AI use is not a sin

The enduring influence of Puritan ethics in American culture presents an intriguing dichotomy. This historical ethos, with its deep roots in hard work and discipline, colors modern perspectives on technology and learning. I am really worried about the disproportional efforts to catch students using AI, as if it was somehow sinful on its own.

Puritan ethics, born from 16th and 17th-century religious reformers, celebrated hard work as a moral virtue. This belief, that success must be earned through effort and toil, subtly shapes American attitudes towards technology, including AI in education. Critics of AI in this realm often argue that it makes learning 'too easy', equating ease with moral decay. They yearn for the 'authenticity' of traditional learning methods, where struggle is seen as the only legitimate path to knowledge.

However, it's crucial to acknowledge that learning does indeed require effort; growth is impossible without it. But this effort need not be synonymous with drudgery. Suffering and effort are not interchangeable. The assumption that struggle is inherently valuable and that ease is inherently suspect is a limited view, overlooking the broader purpose of education.

The Puritanical echo in the debate over AI in education is ironic. The ethos was about self-improvement, yet rejecting AI tools seems counterproductive. AI can democratize and personalize education, making it more accessible and tailored to individual needs.

The overuse of ethical judgments in this context reflects a broader issue. Ethics is often oversimplified, leaving little room for the complexities of life. This misuse of ethics, particularly in education, can hinder innovation.

In re-evaluating these inherited ethical frameworks, it's essential to recognize that ease in learning isn't antithetical to the values of hard work and achievement. Education's true goal is empowerment and enlightenment, and AI offers a transformative potential in reaching this goal.

I'll tell you what's unethical (a rant)

Ah, the great ethical quandary of our times in education – the use of AI! Picture this: earnest educators standing as the last bastion of traditional wisdom, decreeing “Thou shalt not use AI,” with a fervor that's almost admirable, if it weren't so quaintly misplaced. This isn't just a classic case of misunderstanding technology; it's like watching someone trying to ward off a spaceship with a broomstick.

Now, let's talk about restrictions. In education, where reason should reign supreme, the rationale for any restriction must be more substantial than "because it’s always been this way." When an educator waves the flag of prohibition against AI, one can't help but wonder: where’s the logic? It’s a bit like saying you shouldn’t use a calculator for fear it might erode your abacus skills.

Here's a thought to ponder: the only justifiable ground for restricting AI use in education is if, and only if, it hinders the development of a foundational skill – one that's essential for crafting more complex abilities required for advanced learning. And, let’s not forget, the burden of proof rests with the person setting the limits. Which skill, exactly, is prevented from being developed by the use of AI? If you can explain it to students, then yes, be my guest, ban away.

AI is a very good tutor. Yes, it makes mistakes sometimes, but it is infinitely patient and always available, no appointment necessary. No need to be embarrassed when asking for the umpteenth example to illustrate an elusive concept. To withhold this resource from students isn't just a tad unethical; it's like hiding the key to a treasure chest of knowledge and saying, “Oops, did I forget to mention where it is?”

So, what's ethical and what's not in this grand AI debate? Anything that facilitates learning and growth is a big yes in the ethical column. Casting aspersions on AI without a valid reason or depriving students of its benefits is unethical.

The larger, real question we should be asking is this: What defines ethical practice in education? Is it clinging to the past because it’s comfortable, or is it embracing the future and all the tools it brings to help our students soar? At the end of the day, what’s truly unethical is anything that hinders progress under the guise of misguided caution. After all, isn't education all about unlocking doors, not closing them?

What does AI reveal about relational pedagogy?

In the ongoing narrative of education's transformation, AI's integration has prompted a profound reassessment of what constitutes uniquely human skills. Stephen Wolfram astutely observed that AI hasn't so much humanized computers as it has highlighted the machine-like aspects of certain human abilities, such as writing. This insight extends powerfully into the realm of education, reshaping our understanding of teaching and its intrinsic human elements.

Traditionally, teaching has been viewed primarily as a process of instruction, a transmission of knowledge from teacher to student. However, the advent of AI in education challenges this perspective. AI's ability to deliver instruction, personalize learning, and even interact with students reveals that the instructional aspect of teaching is not exclusively human after all. Machines can replicate, and in some cases, surpass human efficiency in these areas. This realization prompts a crucial question: if machines can instruct, what then is the unique value that human educators bring to the table?

The answer lies in the relational aspect of teaching, an area where AI cannot succeed. AI's emergence has inadvertently cast a spotlight on the importance of relationship-building in education, underscoring its irreplaceability. The human teacher's role evolves from being a mere conveyor of knowledge to a mentor, a guide, a catalyst for emotional and social growth. In this light, the human educator's value is redefined, emphasizing those qualities that machines cannot replicate: empathy, emotional intelligence, and the ability to inspire and motivate.

This shift in perspective is part of a broader redefinition of what it means to be human in an age increasingly dominated by machines. As AI takes over tasks that were once thought to require human intelligence, we are compelled to re-examine and emphasize those domains that are uniquely human. The essence of humanity is being recalibrated, focusing more on emotional, social, and creative capacities - areas where humans excel and machines falter.

In the context of education, this recalibration has profound implications. It suggests that the future of teaching lies not in competing with AI in cognitive tasks but in embracing and enhancing the relational, emotional, and creative aspects of education. Teachers, liberated from the routine cognitive aspects of their work by AI, can focus more on developing deep, meaningful relationships with students, fostering their emotional and social growth, and nurturing their creativity.

This evolution does not diminish the teacher's role; rather, it elevates it. Educators become the custodians of those aspects of learning that are quintessentially human. The classroom becomes a place where not just intellectual but emotional and social skills are developed, where students learn not just from machines but from the rich, complex interactions with their teachers and peers.

AI's integration into education does more than just streamline teaching; it prompts a reevaluation of the teaching profession and a redefinition of humanity itself. As AI assumes more cognitive tasks, the unique value of human educators comes into sharper focus, centering on the relational and emotional aspects of teaching. This shift heralds a new era in education, one where the human element is not just preserved but celebrated and elevated, defining a future where humans and machines work in tandem to create a richer, more holistic educational experience.

Originality over convention

Writing has long been a tightrope walk between adherence to convention and the pursuit of originality. Historically, deviating from established norms could brand you as uneducated, while a lack of originality risked the label of being clichéd. This delicate balance has been fundamentally disrupted by the advent of AI in writing, or "wraiting" as I like to call it.

In the pre-AI era, convention held significant value. It was a measure of education and intelligence, a yardstick to judge the clarity and correctness of one's thoughts. However, AI's ability to effortlessly follow these conventions has suddenly diminished their value. Originality has emerged as the sole contender in the arena of writing excellence. 

This seismic shift has understandably ruffled feathers. Many derive a sense of pride and authority from mastering and teaching these conventions. Yet, they now find themselves in a world where these skills are increasingly automated. This change isn't subject to debate or democratic process - it's an unstoppable wave reshaping the landscape.

Ironically, while AI excels in adhering to conventions, it's not inherently original. It can replicate, recombine, and reformat existing ideas, but the spark of true originality still lies uniquely within the human mind. This realization should be a beacon for writers in the AI era. The challenge is no longer about mastering the rules of writing but about pushing the boundaries of creativity and originality.

The implications for education are profound. Traditionally, a significant portion of writing education focused on teaching the rules – grammar, structure, formats. Now, these aspects can be delegated to AI tools. This frees educators to focus more on cultivating creativity, critical thinking, and originality. It's a shift from teaching the mechanics of writing to exploring the depths of imagination and expression.

For those resistant to this change, the path ahead may seem daunting. It involves unlearning the supremacy of convention and embracing a world where originality reigns supreme. However, this change is not a loss but an evolution. It's an opportunity to rediscover the essence of writing as an art form, where the value lies not in the adherence to rules but in the ability to transcend them.

In conclusion, the advent of AI in writing presents an opportunity for a paradigm shift. It's a call to writers and educators alike to redefine what constitutes good writing. As we navigate this new landscape, our focus should shift from convention to creativity, from format to imagination, ensuring that the heart of writing remains a distinctly human endeavor.

AI Pedagogy, the introduction

1. AI-powered chatbot is a tool. By aiding, any other tool displaces human skills. For example, CAD displaced manual drafting, and word processor/printer displaced penmanship. Educators have an ethical obligation to prepare students for the world where the tool is used, not for the world where it does not exist. Skill displacement is expected.

2. Writing with AI, or ‘wraiting,’ is an advanced and complex cognitive skill set, mastering which should be associated with students’ cognitive growth. It partially overlaps with traditional writing but does not coincide with it. Eventually, "wraiting" instruction should replace writing instruction.

3. The default is to allow or require students to use AI. The only reasonable exception is when the use of AI prevents the development of a truly foundational skill. The pragmatic difficulties of policing the use of AI make it even more urgent to develop a rational justification for any restrictions.

4. In some cases, the displaceable skill is foundational for learning higher-level skills. For example, basic literacy is not a displaceable skill because it is foundational for many other higher-level literacy skills. Therefore, limitations on the use of certain tools in education may be justifiable, although they may not be arbitrary.

5. There must be rational criteria for distinguishing between displaceable and foundational skills. An assumption that all skills associated with traditional writing instruction are foundational is just as unreasonable as the assumption that they all are displaceable. The arguments about strict linearity of curriculum are not valid. Just because we used to teach certain skills in a certain progression does not mean that some of these skills cannot be displaced by AI or other tools.

6. A skill is foundational and non-displaceable if:

1. It is needed for pre-AI and non-AI tasks, or is needed to operate AI. 

2. It is demonstrably needed to develop post-AI skills such as original, critical, creative,  and discerning thinking (OCCD thinking).

7. Rather than worrying about students cheating, instructors should make an effort to make their assignments cheat-proof. The key strategies are these:

1. Asking to submit sequences of prompts to assess student development.

2. Refocusing evaluation rubric to focus on OCCD thinkingб ву-emphasizing displaceable skills

3. Raise expectations by considering content produced via a lazy prompt to be the base level, failing product

8. Each of the uses of AI are unique, and raise different questions and concerns. Their use in instruction should be evaluated separately. These are some examples with :

1. Aggregator of information

1. Tell me what is known about global warming

2. Which philosophers are most notable in virtue ethics?

3. Remind me what Cohen’s d is in statistics.

2. Coach/Tutor/Counselor

1. Test my knowledge of Spanish

2. I feel overwhelmed and disengaged. What can I do?

3. Give me some problems that are likely to be on GRE test, and explain what I did wrong

4. Teach me how to [...] using Socratic dialogue, where you ask leading questions, and respond depending on my answers. Present your questions one by one

3. Data processor

1. Run multiple regression analysis on this data

2. Summarize transcript, examine it for main themes and do sentiment analysis

3. Give me keywords for each of these text segments

4. Put data from this copied webpage into a table. I only need first name, last name, email. 

4. Brainstorming partner

1. I am thinking of writing a paper on… Which theories I should rely on? Who are the key authors?

2. I have this idea… Has anyone else been offering an idea like this? Is it original?

3. How would you build an argument, what supporting and opposing points should I consider? 

4. I have these empirical data. What claims can I make based on them? 

5. Feedback provider

1. Give me feedback on my paper. Use the rubric it is going to be graded on

2. What do you think I should do to improve this paper? 

3. Give me feedback on my lesson plan

6. Ghost writer

1. Write a section of my paper; use these key ideas

2. Elaborate and elucidate this fragment

7. Editor and copy editor

1. Give me feedback on the paper I just uploaded. Which parts need elaboration? Which parts may be redundant, which - too wordy?

2. Revise this segment for clarity

3. Revise the segment for grammar only

The prevailing mood of the discussion about AI in Education

This is the continuation of the analysis of the data set described in the previous blog, just with a different question. Obviously, I not endorse the bot's opinions or conclusions. 

Can you assess the prevailing mood based on the speech patterns?

GPT

1. The prevailing mood in the digital ethnography of educators' discussions about AI in the classroom can be assessed through an analysis of the speech patterns and thematic content:
2. Curiosity and Experimentation: There is a strong sense of curiosity and willingness to experiment with AI tools in the educational context. Educators are actively seeking information, sharing experiences, and exploring novel applications of AI in teaching various subjects, including special needs education​​. This exploratory tone suggests a generally positive and open attitude towards AI in education.
3. Cautious Optimism: While there's an evident enthusiasm for the potential of AI, it's tempered with caution. Educators express concerns about privacy, data security, and the ethical implications of using AI tools, indicating a balanced view where optimism coexists with awareness of potential risks​​.
4. Collaborative Engagement: The interactions reflect a collaborative mood among educators. They are keen on sharing insights, tips, and experiences, indicating a supportive community environment. This collaborative tone is indicative of a positive and community-oriented approach towards problem-solving and knowledge sharing​​.
5. Practical Focus: There's a pragmatic focus on how AI can be utilized effectively in teaching and administrative tasks. Educators discuss practical applications such as grading, writing recommendation letters, and creating lesson plans, demonstrating a goal-oriented and practical mood towards AI integration​​.
6. Concern and Vigilance: Amidst the enthusiasm, there's a discernible mood of concern, particularly regarding data privacy and the ethical use of AI. Educators are vigilant about the implications of AI use, suggesting a mood of responsibility and conscientiousness in adopting new technologies​​.
7. Desire for Professional Growth: The discussions reveal a desire for professional development and a deeper understanding of AI tools. This indicates a mood of ambition and eagerness for growth and learning within the educator community​​.

In summary, the prevailing mood in the conversation is one of cautious optimism, characterized by a blend of enthusiasm and curiosity about AI's possibilities in education, tempered by a responsible and vigilant approach to its challenges and implications. This mood is underpinned by a collaborative spirit and a practical focus on leveraging AI for educational enhancement.

Can you give a list of the 10 most original ideas?

GPT

Based on the digital ethnography of the educators' discussion, the following can be considered the ten most original ideas for AI application in education:

1. AI-Powered Grading Assistance: Using AI to assist in grading student work, with a focus on providing detailed feedback and reducing the time educators spend on this task​​.
2. Historical Chatbots for Interactive Learning: Employing AI chatbots to simulate historical figures or situations, enhancing engagement and understanding in subjects like history and social studies​​.
3. AI for Writing Recommendation Letters: Utilizing AI to draft initial versions of recommendation letters, thereby streamlining the process while maintaining personalization and authenticity​​.
4. AI-Generated Teaching Materials and Lesson Plans: Leveraging AI to create customized teaching materials and lesson plans, particularly for language teaching and online education​​.
5. Chatbots for Special Needs Education: Exploring the use of AI chatbots in special needs education to provide tailored learning experiences and support​​.
6. AI in Early Childhood Education: Investigating how AI tools can be integrated into teaching fundamental subjects like English and math to young learners in grade 1​​.
7. AI for Enhancing In-Character Writing: Using AI to provide detailed, historical context and background information to students, enabling them to write more authentically from the perspective of historical or fictional characters​​.
8. AI-Driven Professional Development for Teachers: Offering professional development programs focused on AI tools, addressing ethical concerns, cheating prevention, and detection of AI-generated work in class​​.
9. AI for Creating Educational Visuals: Using AI to generate visual aids like logos or images for educational purposes, such as team shirts or classroom decorations​​.
10. AI in Digital Tech Teaching: Incorporating AI teaching in the curriculum for digital technology classes, introducing K-6 students to the basics of AI and its applications​​.

These ideas reflect a broad spectrum of innovative approaches to integrating AI into various aspects of education, demonstrating the potential of AI to transform and enhance the learning and teaching experience.

Ai perceptions among educations

The Method:

We copied the last 30 threads from nine largest Fb groups on AI and education. The document, over 1000 pages long (142558 words) was uploaded to ChatGPT, with a request to perform sentiment analysis. The groups are:

• ChatGPT for Teachers & Educators
• AI For Teachers
• ChatGPT for Educators
• AI for Teachers
• The AI Classroom
• ChatGPT for Teachers
• Higher Ed discussions of AI writing
• AI Teacher Resources with ChatGPT, Canva, & Midjourney
• Higher Ed Learning Collective
• AI and ChatGPT in Education

The results are below:

“Here’s a summary of the key sentiments expressed:

1. Privacy and Data Security Concerns: Educators express concerns about privacy issues related to grading student work using AI tools like ChatGPT, citing issues such as data anonymization and the potential for data breaches. Some educators acknowledge the measures taken to anonymize data, while others suggest looking into AI companies that handle security well.
2. Regulatory Compliance: Awareness of regional differences in data privacy regulations, such as GDPR in Europe, influences educator attitudes towards AI in education. Some educators express understanding of why companies are concerned about data privacy compliance, while others are less worried personally.
3. Potential Risks and Misuse: There is a discussion about the potential risks associated with AI, including the re-surfacing of data and the reliability of AI outputs. Concerns are raised about AI’s potential to propagate misinformation and its impact on the educational process.
4. Practical Applications and Benefits: Educators discuss practical uses of AI, such as assisting in grading and providing feedback, and generating teaching materials and lesson plans. AI is seen as a tool that can save time and enhance the learning experience.
5. AI for Personalized Education: AI is considered useful for tasks like writing recommendation letters and creating personalized reports, highlighting its potential in catering to individual needs.
6. Enhancing Creativity and Engagement: Some educators are exploring innovative ways to use AI for creative projects and enhancing student engagement, such as creating chatbots for educational purposes and using AI for art creation.
7. Concerns About Ethical Implications and Academic Integrity: There are discussions about ethical considerations, such as the impact of AI on cheating and academic integrity. Educators ponder how AI might affect the nature of assessment and student work.
8. Need for Professional Development and Policy Frameworks: The importance of professional development for educators to understand and effectively use AI is emphasized. There are requests for AI use policy templates and guidance on integrating AI into educational practices.
9. Diverse Perspectives and Experiences: The sentiment among educators varies widely, with some expressing excitement and optimism about AI’s potential in education, while others show caution and skepticism. This diversity highlights the need for continued dialogue and exploration of AI’s role in education.
10. Emerging Tools and Platforms: Educators are actively exploring and sharing various AI tools and platforms that can aid in teaching and learning, demonstrating a keen interest in staying abreast of technological advancements.

In summary, while there is significant interest and optimism about the potential of AI in education, concerns about privacy, data security, and ethical implications are prominent. The educators also highlight the importance of professional development in AI, the need for policies to guide its use, and the exploration of creative and innovative applications to enhance teaching and learning.” (ChatGPT 4, retrieved 12/14/2023).

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Comment: The sample includes only educators and others already interested in the uses of AI in education, with one exception. They are in no way a representative sample. However, even among this self-selected groups, the concerns still dominate over excitement and over pragmatics. While concerned, educators readily exchange practical tips on how to use AI to reduce their own workload. They are also very curious about specialized AI tools developed for educators. This should be taken into consideration by anyone panning to develop policy or offer professional development to educators.

Disclaimer: This analysis is done within the legal framework of investigative reporting, which does not require a formal IRB approval. Although I am a trained researcher, I am acting here as a blogger/journalist. This is not research and does not imply any claims of validity.

Thanks to Adriana Menjivar Enriquez for assistance. Feel free to suggest other questions to ask about the file. I have several in mind, and will publish more results next week.