Generative Artificial Intelligence (AI) is impacting the world of education, offering educators around the globe a powerful and accessible tool. However, important questions arise about how this technology is transforming some educational practices. How are educators handling these new challenges?
This video addresses the challenges that educators face when deciding to incorporate AI into their pedagogical practices and raises pertinent questions to establish clear guidelines for its effective use:
- How can we ensure that students are truly learning with the use of AI?
- The complexity of AI can be intimidating, but it’s important not to instill fear in students about facing new challenges.
- It’s crucial to understand how, when, and why to use AI.
- Staying updated can be challenging, especially when educators have time constraints and are feeling exhausted.
- The introduction of AI could signify the end of the era of traditional homework.
- I would like students to use AI as a tool for critical thinking, although this isn’t always obvious.
The video also explores the positive experiences of educators and students with AI, highlighting the benefits of this technology:
- Saving time on administrative tasks and lesson planning.
- Using ChatGPT to summarize texts clearly and concisely.
- Assisting in organizing ideas and facilitating brainstorming sessions.
- Stimulating creativity.
- Supporting text revision and obtaining constructive feedback.
- Providing detailed explanations of steps to solve mathematical problems.
However, it is crucial to address the disadvantages, such as AI “hallucinations,” which can lead to inaccurate or non-existent results, misleading those who do not verify the information; the bias of the results generated depending on the data used to train the model; privacy flaws that are not always guaranteed by the company that made the tool we are using. Therefore, promoting digital literacy in AI becomes essential and urgent in education.
The video discusses the three main uses of generative AI: idea generation, research, and writing support. It questions which of these activities might be considered inappropriate and how learning can be active and meaningful.
