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Is ChatGPT An Effective Teaching Resource For High Schools?

Since ChatGPT has gained so much attention in such a short period of time, similar programmes are likely to emerge as the business world continues to put resources into artificial intelligence. Because our children will soon be entering the workforce, it is imperative that we equip our classrooms to help them succeed in this new, technology-driven environment.

Class Disrupted recently aired an episode in which Michael B. Horn and Diane Tavenner discussed the potential benefits and drawbacks of implementing ChatGPT in schools. While cheating is a real possibility, their discussion points to the more vital issue of whether or not our evaluation models are reliable. And, by implication, are our learning experiences meaningful and engaging?

Even if artificial intelligence (AI) can’t replace human educators, it will improve classroom instruction. In order to help teachers and students, however, AI technologies need to be refined. Introducing AI into the classroom has the potential to be an efficient means of creating a learning environment that is focused on the needs of individual students.

In this way:

“Learning in a student-centered classroom is a shared responsibility between the teacher and the pupils. Yet, the main complaint I hear from educators in the media and on social media is that students are using these resources to rush through lengthy writing tasks. Allow it. It takes more than one attempt at a five-paragraph essay to truly grasp the craft of writing”.

However, as Tavenner points out, the act of writing itself does not instruct pupils in critical thinking. Student must read, assess, and synthesise sources before beginning an essay or other work. Students are thinking well before the pen goes to paper. Students can develop their critical thinking and logical reasoning through writing.

Teachers can speed up the process of assessing each student’s needs after they join the classroom and use the chatbot. After having students evaluate, critique, and revise the A.I.-generated work until it reaches a model standard, teachers can then have students apply higher-order thinking abilities.

Most of the learning and thinking occurs during this cycle. Students who struggle with writing might utilise this opportunity to study with their peers how good writing abilities develop. Those with more developed writing talents can analyse how to progress parts of writing, such as style, tone, and voice, beyond simple grammar.

Furthermore, the use of chatbots still requires students to input command prompts. This implies pupils still have to comprehend what is needed, and what needs to be completed. Understanding the tool’s limitations and learning to effectively exploit them is essential if students are to attain their aims.

ChatGPT is merely the most recent example of how robotic many of our current teaching methods have become. Perhaps we shouldn’t be expected to demonstrate annual comprehension by reading and writing about the same novels and articles. Instead of trying to come up with something fresh to say about the established “canon,” perhaps today’s students might benefit more from reading and discussing brand-new works. The moment has come, if ever, to read again for the sake of learning and enjoyment, rather than merely for schoolwork.

When used effectively, ChatGPT may be a great resource for educators and their students. By using evaluation models in which students input their needs and receive tailored prompts for practise, A.I. can help us better support personalised student learning. Already existing adaptive progress monitoring assessment programmes hold great promise for A.I. testing due to its potential to reduce anxiety, pinpoint potential sources of bias, and deliver more accurate, real-time outcomes. If artificial intelligence can be used to help with evaluation, then classroom time can be spent on more meaningful activities like real-world projects, teamwork, and field trips.

People’s feelings towards A.I. range from exhilaration to fear, but restricting access to ChatGPT won’t help them learn anything. In this case, taking the reactive step of blocking the open-source application from being used by students and educators is something we should want to avoid. Instead, we need to take the initiative to learn how to change as quickly as the tool does. In addition, there has never been a better time to start reconsidering our pedagogical goals and the way we organise our lessons.

Student will not learn how to positively tackle technology if ChatGPT is banned. Trying to apply a solution that failed with mobile devices and social media to this problem is futile.

Intriguing as ChatGPT may be, it is still a technology created by people. We must not minimise its inherent fallibility in the face of continuing room for error and misinformation. It won’t help our communities feel any closer to our pupils or replace the trusting, loving relationships that enhance learning between instructors and students. That’s the kind of people work that’s essential to kick off reform in America’s high schools.

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