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In November 2022, OpenAI introduced ChatGPT to the world.
At that time, Peter Crowley was student teaching in a high school situated in the Adirondacks. He recalls a colleague showing students how to use the tool.
“They demonstrated how to use it, explaining it’s akin to what calculators were for math,” Crowley noted.
Just days later, three of his students submitted essays that struck him as unusual. “No typos or errors whatsoever,” Crowley remarked. “However, they conveyed very little. This happened the week ChatGPT launched.”
This marked a profound change, according to Crowley. Suddenly, large language models were accessible to everyone at no cost.
K-12 students quickly embraced these tools.
According to a recent study by the Pew Research Center, more than half of U.S. teenagers utilize artificial intelligence tools to assist with their schoolwork, a significant increase from just 13% in 2023.
Making the Case Against AI Use
Now an English teacher at St. Regis Falls Central School District, Crowley benefits from small class sizes, typically ranging from ten to twelve students per grade, making it relatively straightforward for him to identify AI usage.
“I teach the same students for three consecutive years, getting to know their writing styles intimately. It’s tough for them to slip something by me,” Crowley explained.
However, he emphasizes the importance of students engaging with their work from start to finish.
“It’s use it or lose it,” he stressed. “To develop and retain your thinking skills, you must actively engage. It’s a fight for your uniqueness,” he advised his students at the beginning of the school year.
Crowley explained that while adults might leverage large language models for drafting emails or proposals, they had to master these skills themselves first—students deserve the same opportunity.
Embracing AI to Enhance Learning
While Crowley takes a cautious approach, Jeremie Fish, a research assistant professor at Clarkson University, adopts a more open stance regarding AI.
“Students are equipped with this remarkable tool, and it truly is impressive. My goal is to guide them on how to use it responsibly,” Fish stated.
The only way for students to learn its limitations is through active use, he affirmed.
This past fall, one of his classes tackled a project designed to deceive a language model into generating incorrect responses.
“Many students successfully identified specific problems that the LLM struggled with. That was my intention; while it’s a potent tool, caution is paramount,” Fish remarked.
Using a “flipped classroom” approach, Fish encourages students to engage with lectures and readings at home so they can demonstrate understanding during class.
“They collaborate on problems in class, necessitating that they actually work through the math with pencil and paper,” Fish explained.
Admittedly, his students dislike this model, and he’s seeking to enhance their experience.
“Students find it challenging because it demands more effort, yet they perform better and achieve higher grades,” he pointed out.
The Value of Struggle in Learning
This highlights a fundamental tension between artificial intelligence and education: learning is inherently challenging.
But that is precisely the goal, according to Breyne Moskowitz.
“Simply accepting AI-generated content does not foster critical thinking, as students tend to take whatever they receive,” she expressed.
Moskowitz, a retired teacher residing in Canton, is concerned that students relying on AI tools may struggle to evaluate source credibility and exercise their own judgment.
During the latter part of her career, she taught logic at St. Lawrence University.
“Most of my students were seniors, and they had difficulty grappling with logical concepts,” she recounted. “Some attempted to prove point A but wrote proofs that included points B, C, A, and D. They failed to grasp that point A cannot logically prove itself. No one had taught them how to think logically,” she observed.
This skill is not innate, Moskowitz emphasized. It requires nurturing and practice, akin to any other ability.
Aid or Dependency?
Joe Lawrence, a father of three in Lowville, has mixed feelings about providing AI tools to one of his children with learning disabilities, which the school district suggested a few semesters ago.
“Programs like talk-to-text or reading aids can be installed on his Chromebook,” Lawrence explained. “The school asked us if we believed these tools would benefit him, given his needs assessment.”
Lawrence admitted to being conflicted. While he didn’t want to limit his child’s opportunities, he was apprehensive about creating dependency on the tools.
“You could argue that these tools will be accessible, so some reliance on them is reasonable,” he stated. “However, I hesitated, fearing they might hinder his development of skills in more traditional ways.”
Over time, Lawrence has grown more comfortable with his son’s use of these tools, especially since he and his wife continue to assist him with skill-building at home.
Rapid Adoption by Educators
AI tools are not exclusively for students; teachers are utilizing them as well.
Data from the EdWeek Research Center reveals that around 60% of teachers report integrating AI-driven tools into their work “to some extent.”
At the Lake Placid Central School District, teachers benefit from a service known as ‘Brisk.’
“It aids in creating lesson plans and instructional materials, as well as grading tasks. It can even draft emails and summaries,” detailed Vicki Kirchner, a speech-language pathologist at Lake Placid’s elementary school.
Kirchner shared that leveraging large language models has significantly improved her workflow. “It’s a game changer for me, especially since I work in special education. I manage students with varied needs,” she explained.
Each of her students focuses on different objectives, and Kirchner stated that large language models allow for rapid creation of personalized lesson plans.
“For instance, if I need a paragraph written at a third-grade level emphasizing correct ‘R’ sound production, I can generate it instantaneously. Imagine how much time that would normally take?” Kirchner recounted, emphasizing the increased time for her to interact with students.
She believes that these AI tools will not deter individuals from entering the profession.
“It won’t replace our roles, but it certainly makes the work more manageable,” commented Kirchner.
Ultimately, the promise of AI lies in its potential to simplify tasks. Nevertheless, the long-term impacts of this increased ease remain uncertain.
