Opinion: Response needed now to quickly-emerging technologies

The development of artificial intelligence (AI) has been a highly disputed topic since its release. With early software programs such as Grammarly and Google, AI has risen to the forefront of debates in schools. 

As of publication, SD308 has no stated policy over the use of AI in school, which begs the question: how should AI be regulated in our school? More specifically, how should sites like ChatGPT, and other more advanced forms should be handled in the educational setting? 

“We’re still in the space [of] how do we approach this as a school district. I think the world and school districts, everyone is thinking what is our approach to this?” said OH Instructional Technology Coach Jaclyn King.

With the release of ChatGPT, the relevance of AI skyrocketed. After receiving national attention due to the writer’s guild strike and disagreements in the art scene over AI, the development of this technology advanced rapidly and school districts struggled to keep up.

“I think schools are working towards a policy on acceptable use and what that looks like depends on a lot of different factors,” said King.

As of now, SD308 does not have a stated policy regarding AI. However, both Oswego and Oswego East English Departments have practices regarding the use of this software in their syllabi.  As stated in the aligned English grading practices (on all English syllabi), “Plagiarism violations include plagiarism of student-created materials, copying, cheating, using artificial intelligence (AI) sources (like ChatGPT) to write substantive portions of work, misrepresentation of work or knowingly allowing others to copy one’s work.  Students are expected to do their own work at all times unless otherwise instructed by their teachers.”

Despite not having an official policy, the district is still open to the idea of AI in a classroom setting.

“We are open to opportunities that enhance the student’s academic experience, but recognize that there are both benefits and challenges with technological advances which are important to consider,” said OH Assistant Principal Tania Sharp.

AI has been regarded as having several negative effects such as allowing students to plagiarize work, look up assignment answers, and more. With AI becoming a relevant addition to tech culture, finding the balance between restricted use and full access in schools is difficult. 

Recently, the OH and OE Instructional Tech Coaches released a survey to understand the extent to which AI plays in students’ lives. 

“The AI survey went out to students and teachers on Friday [Jan. 19].  As we learn to navigate an evolving educational environment impacted by AI, we wanted to gather initial feedback on AI in education from our students and staff so that we can use this data to inform decision-making,” said King.

According to the United States Office of Education, “Educators recognize that AI can automatically produce output that is inappropriate or wrong. They are wary that the associations or automations created by AI may amplify unwanted biases. They have noted new ways in which students may represent others’ work as their own.” 

The question of plagiarism is a major concern for many teachers and parents, as AI can generate unique, specific, and effective content pulled from all corners of the Internet. 

“I think AI can become a problem when we start passing it off as our own work. I think we should treat using these tools as plagiarism, not just cheating. Using something that some(one)thing else created and passing it off as your own is plagiarism, so this, to me, is the same,” said OH English teacher Abby Bartle.

However, as with any set of cons, there are several benefits to the use of AI.

“I think with any new tech there’s gonna be pros and cons, it can streamline some of our workflow like lesson planning, coming up ideas for differentiating in the classroom, just kind of making things flow a little faster,” said King. 

Much like the reaction to the widespread availability of the internet, AI has garnered the same attention. The capabilities of these types of software are limitless with engines like ChatGPT which can help students understand key concepts from units and even help teachers with lesson plans. 

“I think it’s a tool, and like anything, we have to learn to how to use it as a tool,” said King. 

Any site on the internet can be greatly misused, the key is to educate students with the responsibility to use these developments.

“It is important that students understand and recognize the difference between their critical thinking and production of their work versus someone else, which is consistent with previous technological advancements,” said Sharp.

Schools have the right to acknowledge the potential danger of granting students access to AI, but students already can get to these platforms at home and off of school wifi. Rather than banning it altogether, teaching students how to use it properly and safely while still applying limitations would be the most beneficial. 

Learning how to responsibly use these programs is key in modern society. These types of software are not going away, only expanding and developing. Therefore, teaching students how to properly and efficiently use AI should be considered.