’s possible, and I’ll share what I’ve learned through my years of trial and error. Let’s build a better classroom!

The post 5. The REAL Reason We Need to Talk About ChatGPT: The Opportunities and Challenges of AI in the Classroom appeared first on English Classroom Architect.

ChatGPT in the Classroom : Full Unit Plan for Embracing the Future with Creativity, Individuality, and Empathy in the Age of AI (2023-24)

English Classroom Architect — Wed, 28 Jun 2023 15:49:17 +0000

We need to think about ChatGPT in the classroom now that students are easily able to interface with artificial intelligence. Last school year, Open AI released ChatGPT, the artificial intelligence language model developed by OpenAI. While artificial intelligence is not new, the power to directly interface with artificial intelligence in natural language conversations on a wide range of queries and prompts is. The GPT technology has the potential to revolutionize many industries, including education.

The Rise of AI in Education

Some of my students (maybe yours, too!) realized that ChatGPT was able to generate essays and responses within seconds. As a result, what I came to realize is that ChatGPT will also confidently make up answers. I found this to be true because I had a handful of students turn in essays for their essay on The Water Dancer that had completely made up quotes, which is a problem I had not encountered before. While this was frustrating on many levels, it led me to better understand the field of artificial intelligence and the impact it will have on our students. The emergence of ChatGPT in the classroom has the potential to be a hindrance and also lead to exciting possibilities.

I have been thinking about and researching artificial intelligence quite a bit, and in an interesting feedback loop and demonstration of how AI is already shaping our lives, my Google and YouTube Discover feeds are filled with information about the impact, promises, and potential consequences of artificial intelligence.

ChatGPT and Generative AI: AI’s Potential to Revolutionize the Classroom

So, here’s the thing. I may be overdramatizing when I say it, but I think we as educators are at a critical moment. We have the choice to embrace technology and shape our students’ perceptions and interactions or we can ignore the importance AI has and will increasingly have in their worlds.

I heard from many teachers at the end of the year, frustrated by student use of AI and the additional time teachers were spending checking students for plagiarism of AI. Now, in this moment where ChatGPT, Google Bard and others are in their infancy stages, we also have some control on how we react to the use of AI and we can create systems that do not lead to increased work on our part.

English Teachers and AI: Leveraging Human Guidance Alongside AI

With its ability to understand and generate human-like text, ChatGPT and other generative AI models can become an invaluable tool for educators and learners. They can facilitate deep discussions, provide alternative perspectives, and encourage critical thinking. By interacting with ChatGPT in the classroom and under our guidance, students can enhance their communication skills, broaden their knowledge, and explore innovative ideas.

However, as my students so aptly demonstrated last year, it is important to acknowledge the limitations of ChatGPT. While it can provide impressive responses, it is not a substitute for human interaction, expertise, or nuanced understanding. ChatGPT may sometimes generate incorrect or incomplete information, and it can inadvertently exhibit biases present in its training data. These limitations highlight the significance of human guidance and critical thinking when engaging with AI technologies like ChatGPT.

I created this unit to give educators some ideas for how to discuss the use of AI with their students – both practically by giving students parameters for acceptable and ethical use in the classroom, and also more broadly by discussing the role AI will have on education and the workforce. I’ve also created a guide for high school English teachers, as we are the discipline that may be the most impacted by generative AI and ChatGPT in the classroom, at least initially.

As I spent time learning about the effect AI is having on various industries, I thought more and more about the lessons embedded in media and literature and how English teachers are also uniquely positioned to have deep and important conversations about mindset around artificial intelligence and the opportunities for what we value as educators – creativity and critical thinking, as well as skills like fact checking, questioning, and analysis.

This unit aims to explore the implications and complexities of artificial intelligence in our lives. By engaging with ChatGPT and examining its capabilities, we will encourage students to reflect on the opportunities and challenges presented by AI. It serves as a starting point for fostering discussions around the role of AI in education, society, and the ethical considerations that arise as we navigate this rapidly evolving technological landscape. Through the use of poems, podcasts, television episodes and articles, the goal is to empower students to become discerning users of AI technologies, capable of leveraging their strengths while also recognizing their limitations.

Unit Introduction

Through this exploration, we can foster a sense of agency, creativity, and ethical responsibility, ensuring that AI technologies like ChatGPT become valuable tools in the pursuit of knowledge and understanding. Using a variety of activities, discussions, and multimedia resources, we will encourage students to reflect on the opportunities and challenges presented by AI and its impact on education, society, and the workforce.

Literary works, media, and real-world examples will be used to explore AI’s representation and implications, encouraging students to think beyond the technology itself and consider its broader societal impact. Students will explore themes such as creativity, independent thinking, and diversity of perspectives, and how these values align with the use of AI in education.

By the end of the unit, students will have developed the skills and knowledge necessary to navigate the complexities of AI responsibly. They will understand the benefits and limitations of AI tools like ChatGPT in the classroom and outside of it and be equipped to critically evaluate and utilize AI-generated content effectively. Empowered with a strong ethical framework, students will be prepared to engage with AI technologies in a way that aligns with their values, promotes responsible use, and contributes to their personal and academic growth.

Unit Objectives

Develop critical thinking skills in analyzing AI-generated content and recognizing its limitations.
Foster ethical and responsible use of AI technologies, including guidelines for acceptable use for generative AI like ChatGPT in the classroom.
Explore the potential benefits and risks of AI, considering diverse perspectives and contrasting viewpoints.
Examine the impact of AI on education and the evolving role of educators in shaping students’ perceptions and interactions with technology.
Empower students to become discerning users of AI technologies, capable of leveraging their strengths while understanding their limitations.
Promote creativity, independent thinking, and diversity of perspectives in the context of AI and education.