Students using ChatGPT to Cheat

Students using ChatGPT to Cheat

We need to talk about this.

It’s on the minds of teachers everywhere. We know that artificial intelligence is not going away, and we know we need to find our way through this new reality. But to do that, we need to talk. We need to discuss how we are navigating this, we need to talk about what can work, and what doesn’t work.

With conversation comes synergy and new ideas.

I’m on social media. Let’s start this conversation. Watch the video below, and then let’s connect on Facebook, Instagram, or X (former Twitter) to bat some ideas around.

How to get Started in ChatGPT

How to get Started in ChatGPT

Teaching is a busy lifestyle. Teachers are busy people.

So, if you havent’ had a chance yet to look at ChatGPT, the AI tool that has taken the world by storm, this video is for you. There’s nothing wrong with not having looked into it yet. But I will tell you that you are missing out on a very HELPFUL ASSISTANT by not checking it out.

I made this video for you. Winter break is upon us, and you might have a minute or two to check it out. But it can be kind of intimidating to hear people talking about AI; like you don’t want to come right out and ask “how do I even find ChatGPT?”

Well, you don’t need to ask the uncomfortable question! Just click on the video below where I help you find ChatGPT, sign up, and start using it!!

It’s going to be okay! And you’re going to be glad you watched this, and even more glad to have a bit of assistance from AI in managing the complexities of teaching in the twenty-first century!

Meet the Avatar: Exploring the World of AI Education

Meet the Avatar: Exploring the World of AI Education

I was caught off-guard today. That rarely happens, and when it does, at my age, it’s pretty awesome. I had seen in a video an AI application called Hey Gen and the video avatar that was demonstrated in the video was pretty impressive. Now, this isn’t my first attempt to acquire an AI avatar, and in light of the fact that the one I paid $25 for a few short weeks ago had a third arm (we’ll talk about some of the challenges of AI image generation in another post), my expectations were not super high. What Hey Gen delivered for free blew me away. In fact, when I sent the demonstration video to my family, all conceded that had I not revealed that the video was AI, and was neither me, nor my voice, they were speechless.

Google Lens is Transforming the Lives of Struggling Readers

Google Lens is Transforming the Lives of Struggling Readers

In my generation, math teachers used to tell us “you’re not going to have a calculator with you every minute of the day when you’re an adult. It’s important to learn to do math without a calculator. While I’m sure there was a point to be made with that statement, the technological revolution of the past decades has made that statement entirely false. My laptop has a calculator, my iPhone has a calculator, and my iPad has a calculator. I literally have a calculator within reach every single day, almost every minute of the day!

And while it’s great that we have that kind of numeracy support in our day to day lives, it would sure be nice if we could have that same level of support for literacy as well, wouldn’t it?

Enter Google Lens.

It’s been available on Android devices for some time, but it’s been somewhat unknown on iOS devices, partly because it’s not called Google Lens on the Apple devices. It’s just called Google. Not Google Chrome, not Google Drive, not Google Keep. Just Google. TO have access to Google Lens on an iOS device, you’ll find the power in the Google App.

With this app installed on a phone, students whos struggle with reading will have access to test-to-speech support everywhere they go.

AND, it also offers translation tools as well. So for students who are new to our country, and who are learning the language, instantaneous translation is a possibility. Google does not yet have all languages available in this tool, but the number of languages is increasing all the time, making this a viable tool for language learners as well as readers.

Here’s a quick video to show you how to accomplish these tasks!

Chat GPT #QuickWins for Teachers

Chat GPT #QuickWins for Teachers

Let’s talk about some ideas for teachers to start using ChatGPT to save time. Teachers are busy people, and sometimes it feels like there’s always one more thing being added to the “to-do” list that teachers are expected to undertake. Wouldn’t it be nice to have some help? Wouldn’t it be amazing to have an assistant who could come up with new ideas and ways to refresh your projects, assessments, newsletters, report card comments, and other clerical duties? Well, please let me introduce you to ChatGPT. Your new idea-generating, text-writing virtual assistant. Here are some ideas to test out in ChatGPT. Enter one of these prompts, and watch how FAST it comes up with ideas for you. This is a game-changer.

Converging Technologies that Shaped the AI Landscape

Converging Technologies that Shaped the AI Landscape

When OpenAI released ChatGPT on November 30, 2022, it felt as though AI had suddenly “arrived”. Despite this feeling that it appeared so suddenly, there have been, unsurprisingly, decades of research and technological advancement and development that led to this disruptive piece of technology.

The image represents 10 “high tech” concepts, all of which have been mentioned in the literature and empirical articles I’ve been reading. The dotted lines illustrate which concepts were connected to other concepts within the literature. All these technologies have played a role in bringing us to the place we are currently at with artificial intelligence.

10 Artificial Intelligence Uses in K-12 Education

10 Artificial Intelligence Uses in K-12 Education

In the dynamic landscape of K-12 education, the integration of Artificial Intelligence (AI) has revolutionized the way students learn and educators teach. From personalized learning experiences to intelligent tutoring systems, AI applications in education have opened up a realm of possibilities to enhance student engagement, comprehension, and overall academic performance. This list encompasses some of the growing areas where artificial intelligence is being found in education. Though not yet necessarily commonplace, the literature reveals that many of these uses are coming soon to a school near you!

1. Personalized Learning: AI-powered educational software can adapt to students’ individual learning styles and paces, providing personalized learning experiences tailored to their specific needs (Chan & Hu, 2023; Crompton & Burke, 2022; Fuchs, 2023; Garcia-Martinez, 2023; Gupta & Chen, 2022; Hwang & Tu, 2023).

2. Intelligent Tutoring Systems: AI-driven tutoring systems can provide students with real-time feedback, additional practice opportunities, and customized learning paths to enhance their understanding of various subjects (Crompton et al., 2022; Crompton & Burke, 2023; Hwang & Tu, 2023; Zawacki-Richter et al., 2019).

3. Adaptive Assessments: AI-based assessment tools can analyze students’ performance data and provide educators with insights into their strengths and weaknesses, facilitating targeted interventions and support strategies.

4. Virtual Reality (VR) and Augmented Reality (AR) Learning: AI can be used to create immersive and interactive virtual learning environments, allowing students to explore complex concepts through realistic simulations and visualizations.

5. Language Learning Support: AI-powered language learning platforms can assist students in developing their language skills by providing interactive lessons, pronunciation guidance, and language practice exercises.

6. Automated Grading Systems: AI-based grading systems can automate the process of grading assignments and assessments, enabling educators to save time and focus on providing more targeted feedback and support to students.

7. Educational Content Creation: AI tools can assist educators in creating engaging and interactive educational content, including lesson plans, quizzes, and educational games, to enhance students’ learning experiences.

8. Data-Driven Decision Making: AI analytics tools can analyze large datasets to identify trends and patterns in student performance, enabling educators to make data-driven decisions to improve teaching methodologies and student outcomes.

9. Intelligent Content Filtering: AI algorithms can help filter and curate educational content, ensuring that students have access to appropriate and relevant learning materials while maintaining a safe and secure online learning environment.

10. Interactive Chatbots for Learning Support: AI-powered chatbots can provide students with instant access to information, answer their questions, and offer learning guidance, fostering a supportive and engaging learning environment both inside and outside the classroom (Chen et al. 2023; Fuchs, 2022; Fuchs, 2023; Gupta & Chen, 2022; Liang et al., 2021; Sweeney, 2023; Tlili et al., 2023; Yu, 2023).

References

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8

Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success. Information Systems Frontiers, 25(1), 161–182. https://doi.org/10.1007/s10796-022-10291-4

Crompton, H., Jones, M. V., & Burke, D. (2022). Affordances and challenges of artificial intelligence in K-12 education: A systematic review. Journal of Research on Technology in Education, 1–21. https://doi.org/10.1080/15391523.2022.2121344

Crompton, H., & Burke, D. (2022). Artificial intelligence in K-12 education. SN Social Sciences, 2(7), 113. https://doi.org/10.1007/s43545-022-00425-5

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8

Fuchs, K. (2022). The importance of competency development in higher education: Letting go of rote learning. Frontiers in Education, 7, 1004876. https://doi.org/10.3389/feduc.2022.1004876

García-Martínez, I., Fernández-Batanero, J. M., Fernández-Cerero, J., & León, S. P. (2023). Analysing the Impact of Artificial Intelligence and Computational Sciences on Student Performance: Systematic Review and Meta-analysis. Journal of New Approaches in Educational Research, 12(1), 171. https://doi.org/10.7821/naer.2023.1.1240

Gupta, S., & Chen, Y. (2022). Supporting Inclusive Learning Using Chatbots? A Chatbot- Led Interview Study.

Hwang, G.-J., & Tu, Y.-F. (2021). Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review. Mathematics, 9(6), 584. https://doi.org/10.3390/math9060584

Liang, J.-C., Hwang, G.-J., Chen, M.-R. A., & Darmawansah, D. (2023). Roles and research foci of artificial intelligence in language education: An integrated bibliographic analysis and systematic review approach. Interactive Learning Environments, 31(7), 4270–4296. https://doi.org/10.1080/10494820.2021.1958348

Sweeney, S. (2023). Who wrote this? Essay mills and assessment – Considerations regarding contract cheating and AI in higher education. The International Journal of Management Education, 21(2), 100818. https://doi.org/10.1016/j.ijme.2023.100818

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.1186/s40561-023-00237-x

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

Key Concepts and Terminology in AI

Key Concepts and Terminology in AI

Technojargon can be overwelming, not just for teachers, but for everyone. The world of artificial intelligence is no exception; it is a field filled with technical terms and definitions. Not all of the lingo is important for educators, but having a cursory understanding of the basics is probably worth the undertaking. Here we are going to take a look at some of the key terms and definitions pertinent to AI, in order to achieve a slightly deeper understanding of where we are at in 2023.

AIEd: short for Artificial Intelligence in Education, refers to the integration of artificial intelligence technologies into educational practices. It involves the use of AI-driven tools, algorithms, and systems to enhance and personalize the learning experience for students, streamline administrative tasks for educators, and provide data-driven insights for educational institutions. The application of AI in education (AIEd) has been the subject of research for about 30 years (Zawacki-Richter, 2019, p. 2).

Aigiarism: related to the concept of plagiarism, which refers to the practice of using someone else’s work or ideas without proper attribution or permission, aigiarism refers to using content entirely generated by artificial intelligence without acknowledging or attributing. In reading the literature, I have seen authors list ChgatGPT as a co-author, and I have read articles where the author opted not to formally name ChatGPT as a coauthor, with an explanation as to this choice.

Algorithm: An algorithm is a set of step-by-step instructions or rules designed to perform a specific task or solve a particular problem. In the context of computer science and AI, algorithms serve as the foundation for various operations, including data processing, machine learning, and decision-making processes.

Big Data: Big Data refers to large and complex data sets that are challenging to process using traditional data processing applications. It encompasses vast volumes of structured and unstructured data that require advanced analytics and processing techniques to extract valuable insights, patterns, and trends.

ChatBot: an AI-powered computer program designed to simulate human conversation and interact with users via text or speech. The term “Chatbot” stems from “Chatter bot” coined by Michael Loren Mauldin for programs capable of text-based conversations with users (Chen et al. 2023, p. 162). Chatbots utilize natural language processing and machine learning algorithms to understand user queries, provide relevant information, and engage in meaningful conversations.

ChatGPT: ChatGPT is a Natural Language Processing (NLP) model developed by OpenAI that uses a large dataset to generate text responses to student queries, feedback, and prompts (Fuchs, 2023, p. 1). Tlili (2023) noted that ChatGPT is a conversational artificial intelligence interface which interacts in a realistic way and even answers “follow up questions, admits its mistakes, challenges incorrect premises, and rejects inappropriate requests” (Open AI, 2023)

Deep Learning: a subset of machine learning that utilizes artificial neural networks to process and analyze complex data. It involves the use of multiple layers of algorithms to extract high-level features from raw data, enabling machines to perform tasks such as image recognition, natural language understanding, and decision-making. The ability of computers to simulate what the brain does is called deep learning (Maboloc, 2023, p. 1)

Generative Artificial Intelligence: Generative Artificial Intelligence refers to AI systems capable of creating original content. GenAI models use advanced algorithms to learn patterns and generate new content such as text, images, sounds, videos and code  (Chan & Hu, 2023, p. 1). These systems use advanced algorithms, often based on deep learning models, to generate new data based on patterns and examples from existing datasets and they closely resemble human-generated content.

GPT: GPT stands for Generative Pre-trained Transformer, which is a type of deep learning model known for its ability to generate human-like text based on given prompts. GPT is a language model developed by OpenAI that is capable of producing response text that is nearly indistinguishable from natural human language (Lund & Wang,  2023, p. 26). GPT models are based on transformer architectures and have been widely used for various natural language processing tasks, including text generation, translation, and summarization.

Large Language Models: Large Language Models refer to advanced AI models designed to process and understand human language on a large scale. A language model is a type of AI model trained to generate text that is similar to human language (Lund & Wang,  2023, p. 26).These models utilize complex algorithms and extensive datasets to perform tasks such as text generation, language translation, and sentiment analysis.

Machine Learning: a branch of AI that focuses on developing algorithms and systems capable of learning from data and making predictions or decisions based on that data. Popenici and Kerr (2017) define machine learning “As a subfield of artificial intelligence that includes software able to recognise patterns, make predictions, and apply newly discovered patterns to situations that were not included or covered by their initial design” It involves the use of statistical techniques and iterative learning processes to enable machines to improve their performance over time.

Multimodal Models: Multimodal Models are AI systems that can process and interpret multiple types of data, such as text, images, and audio, simultaneously. These models integrate information from various modalities to gain a comprehensive understanding of the data and enable more sophisticated analysis and decision-making. Multimodal models (GPT-4) may produce voice and video explanations and tag images (Rahaman et al., 2023, p. 2).

Natural Language Processing Models: NLP Models are AI systems specifically designed to understand, interpret, and generate human language. These models use algorithms and linguistic rules to process and analyze text or speech data, enabling tasks such as language translation, sentiment analysis, and text summarization. Natural Language Processing (NLP) models have been in development since the 1950s (Jones, 1994), but it was not until the past decade that they gained significant attention and advancement, particularly with the development of deep learning techniques and large datasets (Fuchs, 2023, p. 1).

Neural Systems: Neural Systems refer to computational models inspired by the structure and functioning of the human brain’s neural networks. Neural systems mimic the human brain (Maboloc, 2023, p. 1). In the context of AI, neural systems are utilized for tasks such as pattern recognition, decision-making, and learning from data, often implemented through artificial neural networks.

Training Data: Training Data refers to the dataset used to train machine learning models and AI systems. It consists of labeled or unlabeled examples that enable algorithms to learn patterns, make predictions, and improve their performance on specific tasks. If the training data is not adequately diverse or is of low quality, the system might learn incorrect or incomplete patterns, leading to inaccurate responses  (Fuchs, 2023, p. 2).

Turing Test: The Turing Test is a measure of a machine’s ability to exhibit intelligent behavior that is indistinguishable from that of a human. Proposed by Alan Turing in 1950 who described the existence of intelligent reasoning and thinking that could go into intelligent machines (Crompton & Burke, 2023, p. 2), the test involves a human evaluator engaging in a natural language conversation with both a machine and another human without knowing which is which. If the evaluator cannot reliably distinguish between the machine and the human, the machine is considered to have passed the Turing Test. The Turing Test was proposed as a code of protocol to understand whether a machine can exhibit intelligent behavior equivalent to, or indistinguishable from, that of a human (Tlili et al., 2023, p. 2).

References

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8

Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success. Information Systems Frontiers, 25(1), 161–182. https://doi.org/10.1007/s10796-022-10291-4

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8

Fuchs, K. (2022). The importance of competency development in higher education: Letting go of rote learning. Frontiers in Education, 7, 1004876. https://doi.org/10.3389/feduc.2022.1004876

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/LHTN-01-2023-0009

Maboloc, C. R. (2023). Chat GPT: The need for an ethical framework to regulate its use in education. Journal of Public Health, fdad125. https://doi.org/10.1093/pubmed/fdad125

OpenAI. (2023). ChatGPT: Optimizing language models for dialogue. https://openai.com/blog/chatgpt.

Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22. https://doi.org/10.1186/s41039-017-0062-8

Rahaman, Md. S., Ahsan, M. M. T., Anjum, N., Terano, H. J. R., & Rahman, Md. M. (2023). From ChatGPT-3 to GPT-4: A Significant Advancement in AI-Driven NLP Tools. Journal of Engineering and Emerging Technologies, 1(1), 50–60. https://doi.org/10.52631/jeet.v1i1.188

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.1186/s40561-023-00237-x

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

A Brief History of AI

A Brief History of AI

The roots of AI can be traced back to the mid-20th century when researchers began exploring the possibility of creating machines that could simulate human intelligence. From the early days of simple problem-solving algorithms to the development of complex neural networks and deep learning models, AI has made significant strides in its evolution. It has transitioned from rule-based systems to data-driven approaches, unlocking capabilities such as natural language processing, computer vision, and autonomous decision-making. Over the years, AI has transformed from a theoretical concept to a practical reality, permeating various aspects of our daily lives and demonstrating its potential to reshape the future of education and beyond.

The birth of AI goes back to the 1950s when John McCarthy organised a two-month workshop at Dartmouth College in the USA. In the workshop proposal, McCarthy used the term artificial intelligence for the first time in 1956 (Russel & Norvig, 2010, p. 17) (Zawacki-Richter, 2019, p. 3), as he followed up on the work of Turing (Crompton & Burke, 2023, p. 2). Specifically, McCarthy’s use of the word “artificial intelligence” (AI) was intended to refer to machines and processes that imitate human cognition and make decisions like humans (Tlili, 2023, p. 1). There have certainly been lulls in the forward progress of AI since the coining of the term, and recent years have seen a significant change in artificial intelligence.

Currently, AI capability is developing rapidly (Sweeney, 2023, p. 2). At the end of 2022, Chat GPT developed by OpenAI was hailed as the most advanced intelligent machine closest to passing the Turing test, ushering in a new, vibrant era of artificial intelligence  (Yu, 2023, p. 02).

References

Crompton, H., & Burke, D. (2022). Artificial intelligence in K-12 education. SN Social Sciences, 2(7), 113. https://doi.org/10.1007/s43545-022-00425-5

Russel, S., & Norvig, P. (2010). Artificial intelligence – a modern approach. New Jersey: Pearson Education.

Sweeney, S. (2023). Who wrote this? Essay mills and assessment – Considerations regarding contract cheating and AI in higher education. The International Journal of Management Education, 21(2), 100818. https://doi.org/10.1016/j.ijme.2023.100818

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.1186/s40561-023-00237-x

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

Ways to use AI in K-12 Classrooms

Ways to use AI in K-12 Classrooms

The empirical literature outlines a number of ways that artificial intelligence (AI) might be used in K-12 education. Despite these categories of use being identified as researchers as viable uses for AI in the K-12 classroom, many teachers are either unaware of these new resources, or they are unfamiliar with how to use these new tools, and the result is the same: at this time, they are either underutilized, or not utilized at all.

Regardless of the ubiquity (or lack thereof) of the use of these tools, we’ll  briefly outline some of the potential value that the academy suggests AI may bring to the K-12 environment.

Despite a paucity of research specific to K-12 education, the literature is filled with examples of uses for artificical intelligence in the K-12 classroom. For example, Holstein et al (2018) used Lumilo as mixed-reality glasses that allowed the educator to see the physical data of the student’s body language and also provided an additional digital layer over each student  (Crompton & Burke, 2022, p. 117).  AI programs, such as CyWrite, WriteToLearn, and Research Writing Tutor are being used to unpack and analyze student writing and provide feedback to the educator (Hegelheimer, et al. 2016). Crompton and Burke (2022) made reference to AI tutors literature review, noting that they provide one-to-one support for students, with tutoring matched to the student’s cognitive level followed by immediate, targeted feedback (Luckin, et  al. 2016). Examples of AI tutors include systems, such as ACTIVE Math, MAThia, Why2Atlas, Comet, and Viper which are used for a variety of subjects and grade levels (Chassignol et al. 2018). BERT, RoBERTa and XLNet are primarily focused on understanding the underlying meaning of text and are particularly useful for tasks such as sentiment analysis and named entity recognition  (Lund & Wang,  2023, p. 27).

So, the literature is currently outlining some uses for artificial intelligence that, in my estimation, and from my vantage point of working as the coordinator of educational technology, are not yet being used by teachers who are in front of our K-12 students. We are not going to endeavour to locate and test the affordances that are mentioned in the literature, but rather, we acknowledge that there is progress made in this area on a daily basis, and as applications involving artificial intelligence become more ubiquitous and/or more affordable, their usage will be inevitable in our K-12 classrooms worldwide.

References

Chassignol M, Khoroshavin A, Klimova A, Bilyatdinova A (2018) Artificial intelligence trends in education: a narrative view. Procedia Comput Sci 136:16–24. https://doi.org/10.1016/j.procs.2018.08.233

Crompton, H., & Burke, D. (2022). Artificial intelligence in K-12 education. SN Social Sciences, 2(7), 113. https://doi.org/10.1007/s43545-022-00425-5

Hegelheimer V, Dursun A, Li Z (2016) Automated writing evaluation in language teaching: theory, development, and application. Comput Assist Lang Instr Consort J 33(1):2056–9017

Holstein K, McLaren BM, Aleven V (2018) Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. In: Rosé C, Martínez-Maldonado R et al (eds) Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018). LNAI 10947 Springer, New York, pp 154–168

Luckin R, Holmes W, Forcier LB, Griffiths M (2016) Intelligence unleashed: an argument for AI in education. https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innov ation/Intelligence-Unleashed-Publication.pdf.

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/LHTN-01-2023-0009

Start at the Beginning

Start at the Beginning

Let’s start at the beginning (more or less) with Artificial Intelligence in K-12 education. The starting point I will identify will be the launch of ChatGPT, as it is the point of awareness for the majority of the population of our planet, that AI has arrived, and it is here to stay. This is not to say that there have not been components of AI in K-12 education prior to ChatGPT, certainly, there have been. But ChatGPT ‘s launch represents a fundamental change in the way that AI is understood, viewed and mentally represented by the majority of people.

At the end of 2022, OpenAI launched a chatbot, named ChatGPT, that within five days attracted over one million users (Doshi et al., 2023, p. 6; Yu, 2023, p. 01). ChatGPT revolutionised people’s understanding of AI simply by being so very easy to use. The ChatGPT screen appears very similar to a search screen such as that of Google, but the space for the user to type in appears at the bottom of the screen. It also, unlike a search engine, provides some suggestions for the user in terms of interacting with the chatbot.

The layout of ChatGPT is so minimal, that it becomes obvious to new users how they are to proceed in order to interact with the artificial intelligence.

It’s important to know that the free version of ChatGPT (GPT-3.5 as shown at the top of the image), as of the date of this blog post, has been trained on data up to 2021. (The paid version, GPT-4 has been trained to a more recent point; According to the company who created ChatGPT, OpenAI, it has limited knowledge of world and events after 2021. The model has been trained on a diverse range of texts, including books, articles, and websites, allowing it to understand user input, generate responses, and maintain coherent conversations on a wide range of topics  (Chan & Hu, 2023, p. 2). When you ash ChatGPT a question, you receive a response that reads as smoothly as if a human had considered your question and took time to craft a response. Without taking a deep dive into the technical details, it is worth noting that the chatbot called ChatGPT was trained using more than 175 billion parameters (Chan & Hu, 2023, p. 2). This massive training is how, despite that it is actually not connected to the Internet (OpenAI, 2023), it is able to construct responses that “feel” human.

References

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8

Doshi, R. H., Bajaj, S. S., & Krumholz, H. M. (2023). ChatGPT: Temptations of Progress. The American Journal of Bioethics, 23(4), 6–8. https://doi.org/10.1080/15265161.2023.2180110

OpenAI. (2023). What is ChatGPT? https://help.openai.com/en/articles/6783457-what-is-chatgpt

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