The advent of Generative Artificial Intelligence (AI) has ushered in a new era of technological possibilities across various sectors, including education. Defined as artificial intelligence capable of generating text and images using generative models, Generative AI has been introduced to various settings. Within the educational space, AI holds immense potential for changing the way we teach and learn. Often associated with its cutting-edge models like ChatGPT, Generative AI has already provoked impactful consequences in school settings, sparking both excitement and concerns about its use. 

The field of AI has been constantly advancing since its inception in the 1950s. Its most recent breakthrough is the development of large language models like OpenAI’s GPT-4, released in March of 2023. GPT-4 is a newer and more advanced AI based on previous versions (GPT, GPT-2, and GPT-3), and is capable of generating coherent and relevant text, as well as images, music, and code. These developments have branched off to various AI-powered tools that can assist students in generating essays, reports, and other written assignments.

Moreover, Generative AI has enabled the creation of adaptive learning platforms that personalize a student’s educational experience. These platforms tailor learning materials through the analysis of students’ strengths and weaknesses. Similarly, AI-driven tutoring systems provide students with instant feedback, helping them grasp concepts more effectively. As Mr. Lucius Provase, Middle School Portuguese and English teacher states, “In a multicultural environment like ours, AI [can be used] to help [teachers] think of possible activities and for students, especially those who teach subjects like ELL, where each student may learn in different ways.” He also points out the benefits of using AI to “help think of different assignments, redesign rubrics, and as a tool that has many uses in the classroom, mostly for teachers.”

Yet, as students and educators embrace the benefits of AI-driven tools at school, it becomes crucial to understand the potential negative connotations that come with Generative AI. 

AI models like ChatGPT often blur the lines between research and plagiarism when it comes to academic integrity. Although students are the ones entering the prompts for the AI to process, could the final product truly be considered theirs? With AI-powered tools that are so easy to wield, students might be tempted to use AI to complete assignments without fully understanding the content. This undermines the learning process designed by their educators to ensure that students grasp the ideas taught in class. Mrs. Alyssa Casey, Graded High School English Teacher, shared that the English Department treats “Generative AI like any other tool that assists [students’] learning”. While AI can aid with comprehension and idea generation, Mrs. Casey pointed out that the situation can become “extremely problematic when students attempt to pass off these ideas as their own”. When it comes to middle school language courses, Mr. Provase expressed that “Middle School students are still developing basic skills regarding reading and writing, and AI could and probably would get in the way of them developing those skills.”

Mr. Philip Altman, High School Head of Department and Social Studies teacher put it this way: “Generative AI has the potential to eliminate a lot of mindless work that people do. It is not really helpful for anyone to be working as a toll collector.” When asked how that applied to students, he stated, “I think that the writing that students do is the exact opposite of the  ‘toll collecting’. It’s really important for [students] to write.” 

To address this issue, schools are introducing comprehensive guidelines on the responsible use of AI. Students are educated on the ethical implications of plagiarism, the value of critical thinking, as well as the importance of originality in their work. However, attempts of plagiarism can still occur, and due to the similarities between AI and human-generated text, it can often be hard to determine which parts of the work were plagiarized. Therefore, until more guidelines can be established, many assessments will have to be completed without the use of Generative AI. Concerning the Graded English Department’s policies, Mrs. Casey stated that: “To make our role in the assessment process clearer, we are requiring that all assessments for our courses are completed in class either on paper or with the use of a secure browser. This helps us to ensure that the work is authentic and that we can truly meet each student where they are in their process by providing accurate, individualized feedback.” Middle Schools students will also have to move to paper and pencil, only being allowed to consult Generative AI for reflection purposes, according to Mr. Provase. 

On the other hand, the High School Social Studies Department has decided that Generative AI can in fact be used in assignments, as long as it is cited.

Another critical ramification of Generative AI in school settings is the potential for the dissemination of false information. AI models, although highly advanced, can produce inaccurate or biased content. Students using AI-generated information in their assignments, can unintentionally perpetuate misinformation.

To face this challenge, educators are encouraging students to critically evaluate information sources and develop strong research skills. Teaching media literacy and fact-checking techniques such as cross-referencing can empower students to distinguish between reliable and unreliable information. 

As the integration of Generative AI in education grows, it’s essential to foster the responsible and ethical use of such a tool. Only through the collaboration between educators and school management can clear guidelines be established for the use of AI in education. Mr. Provase reiterated how in the Middle School, “we need a policy on AI for student’s to be able to use it.” For example, the Graded Social Studies Department has issued a regulatory policy which states that while “[AI tools] are potentially exciting resources”, “failure to cite [an AI tool as a] source would be considered Academic Dishonesty.” This framework encourages students to view Generative AI as a potentially useful research resource, but reiterates that it is crucial to cite the material as a student would with any other quote or source. (For more information access the Social Studies regulatory policy)

Incorporating education about AI into the curriculum can also enable students to understand the capabilities and limitations of AI. By demystifying AI technology, students can make informed decisions about when and how to utilize these tools appropriately.

To harness the benefits of AI while mitigating its potential pitfalls, educators and institutions are expected to prioritize ethics, academic integrity, and critical thinking. The IB curriculum that is taught at Graded has taken the position that “it must be clear that AI-generated text, image or graph included in a piece of work, has been copied from such software”. While policies like this one are vital for promoting strong learning skills, it can be said that there is still a long journey ahead for regulations surrounding AI in school settings, especially as the technology develops at exponential rates. 

Graded has yet to come up with a full, comprehensive guideline for Generative AI use for students, and for good reason. Mr. Altman says that “to create a policy for something that’s so new, it’s probably best to go slow enough so that we don’t stifle innovation”. But it is evident across divisions and departments that it is important for Graded to bring transparency to the existing gray area and be clear on regulations. By guiding students in responsible AI usage, schools can ensure that Generative AI becomes a positive force in education.

Sources:

https://sitn.hms.harvard.edu/flash/2017/history-artificial-intelligence/

https://openai.com/gpt-4

https://siliconvalley.center/blog/revolutionizing-education-the-power-of-adaptive-learning-platforms

https://www.axios.com/2023/07/10/ai-misinformation-response-measures

https://www.unesco.org/en/artificial-intelligence/recommendation-ethics