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posted by hubie on Friday February 16, @03:49AM   Printer-friendly
from the only-if-it's-used-to-take-my-exams dept.

FYI: SWOT = Strengths, Weaknesses, Opportunities, Threats.

Orit Hazzan at ACM.org says:

Over the past year, I have published a series of CACM blogs in which I analyzed the introduction of generative AI, in general, and of ChatGPT, in particular, to computer science education (see, ChatGPT in Computer Science Education – January 23, 2023; ChatGPT in Computer Science Education: Freshmen's Conceptions, co-authored with Yael Erez - August 7, 2023; and ChatGPT (and Other Generative AI Applications) as a Disruptive Technology for Computer Science Education: Obsolescence or Reinvention - co-authored with Yael Erez - September 18, 2023).

One of the messages of these blogs was that computer science high school teachers and computer science freshmen clearly see the potential contribution of ChatGPT to computer science teaching and learning processes and highlight the opportunities it opens for computer science education, over the potential threats it poses. Another message was that generative AI, and specifically LLM-based conversational agents (e.g., ChatGPT), may turn out to be disruptive technologies for computer science education and, therefore, should be conceived of as an opportunity for computer science education to stay relevant.

In this blog, we address high school teachers' perspective on the incorporation of ChatGPT into computer science education. [...]

The author then presents the SWOT analysis, concluding:

With respect to the adoption of generative AI, it seems that the chasm in its adoption process has already been crossed and that, due to the simplicity of using the various generative AI applications available, a huge population, either with or without a technological background, has already adopted them.

Based on the SWOT analysis presented above, the meaningful question for our discussion is: With respect to the community of computer science teachers, what stage of the adoption process of innovation is generative AI at? Has the chasm already been crossed?

Related: Amid ChatGPT Outcry, Some Teachers are Inviting AI to Class


Original Submission

Related Stories

Amid ChatGPT Outcry, Some Teachers are Inviting AI to Class 3 comments

Under the fluorescent lights of a fifth grade classroom in Lexington, Kentucky, Donnie Piercey instructed his 23 students to try and outwit the "robot" that was churning out writing assignments:

The robot was the new artificial intelligence tool ChatGPT, which can generate everything from essays and haikus to term papers within seconds. The technology has panicked teachers and prompted school districts to block access to the site. But Piercey has taken another approach by embracing it as a teaching tool, saying his job is to prepare students for a world where knowledge of AI will be required.

"This is the future," said Piercey, who describes ChatGPT as just the latest technology in his 17 years of teaching that prompted concerns about the potential for cheating. The calculator, spellcheck, Google, Wikipedia, YouTube. Now all his students have Chromebooks on their desks. "As educators, we haven't figured out the best way to use artificial intelligence yet. But it's coming, whether we want it to or not."

The article goes on to describe different exercises Piercey uses and comments from other teachers who are using ChatGPT to enhance their lessons.

[...] The fifth graders seemed unaware of the hype or controversy surrounding ChatGPT. For these children, who will grow up as the world's first native AI users, their approach is simple: Use it for suggestions, but do your own work.

Previously:


Original Submission

Some Teachers Are Now Using ChatGPT to Grade Papers 68 comments

https://arstechnica.com/information-technology/2024/03/some-teachers-are-now-using-chatgpt-to-grade-papers/

In a notable shift toward sanctioned use of AI in schools, some educators in grades 3–12 are now using a ChatGPT-powered grading tool called Writable, reports Axios. The tool, acquired last summer by Houghton Mifflin Harcourt, is designed to streamline the grading process, potentially offering time-saving benefits for teachers. But is it a good idea to outsource critical feedback to a machine?
[...]
"Make feedback more actionable with AI suggestions delivered to teachers as the writing happens," Writable promises on its AI website. "Target specific areas for improvement with powerful, rubric-aligned comments, and save grading time with AI-generated draft scores." The service also provides AI-written writing-prompt suggestions: "Input any topic and instantly receive unique prompts that engage students and are tailored to your classroom needs."
[...]
The reliance on AI for grading will likely have drawbacks. Automated grading might encourage some educators to take shortcuts, diminishing the value of personalized feedback. Over time, the augmentation from AI may allow teachers to be less familiar with the material they are teaching. The use of cloud-based AI tools may have privacy implications for teachers and students. Also, ChatGPT isn't a perfect analyst. It can get things wrong and potentially confabulate (make up) false information, possibly misinterpret a student's work, or provide erroneous information in lesson plans.
[...]
there's a divide among parents regarding the use of AI in evaluating students' academic performance. A recent poll of parents revealed mixed opinions, with nearly half of the respondents open to the idea of AI-assisted grading.

As the generative AI craze permeates every space, it's no surprise that Writable isn't the only AI-powered grading tool on the market. Others include Crowdmark, Gradescope, and EssayGrader. McGraw Hill is reportedly developing similar technology aimed at enhancing teacher assessment and feedback.

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