Educators adapting to increased use of artificial intelligence in the classroom

As a new school year begins, discussions are revolving around the rapid evolution of the use of artificial intelligence and the potential risks and benefits that come with it in the classroom.

“How are we going to implement it is the question, and how can we support students’ learning? It’s not necessarily about good or bad.  If we categorize it, then I think it could paralyze some people. Well, if it’s bad, then I’m never going to use this or incorporate it at all.  And then they fall behind,” said Brenda Stoesz, the research lead at the University of Manitoba.

University of Winnipeg professor Michael Holden believes that, given how hard it is for educators to decipher what AI-generated material is and what isn’t, policing AI is not the best approach, but rather teaching students the right applications to use it to improve efficiency, without sacrificing comprehension.

“How are we going to change things so that our teaching and learning are actually defensible with the kind of tools that are out there?” asked Holden.

“The biggest challenge on the student’s side of things is do they know what these tools are, what they’re capable of, and what they’re not capable of, so do they actually have meaningful support to understand these tools and how to use them in their courses and in their life.”

Adding, “Do I just want to use it for brainstorming, do I want to use it to ask questions, do I want to look at what the AI spits out and maybe critique it and evaluate using my knowledge of whatever subject I’m studying, lots of different ways to use these tools, then your actually helping students develop the skills and confidence that you really care about.” 

As for the future of where artificial intelligence goes, Holden says it’s important to remember not to put the cart before the horse when it comes to creating education policies.

“I don’t want us to say, ‘Oh, this is a utopia,’ or ‘This is the end of the world.’ How are we going to make an intentional decision so that we’re focused on what learning, what skill am I trying to develop right now, that’s the thing that I can control and focus on, and less about where the world is going to be in 30 years.  That’s a really difficult game to play,” said Holden.