During this new school year, there’s a pressing question on educators’ minds: What’s the deal with generative AI, particularly ChatGPT? Since its release in November 2022, the educational community has been slow in responding to its potential impact on classrooms. This article is a summary of the Brookings Institution’s commentary “Should schools ban or integrate generative AI in the classroom”. The Brookings Institution is a non-profit think tank in Washington that conducts high-quality, independent research on policy issues in the nation and the world. Their commentary delves into the current state of generative AI in K-12 public schools, offering insights into the ongoing debates and the various paths schools are taking.
The Current Landscape:
Educators, parents, students, and edtech developers are engaged in intense debates about the pros and cons of using generative AI in education. The discussions revolve around personalized learning, enhanced evaluations, and improved academic performance versus concerns like plagiarism, cheating, disinformation, and discriminatory bias.
Public School Responses:
As of now, public schools have taken a mixed approach, with some banning generative AI tools, some integrating them, and others still in the review phase. These decisions are typically made at the institutional level, affecting entire districts.
Banning Generative AI:
Several major U.S. school districts, initially including New York City and Los Angeles, have opted to ban or restrict access to ChatGPT and similar AI-powered tools. They cite concerns related to child safety, academic integrity, and appropriateness for minors. However, banning these tools entirely may not be a comprehensive solution, as students can access them outside of school.
Integrating Generative AI:
Some school districts, like New York City, have reversed their initial bans after evaluating the potential benefits of generative AI. They are actively working to integrate these tools into classrooms, providing resources and professional development for educators to ensure responsible usage.
Placing Generative AI Under Review:
Other districts have chosen to put generative AI under review, monitoring its impact and waiting for more comprehensive guidance. However, this approach can lead to uncertainty and delay in harnessing the potential benefits of AI in education.
The Need for Guidance:
Transparency and formal guidance on generative AI use in education are currently lacking. Many teachers have not received any guidance on how to use these tools effectively. With the new school year, delaying decisions on generative AI may have unintended consequences.
A Call to Action:
School districts have a critical opportunity to shape the responsible use of generative AI in education. They can provide clear policies and support equitable access to its benefits. Proactively addressing these issues now will set the stage for responsible AI usage in the future.
In Conclusion:
The use of generative AI in education is a complex issue with diverse opinions and approaches. Finding a balanced solution that maximizes the benefits while mitigating risks is crucial for schools.
However, banning or restricting ChatGPT in schools may not be a foolproof solution because students can easily access it outside of the classroom. This limitation extends to other generative AI tools as well, making a comprehensive ban impractical. Moreover, such bans may only serve as temporary fixes, diverting attention from deeper issues within the education system, such as the need to reform assessment methods.
Instead, school districts should recognize that the suitability of AI may vary depending on the teacher, subject, and student. Different scenarios, such as using ChatGPT for history or art classes, for non-English-speaking students, or for those with learning disabilities, present unique benefits. Therefore, across-the-board bans or restrictions could limit the ability of students and instructors to harness relevant learning advantages, potentially affecting their educational and post-secondary opportunities, as well as future employment prospects.
A national survey of K-12 teachers found that 72% of them have not received any guidance on how to use generative AI. With AI’s gain of popularity among students and teachers, the absence of clear institutional policies may lead to unintended and counterproductive uses. Without a controlled environment for generative AI usage, schools risk students using these rapidly evolving technologies in unpredictable ways, potentially impacting safety, equity, and the learning experience.
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