Artificial intelligence is at our fingertips, and there’s no denying that it can be helpful sometimes. But what is the proper balance, and how should it be used?
By Claire Lee
What effect does modern technology have on how we think and work in an academic space? (Graphic source: Getty Images)
Even before the development of modern computers, the story of a robot takeover of humanity has commonly appeared in works of fiction. In early famed pieces, including the Hugo Award winner I Have No Mouth and I Must Scream by Harlan Ellison in 1967 and widely recognized play R.U.R. (Rossum’s Universal Robots) by Karel Čapek in 1921, the authors explore a chilling but seemingly impossible situation where humans are annihilated or forced into servitude in a world completely controlled by robots. While such a fate only appeared possible in fantasy, the continued advancement of artificial intelligence technology has created a society where it is no longer a fantasy. For now, though, a world run solely by AI seems to be in the distant future.
Nevertheless, AI is gradually being integrated into the education curriculum for all subjects, and it can be found completing tasks for both legitimate and illegitimate purposes. While some contend that AI products only encourage laziness and cheating, others claim of the benefits of having such a comprehensive and accessible resource. So what is the proper role, if there is any, of AI at Ridgewood High School?
Following the development of the mainstream AI widely used today, such as ChatGPT, schools around the globe implemented rules to help maintain an honest and productive learning experience for their students. Under the Academic Integrity Policy in the RHS Code of Conduct, it is stated that “any unauthorized use of AI tools will be considered cheating.” Additionally, omitting citations after using ideas generated by AI would be considered plagiarism, which entails further consequences according to the Academic Integrity Policy.
Separate from school penalties, AI’s negative influences on the quality of learning of students add to the argument against their presence in education. As stated in an article from Walden University, artificial intelligence is “only as knowledgeable as the information it has been trained on,” and, if that information is biased, it could produce a biased answer that “can perpetuate stereotypes and social inequalities.” Similarly, if AI is given an unreliable source, its responses can “have errors, be outdated, or spread misinformation.” Moreover, the vast capabilities of AI tools can exacerbate student cheating, which can be identified; however, in the end, the student begins to rely more on AI than the teacher, alienating him or her from the learning experience. When AI replaces more roles that were previously filled by teachers, as some fear, students begin to spend more time interacting with this technology instead of other humans. By progressively disconnecting the students with others, AI prevents users from learning to socialize and build interpersonal relationships.
Although AI appears to be destructive to students’ education and school environment, multiple advantages build a strong defense in favor of this tool. When asked about her experiences with AI in her classes, Mrs. Mason, a Latin teacher at RHS, provided both the limitations and benefits of it. After considering both sides, she believes, for various reasons, that AI is best used when the user actively converses with it and requires consistent human oversight, the benefits of this technology can far outweigh the drawbacks.
Mrs. Mason explains that, for both students and teachers, AI gives them “more time to be creative and thoughtful” when it “simplifies rote tasks (like writing a Sheets formula), serves as a thought partner (e.g., exploring different uses of the ablative case), generates useful resources (such as finding an apt video clip), aid creativity (like creating digital art), or enhances what a person has already created.” For example, Mrs. Mason’s Latin classes often use AI to “study grammar terms before a test” as “a personal tutor that can give examples and respond to follow-up questions” when she is unable to address every student, though “a basic understanding of the topic” is still needed to check its response. Furthermore, specifically for teachers, it allows them to “differentiate activities, tier texts, write clear instructions, and provide necessary modifications” as well as “make assessments more consistent” through the lack of “personal bias or grading fatigue.” Mrs. Mason’s favorite aspect of AI is how it can “help teachers find interdisciplinary connections [between classes outside their specialties], highlighting the relevance and interconnectedness of [their] fields.”
In regards to the issue of academic integrity caused by AI, Mrs. Mason compared it to the concerns that arise with calculators and the internet in general. She believes that “no feasible measures will prevent its use,” so schools should instead “show students how to use AI effectively.” By being “clear about expectations regarding acceptable AI use” and “indicating when AI was used, like for vocabulary lists or feedback,” teachers can model ethical AI use and promote a healthy method of utilizing this technology.
While the abuse of AI as a resource will inevitably lead to detrimental consequences, with the guidance of school-wide regulations, students can learn to use it responsibly. As said by philosopher Immanuel Kant, “an object is not inherently good or evil; it is the intention of the user that determines its moral value.” AI has the potential to spread dishonesty through the educational system; however, it can also enhance the school experience by assisting both students and teachers as a muse and advisor.
Works Cited
“5 Pros and Cons of AI in the Education Sector.” Walden University, https://www.waldenu.edu/programs/education/resource/five-pros-and-cons-of-ai-in-the-education-sector. Accessed 7 December 2024.