The implications of generative artificial intelligence (AI) are beginning to emerge throughout the world today. From optimization strategies to machine learning models, AI is rapidly changing people’s day-to-day lives. One area where generative AI has had a profound impact is in education.
It is important to note that AI has been used in the medical field for a long time and in common applications such as Siri. However, the introduction of generative AI has left people in shock. Many things have changed since the launch of the first form of generative AI, ChatGPT by OpenAI, in November 2022. For example, ChatGPT was able to amass over 100 million users in just two months. It can complete tasks in a fraction of the time a human could.
The reach of generative AI is essentially unlimited. Many people are comparing the rise of generative AI to the Industrial Revolution in its ability to transform and optimize society. Generative AI has the ability to write essays, provide historical information, translate languages, complete scientific research, and give input on math problems.
To learn more about generative AI and its impact on education, a group of KO faculty members attended the HopCon 2024 conference, a one-day conference at Hopkins School hosted by the CAIS (Connecticut Association for Independent Schools). At the conference, titled “Harnessing AI for Educators: Learning for Now While Looking Ahead,” KO faculty delved into the capabilities of generative AI and how it could help teachers.
They participated in workshops, heard from various panelists, and attended keynote lectures. One of these lectures was delivered by Eric Hudson, who was an English teacher at KO in the early 2000s. Mr. Hudson became the leader of the Global Online Academy (GOA) and now works as an AI consultant. He spoke about the uses of AI and how technology will evolve. “The conference reinforced my need to prioritize having a working group every year that does research on how generative AI is progressing and its effects on education,” Mrs. Loeb said.
In the aftermath of the conference, Mrs. Loeb and Head of the Middle School Ann Sciglimpaglia were tasked with creating a group of KO faculty who would research generative AI and its implications on KO. This year, English teacher Rachel Heffner-Burns is leading the committee.
Generative AI is a changing dilemma for students and administrators alike. KO has developed a strategy to navigate generative AI through their working group. Although only in its first year, it has big aspirations. In the near future, the AI working group wishes to have student input. The committee is looking to address concerns about the ethical problems of AI while also exploring how it can be best used for students and teachers. The group will also help educate faculty members on the new, cutting-edge trends of generative AI. “AI has the potential to be very useful while teaching, but, currently, it also has limitations,” Dr. Heffner-Burns said.
Recently, Mrs. Loeb shared a way she used AI creatively to save time; she used ChatGPT to summarize notes from a faculty meeting. “Something that would’ve taken hours was done in minutes,” Mrs. Loeb said. “Later, I read the notes over to make sure it was accurate, and ChatGPT was very accurate.” Upper School Dean of Students Kata Baker views AI as a potentially beneficial tool for both teaching and learning. She uses AI as a tool for creating practice problems and organizing meetings.
Here at KO, artificial intelligence is used in many ways by students as well. For example, in her class, math teacher Katherine LeDuc encourages students to use AI math solvers if they are stuck on a problem, as these engines will walk students through the process of solving and help them understand how to address similar questions in the future. Students also use AI for brainstorming. Even during the process of writing articles for the KO News, Otter.ai and Descript, audio transcribing apps, is taught and recommended by English teacher and KO News faculty advisor Catherine Schieffelin in her journalism class.
A concern with the rise of generative AI lies in ethics. There is a growing number of people who use ChatGPT without citing the AI, which scares many people. “It is important to let people know when you are using AI or ChatGPT,” Mrs. Loeb said.
History teacher David Baker also believes that AI can be used for learning, as long as you aren’t claiming its products to be the result of your own work. “I’ve asked AI to design a sprint workout for a distance track team, and it does amazing stuff,” Mr. Baker said. “I’m not getting graded on it. I’m not saying it’s originally mine. It’s a great tool for me to use as a coach. But I would never, ever, ever write a dissertation on good sprint workouts for mid-distance track and try to publish something using AI.” Analyzing how AI can assist students, Mr.Baker said “It’s a great tool for things that aren’t assessed. I think it’s a dangerous tool and [can be considered as] cheating if it’s not distinctly permitted on the assessment.”
As the head of the AI committee, Dr. Heffner-Burns explained what KO wants its students to do when navigating the ethical controversies surrounding the use of AI. “KO wants to produce ethical students,” Dr. Heffner-Burns said. “We also want students who know how to use AI as a tool while abiding by the ethical obligations.” Mr. Baker also believes that AI can help students. “It’s a great tool for things that aren’t assessed,” he said. “I think it’s a dangerous tool and [can be considered as] cheating if it’s not distinctly permitted on the assessment.” Preventing forms of cheating has been a key goal of administration and the AI committee this school year.
KO faculty members have collaborated on how to prevent academic dishonesty with the use of AI. One measure that they are taking is by having faculty members use the Chrome application Revision History. It allows teachers to view students’ version history with greater detail. Revision History can check for any long breaks in student writing or any long copy-and-pastes. It also allows teachers to better assist their students by analyzing their writing style and giving them more personal feedback. Another policy is increasing the amount of writing done in class. This prevents students from even having the opportunity to use ChatGPT on homework assignments. For typed assignments, English teachers create a doc for each student in Google Classroom to use, which provides teachers with access to their full version history. All of these things help KO teachers assist their students to the best of their abilities while allowing students to develop academically honest habits.
Another core quality which KO wants to instill in its students is how to think critically. There are increased concerns that the introduction of generative AI will prevent students from thinking on their own. “We need to teach our students how to develop as writers or scientists,” Dr. Heffner-Burns said. “Without that, they will lack the abilities they will need to succeed.” One of KO’s core values is for students to “embrace intellectual curiosity.” With generative AI, many educators believe that students lose that opportunity.
Mrs. Loeb acknowledged that generative AI is limited. “It is a good tool, but don’t depend on it because critical thinking is what we do here,” Mrs. Loeb said. “We do not want to deprive students from this experience just because it is easy to put a question into a platform.”
Generative AI is a great tool for learning, organizing, and maintaining efficiency, but if used incorrectly or unethically, it can hinder students’ ability to think critically, understand material, and learn skills that students will need in college and in life. Many teachers at KO use AI, as well as students, and with the help of the AI committee, a balance will hopefully soon be found as we navigate the newfound AI Revolution.
