Artificial Intelligence (AI) is the most controversial topic in education since the launching of ChatGPT in November 2022. Is it a threat or a resource to teaching and learning? As the use of AI in education continues to evolve, it is imperative to explore ways that both educators and students can harness its full potential in an ethical and responsible manner. The article examines the strengths and opportunities of implementing AI in education and offers strategies for mitigating ethical challenges to promote digital citizenship among our students.

 

Over the past year, some institutions have tried banning the use of AI technology while others are scrambling to draw up new academic integrity policies on the ethical use of AI technology by students.The irony is that the use of AI technology is now commonplace in workplaces including colleges and universities. Educators are leveraging AI technology in their work, both in teaching and learning to engage their students and enhance learning experience. In a study, an intelligent chatbot used in a course to engage students was deemed as engaging, responsive and resourceful (Chen et al., 2023). “ChatGPT 3.5 can become a good teacher's assistant or assistant for preparing various documentation. Requests for help in writing lesson plans, preparation of educational activities, formation of project topics, and technological maps of projects are carried out by the system at a high level” (Покришень, 2024, p. 56). In the research process, an AI research assistant can help to compile and summarise information (Pack & Maloney, 2023), highlighting main points and editing research papers (Kasneci et al., 2023). For example, Humata reads and summarises technical papers, while Paperdigest can write literature reviews. 

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Singapore has embarked on a journey to embraced generative AI technology with their National Artificial Intelligence Strategy which outlines their  plans to "deepen the use of AI technologies to transform their economy, going beyond just adopting technology, to fundamentally rethinking business models and making deep changes to reap productivity gains and create new areas of growth" (Smart Nation Singapore, 2019). Among their five national AI projects of Singapore is personalised education through adaptive learning and assessment. Like in many other industries, AI technology has infiltrated into the field of education.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

From early childhood education (Su et al., 2023) to university level teaching and learning, AI technology can be used to make light work in creating syllabus, resources, and interactive activities to engage students. It is no longer whether the higher education community will incorporate AI technology into teaching and learning, but how this community will integrate this technology into teaching and learning. While it is true that during the last year, many educators were overwhelmed by the threat and challenges that AI technology has posed to academic integrity, others are embracing the technology to enhance their teaching and to make their work more manageable with the use of AI technology to generate teaching materials, learning resources, obtaining explanation of new teaching methodologies and technologies, as well as semi-automated grading of students' work (Kasneci et al., 2023).  

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More examples on AI in education: 

• Teach Anything generates ideas on how to teach anything in different difficulty levels. 

• ExplainPaper explains confusing parts of the text that you upload.

• Chat GPT 3.5 and 4 can be prompted to design a syllabus or unit outline for any subject in less than one minute. We have tried that. Please refer to the AI generated unit outline in Appendix A. As educators, we can then modify and refine this draft. We do not have to start from scratch anymore. 

• Chat GPT 3.5 can be prompted to create exercises and quizzes for any subjects.

• AI-based adaptive learning technology “offers personalised learning paths tailored to each individual’s strengths, learning style, and progress” (Small, 2023). This is a personalised strategy that can cater to diverse learners in large classes. Educators can tailor resources to each learner's individual learning needs, experience and progress. Knewton Alta is an example of a personalised intelligent tutoring system (ITS) that uses adaptive learning technology that provides immediate and customised scaffold-ed instruction and feedback to learners including remediation of skill gaps (Wiley, n.d.).

• Customisable adaptive learning platforms like Scholar ALS are for those who would like to design adaptive learning resources that meet the diverse needs of students (Impelsys, n.d.). Lake (2023) stated that in the field of education, the customisation of learning to individual learners’ needs is the most promising applications of generative AI in personal learning.

• Pearson Interactive Lab, an online lab, can be used to supplement or enhance in-person labs (Pearson, n.d.). 

• Quizizz saves educators heaps of time by generating quizzes in seconds from content uploaded. Besides that, it generates analytics of your students’ performance in these quizzes (Quizizz, n.d.).

• Virtual patient case scenarios can be used to create diagnostic exercises or assessments for students doing Medical, Nursing and Emergency medical services courses (Body Interact, n.d.).

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We believe with responsible and ethical approaches to AI technology integration and implementation in teaching and learning, and in research processes, its transformative potential can be harnessed for the betterment of society. Rather than banning the use of AI tools, colleges and universities should be “teaching students to use them appropriately and ethically is a more pragmatic and beneficial approach” (Alasadi & Baiz, 2023). One ethical consideration that De Costa et al. (2021, as cited in Pack & Maloney, 2023) postulated is a transparent research approach: reporting the employment of AI tool at any stage of the research process.

 

In the same way, students can also be expected to report on the stages of their assessment or assignment writing process in which they have used AI to assist with the construction of their work. Referencing AI -generated content is also a must to ensure that there is no breach of academic integrity. Some rules and guidelines on how the above is done will make the process less ambiguous and helpful for students.   

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Incorporation of digital technology, including AI technology in teaching and learning is not without its issues. One important issue that needs to be addressed is digital equity. It is important that all our students have the same means of access to the technology used so that the playing field is fair for all.

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At ASPYRE, we believe AI technology should be embraced and leveraged for the potential it can bring to the various industries, including education. Personally, I know software programmers who are already generating codes for their work using various generative AI technology. They then customise those codes for their context. As educators, we are also using AI technology when creating learning experiences and to make light work. The AI technology embedded in this website builder has made the creation of our website seamless. Indeed, AI technology is ubiquitous. Our students should be taught how to leverage AI technology, both the large language models and also generative AI technology to come up with suggestions and drafts, so our students can focus on refining the AI generated output using critical and creative thinking. AI-generated content is a starting point, not the end product. Our role as educators would be to prepare our students to use such tools now, so they can be successful in their job and roles in future. As educators, we are all aware of the ethical concerns, societal push-backs and detrimental effects on the use of AI technology in education. We agree with Akgun and Greenhow (2022) that "educating future generations of diverse citizens to participate in the ethical use and development of AI will require more professional development for educators".  

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• At ASPYRE, we are designing a lesson to guide college and university students to leverage AI technology in their learning: Using Artificial Intelligence (AI) for Learning. The lesson discusses the ethical use of AI in writing their assignments and assessments without breaching academic integrity. We are teaching students to see AI-generated content as a starting point, not the finished product.

• We have incorporated the referencing of AI generated content in our Referencing lessons.

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Since ChatGPT was launched in November 2022, three billion people have accessed the various models of AI chat-bots (Walker & Morris-Grant, 2023), including our students. Academic integrity becomes the utmost concern among educators. Despite efforts to teach students the ethical use of generative AI technology for their learning, educators are concerned about individual students who may decide to take short cuts. Many educators have tried using software like GPTZero, ZeroGPT and iThenticate 2.0 to sniff out AI generated text.

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Our team has tried uploading AI generated texts and original texts to some of these, and we found that some are more powerful than others. However, their detection of AI generated text is not 100% accurate at all times. That means, the use of these tools alone may not be sufficient. Coupled with the use of AI generated text detection tool, educators can try to: 

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a. Watch out for inconsistencies in:

• writing style

• tone

• level of detail

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b. AI-generated texts generally lack:

• original ideas

• personal perspective

• analytical and critical thinking

• in-depth understanding of subject

 

The above suggestions are not foolproof, and with the advancement of generative AI technology, the use of AI has now become harder to detect. It may be necessary to use a combination of different methods to detect AI generated text in student assessments.

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Remark about the Use of AI in this Article

In this Article, GPT-3.5 was used to generate the response to this request “Create a unit outline for Thinking with Young Children: Language and Literacy in Appendix A (at the bottom of this page). DALL-E3 was used to generate the decorative images on this page. 

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By ASPYRE

10 JUNE 2024

                                                                     

 

 

                                                                                      References

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Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and ethics,

          2(3), 431–440. https://doi.org/10.1007/s43681-021-00096-7

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Alasadi, E.A., & Baiz, C. R. (2023). Generative AI in education and research: Opportunities, concerns, and solutions. Journal of

          Chemical Education, 100 (8), 2965-2971. doi: 10.1021/acs.jchemed.3c00323

 

Body Interact. (n.d.). An immersive simulation experience with virtual patient simulator. https://bodyinteract.com/virtual-patient-

          simulator/

 

Chen, Y., Jensen, S., Albert, L.J. et al. (2023). Artificial intelligence (AI) student assistants in the classroom: designing chatbots to

          support student success. Inf Syst Front, 25, 161–182 (2023). https://doi.org/10.1007/s10796-022-10291-4

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Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier,

          E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M.,

          Weller, J., Kuhn, J., & Kasneci, G.  (2023). ChatGPT for good? On opportunities and challenges of large language models for

          education, Learning and Individual Differences,103, https://doi.org/10.1016/j.lindif.2023.102274.

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Lake. R. (2023, August). Shockwaves and innovations: How nations worldwide are dealing with AI in

          education. https://crpe.org/shockwaves-and-innovations-how-nations-worldwide-are-dealing-with-ai-in-education/

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Покришень, Д. (2024). Artificial intelligence in education: cases of using ChatGPT 3.5. Fizyko-Matematychna Osvita, 39(1), 56–63.

         https://doi.org/10.31110/fmo2024.v39i1-08

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OpenAI. (2024). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

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OpenAI. (2023). DALL-E (Version 3) [Artificial intelligence system]. https://openai.com/dall-e-3

 

Pack, A., & Maloney, J. (2023). Using generative artificial intelligence for language education research: Insights from using

          openAI's ChatGPT. TESOL Quarterly, 57(4), 1571-1582. https://doi-org.virtual.anu.edu.au/10.1002/tesq.3253

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Pearson. (n.d.). Engage students in a comprehensive online lab experience. https://www.pearson.com/en-us/higher-

          education/products-services/pearson-interactive-labs.html

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Smart Nation Singapore. (2019). National artificial intelligence strategy.

          https://www.smartnation.gov.sg/files/publications/national-ai-strategy.pdf

 

Quizizz. (n.d.) Quizizz create fast. Differentiate with ease. https://quizizz.com/home/quizizz-ai?lng=en

 

OpenAI. (2023). ChatGPT [Large language model]. https://chat.openai.com

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Su, J. Ng, D.T K., & Chu, S.K.W. (2023). Artificial intelligence (AI) literacy in early childhood education: The challenges and

          opportunities. Computers and Education: Artificial Intelligence,4. https://doi.org/10.1016/j.caeai.2023.100124.

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Walker, L., & Morris-Grant, B. (2023, 30 November). ChatGPT is marking one year since its creation. How much more do we know

          about AI ow? https://www.abc.net.au/news/2023-11-30/chatgpt-turns-one-what-lessons-have-we-learned-from-ai/103166894

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Wiley. (n.d.). Achievement within reach. Alta (wiley.com).

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Young, L (2023). iThenticate 2.0: Advancing research integrity with AI writing detection. https://www.turnitin.com/blog/ithenticate-

          2-0-advancing-research-integrity-with-ai-writing-detection

 

 

 

 

                            Appendix A

                                       ChatGPT3.5 response to the prompt below:

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Unit Title: Thinking with Young Children: Language and Literacy

Unit Overview: This unit explores the development of language and literacy skills in young children and examines how educators can facilitate critical thinking through language-rich environments and literacy experiences. Through theoretical frameworks, practical strategies, and hands-on activities, students will gain insights into promoting language acquisition, emergent literacy, and higher-order thinking skills in early childhood settings.

Unit Objectives:

• To understand the importance of language and literacy development in early childhood.

• To explore theoretical perspectives on language acquisition and literacy development.

• To examine strategies for fostering critical thinking and communication skills in young children.

• To develop practical approaches for creating language-rich environments and meaningful literacy experiences.

• To analyze the role of play, storytelling, and inquiry-based learning in promoting language and literacy skills.

• To assess children's language and literacy development and provide appropriate support and intervention.

Unit Structure:

Week 1: Introduction to Language and Literacy Development

• Overview of language acquisition milestones

• The relationship between language and cognition

• Emergent literacy and its significance for early learning

Week 2: Theoretical Foundations

• Behaviorist, nativist, and interactionist perspectives on language development

• Sociocultural theories of literacy learning

• Constructivist approaches to teaching and learning language and literacy

Week 3: Promoting Oral Language Skills

• Strategies for building vocabulary and expressive language skills

• Encouraging language development through conversations and dialogue

• Creating opportunities for oral language practice in various contexts

Week 4: Emergent Literacy: Reading

• Early literacy experiences and pre-reading skills

• Phonological awareness and phonemic awareness activities

• Read-aloud and shared reading experiences

Week 5: Emergent Literacy: Writing

• Developing pre-writing skills and fine motor coordination

• Encouraging scribbling, drawing, and writing activities

• Creating meaningful writing experiences in early childhood settings

Week 6: Storytelling and Narrative Skills

• The role of storytelling in language and literacy development

• Using narrative prompts to stimulate imagination and creativity

• Supporting children in creating and sharing their own stories

Week 7: Inquiry-Based Learning and Critical Thinking

• Implementing inquiry-based approaches to language and literacy instruction

• Encouraging questioning, exploration, and problem-solving skills

• Integrating critical thinking activities into literacy experiences

Week 8: Multimodal Literacy

• Exploring diverse forms of literacy beyond traditional text

• Incorporating digital media, visual arts, and music into literacy activities

• Fostering media literacy skills and critical engagement with multimedia texts

Week 9: Assessment of Language and Literacy Development

• Observation and documentation techniques for assessing language and literacy skills

• Using assessment data to inform instructional planning and intervention

• Supporting children with diverse learning needs in language and literacy development

Week 10: Creating Language-Rich Environments

• Designing literacy-rich classroom environments

• Selecting and organizing materials to promote language and literacy engagement

• Collaborating with families and communities to support children's language and literacy development

Assessment:

• Reflective journal entries on readings and class discussions (20%)

• Development of a language and literacy activity plan (30%)

• Case study analysis of a child's language and literacy development (30%)

• Final project: Designing a language-rich learning environment (20%)

Recommended Textbook: "Language and Literacy Development in Early Childhood" by Beverly Otto

Additional Resources:

• Research articles and journal publications on language and literacy development

• Educational websites and online resources from organizations such as the International Literacy Association (ILA) and the National Association for the Education of Young Children (NAEYC)

• Professional development webinars and workshops on effective language and literacy instruction

(OpenAI, 2024)

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