Since the release of ChatGPT over two years ago, its adoption in various fields, including workplaces and educational institutions, has surged. Teachers and administrators in schools around the nation are navigating the challenges posed by this new technology. While many believe it offers significant advantages, others highlight its potential downsides, such as promoting cheating.
This situation has created a divide in classrooms nationwide, with some educators advocating for the integration of AI, while others are calling for strict prohibitions against its use.
“We are firm believers that AI literacy—educating students in age-appropriate ways about what A.I. can and cannot do, and how to utilize these tools responsibly—is a more effective strategy than outright bans,” stated Amanda Bickerstaff, CEO of AI For Education, an organization that offers “AI literacy training,” in an interview with CBS.
A former high school biology teacher, Bickerstaff now collaborates with educators from K-12 through higher education to incorporate AI into their teaching, helping students learn to use the technology ethically. She emphasizes the importance of preparing students for both immediate and future technological advancements.
On the other hand, philosophy professor James Taylor from The College of New Jersey disagrees with this perspective.
Taylor shared with CBS that he initially welcomed AI in his classroom but chose to ban it after witnessing an influx of similar essays filled with misleading or false information, all seemingly generated by AI.
“When you input a prompt, voila! There’s your answer. But that means the student has completely outsourced their critical thinking to a machine. They are not developing the necessary skills themselves,” Taylor articulated.
In his philosophy classes, Taylor mandates that students produce handwritten assignments without the aid of devices. Instead of letting AI handle everything, he encourages students to articulate their viewpoints, critically evaluate others’ arguments, and reach informed conclusions.
“While responsible use is essential, I believe there should be certain classroom settings where AI is completely prohibited,” Taylor remarked.
“Once it’s banned, it becomes the forbidden fruit,” Bickerstaff noted. She argues that if parents and educators do not support or facilitate legitimate AI use, children may resort to harmful applications.
Instead, she focuses on teaching students and educators how to formulate effective AI prompts, enhancing learning outcomes, and verifying the information produced by AI.
Even with their differing views on bans, both Bickerstaff and Taylor agree on the need for a proactive, balanced approach to AI.
“We are at a pivotal moment like none we have experienced before,” Bickerstaff commented. “Generative AI is becoming integral to many of our tools, social media platforms, and devices. If you own a new iPhone, you already have generative AI models at your fingertips.”
