Pool: Artificial Intelligence in Education | Frank swimming pool

We have made a unit on the ethics of AI at school in the past academic year.

First of all, I asked students if someone had already used it, and if, then, how. Some students said they used it to help study by summarizing the text: “What were Wilson's fourteen points?” Or they help solve mathematics and physics problems.

I asked them to find some ideas about what was good and what was not. We had a good discussion, I presented a slideshow, and they made attractive posters that we put on the walls.

In deliberate irony, the lesson plan was generated by AI, as an experience. I used it to help organize a slideshow on the use of AI ethically. Honoring our consensus, I quoted it as a tool.

One of my students said that his parents, the two teachers, use AI to prepare for their lessons. I wrote at least one unit course plan with AI, and the results were good. I told him what elements and concepts include, and I was satisfied with the results, although I did not continue the practice.

Recently, a student filed a complaint against her school, demanding a reimbursement of her tuition fees for a course where she alleges that the teacher created his lessons by the AI. She asks to have a human relationship with a teacher based on intelligence, knowledge and class interaction.

I called a boy at my office one day and asked him silently if I had written his mission. The student, an intelligent and easy -to -live child, said it had “helped”. I said doesn't start again. He did not do it, and we shook hands on the last day of my class.

Since then, I have seen another mission where I know certain children subject to work without attributing to AI. I think they copy one of my online assignment texts and ask the AI ​​to summarize it. On the particular mission that I used, Chatgpt read it a little and I picked up the same words in several answers.

A great concern in education is the authenticity of what people know. If you want to know what people know on a subject, sit down and talk to them for a while. The international baccalaureate program includes an oral component, in which I and other IB teachers attend oral exams in head with all our students.

But it is very expensive. The AI ​​is incredibly cheap, and this can save time on activities that are beyond relevance – planning and communication and documentation.

As for students, some can use it as a tool to advance, learn and develop knowledge and skills in depth and with in -depth expertise. Others go through movements and obtain a superficial and probably temporary understanding of what is test. So it has always been, and it will therefore be until the avatars of Ai Guardian Angel intervene.

You know you can usually trust AI, but not always. We call it “mind -blowing”. Recently, the Chicago Sun-Totes and the Philadelphia Inquirer published a plausible but totally fictional reading guide on the nonexistent books of real authors, with coverage and texts. It was written by AI and undoubtedly in an incredibly short time, and even cheaper to pay than a columnist in eastern Texas.

If they were human, we called this to lie, or at best, in Fibbing, but they are not so that we call it amazing. Humans can also hallucinate plausible nonsense. Some call it a gift for fiction. Some call it political rhetoric.

AI arouses the fear of some and the enthusiasm of others.

It is natural to worry about how human characteristics such as authenticity, autonomy, sympathy and responsibility can be transformed in a dark way. We will come back to this.

On the other hand, Tyler Cowan, university economist at George Mason University, wrote:

“Lately, I use the O3 model of Openai to give my students commentary doctoral students on their articles and dissertations. I am modest enough to note that he gives thinner suggestions, smarter and more in -depth than me. By the way: “Table term in Table 6.5″% North × No-Export “is significant in model 3 but not 4. Explain why the addition of the period erodes meaning; Of course, I would also have noticed this point.

“Maybe they are not all on target-how would I know?! – But the student, who has largely studied the subject, can judge this for himself. In any case, the comments were almost certainly much better than anything I could find.

“Suddenly, we realize that the skills for which we have trained our faculty are also, to a certain extent, obsolete.”

Cowan has specific recommendations that would help teachers adapt to the new reality. And, like me with my course plan, he used AI to generate a perfectly reasonable list of steps, including compulsory training camps for teachers, reverse mentoring, where graduate students train skills and including advanced dissertation committees to replace the “external reader”.

Cowan thinks that AI will do wonderful things for us, but that it will change what a human being means. Many adaptations he warns are attention to the physical world and an evolution towards social interactions and services for each other. He is waiting for the sun after a few cloudy turbulence.

I have no “position” on the AI. In the following columns, we will examine techno-optimism and its promises before moving alongside the shadow.