<b>NOW SWITCHING GEARS.</b> <b>AS ARTIFICIAL INTELLIGENCE</b> <b>CONTINUES TO ADVANCE IN BOTH</b> <b>DEVELOPMENT AND IN USE, SOCIETY</b> <b>IS CONTEMPLATING THE BENEFITS OF</b> <b>USING IT IN OUR EVERYDAY LIVES.</b> <b>ONE AREA IN WHICH THAT IS</b> <b>PERTINENT IS IN THE CLASSROOM.</b> <b>WITH THE LAUNCH OF CHATGPT, THE</b> <b>TECHNOLOGY HAS BECOME MORE</b> <b>ACCESSIBLE THAN EVER.</b> <b>BUT QUESTIONS REMAIN ON THE</b> <b>BENEFITS AND RISKS OF USING AI</b> <b>IN CLASSROOMS.</b> <b>FOR MORE ON THIS, PRODUCER</b> <b>CATHERINE RAFFERTY SPOKE WITH</b> <b>EDUCATORS ABOUT HOW THEY USE AI</b> <b>IN THEIR CLASSROOMS.</b> <b>>> [ SPEAKING SPANISH ]</b> <b>WE'RE GOING TO QUICKLY REVIEW</b> <b>THE STORY AND MAKE SURE WE</b> <b>UNDERSTOOD.</b> <b>WAS ANYBODY NOT HERE LAST YEAR?</b> <b>YOU KNOW YURIEL FROM THE STORY,</b> <b>I HAVE HIM ON THE PHONE.</b> <b>YOU GUYS WERE GROUPS ARE GOING</b> <b>TO CREATE THREE QUESTIONS FOR</b> <b>YOUR YELL, AND WE'RE GOING TO</b> <b>TALK TO HIM ON THE PHONE.</b> <b>>> WHEN CHATGPT 4 CAME OUT WITH</b> <b>THIS NEW FEATURE WHERE YOU CAN</b> <b>TALK TO IT VERBALLY, IT'S NOT</b> <b>JUST TEXT-TO-SPEECH, RIGHT?</b> <b>YOU'RE ACTUALLY COMMUNICATING</b> <b>WITH IT.</b> <b>I THOUGHT OF ALL THESE DIFFERENT</b> <b>WAYS THAT YOU COULD USE IT TO</b> <b>PRACTICE YOUR LANGUAGE SKILLS.</b> <b>ONE OF THE WAYS THAT YOU CAN DO</b> <b>THAT IS BY PROGRAMMING IT TO BE</b> <b>A PERSON.</b> <b>[ SPEAKING SPANISH ]</b> <b>>> HOW CAN I MAKE THIS SO THAT</b> <b>IT'S INTERACTIVE?</b> <b>HOW CAN THEY INTERACT WITH THE</b> <b>STORY?</b> <b>AND NOW WE HAVE THE TECHNOLOGY</b> <b>TO DO IT.</b> <b>>> DAN EDWARDS HAS BEEN USING</b> <b>CHATGPT TO TEACH SPANISH IN BOTH</b> <b>HIS HIGH SCHOOL AND COLLEGE</b> <b>CLASSROOMS SINCE 2022.</b> <b>CHATGPT IS A FREE AI CHAT BOT</b> <b>DEVELOPED BY OPEN AI AND WAS</b> <b>RELEASED FOR TESTING TO THE</b> <b>GENERAL PUBLIC IN NOVEMBER 2022.</b> <b>UNLIKE PREVIOUS AI CHATBOTS THAT</b> <b>ONLY RESPOND BASED ON</b> <b>PREDETERMINED PROMPTS OR</b> <b>COMMANDS, CHATGPT GENERATES MORE</b> <b>HUMAN-LIKE RESPONSES.</b> <b>BUT THE MACHINE'S LEARNING</b> <b>CAPABILITIES AND POTENTIAL USES</b> <b>HAVE PROMPTED CONCERNS OVER HOW</b> <b>IT COULD IMPACT HUMAN LEARNING.</b> <b>>> WE STARTED HEARING ABOUT</b> <b>THIS.</b> <b>WE'RE SEEING IT ON TV, HAVING</b> <b>CONVERSATIONS WITH OUR</b> <b>COLLEAGUES.</b> <b>WE'RE THINKING WHAT HARM IS THIS</b> <b>GOING TO DO, RIGHT?</b> <b>HOW CAN WE STOP THEM FROM USING</b> <b>IT?</b> <b>SO I CAME INTO THE SCHOOL YEAR</b> <b>LIKE AFRAID, BUT THEN AS A</b> <b>LANGUAGE TEACHER, THIS IS</b> <b>SOMETHING WE'VE BEEN DEALING</b> <b>WITH FOREVER BECAUSE WE HAVE</b> <b>GOOGLE TRANSLATE, RIGHT?</b> <b>FOR SO MANY YEARS, WE'VE JUST</b> <b>BEEN TRYING TO FIGURE OUT, IS</b> <b>THIS THEIR WORK?</b> <b>IS THIS NOT THEIR WORK?</b> <b>I UNDERSTAND THE FEAR THAT WE'RE</b> <b>HEARING FROM TEACHERS IN OTHER</b> <b>DEPARTMENTS.</b> <b>WHY THEY NEED TO KNOW HOW TO USE</b> <b>IT IS BECAUSE I THINK, NUMBER</b> <b>ONE, WE'RE COMING CLOSE TO A</b> <b>TIME WHERE EVERYBODY'S GOING TO</b> <b>BE USING IT, RIGHT?</b> <b>THEY WANT TO MAKE SURE THAT</b> <b>THEY'RE ON THE SAME STARTING</b> <b>LEVEL AT EVERYBODY ELSE.</b> <b>>> IN MAY, THE U.S. DEPARTMENT</b> <b>OF EDUCATION ISSUED A REPORT</b> <b>CALLED ARTIFICIAL INTELLIGENCE</b> <b>AND THE FUTURE OF TEACHING AND</b> <b>LEARNING.</b> <b>THE DEPARTMENT REPORT</b> <b>ACKNOWLEDGED THE NEED TO ADDRESS</b> <b>AI IN EDUCATION NOW, NOTING THAT</b> <b>AI MAY ENABLE ACHIEVING</b> <b>EDUCATIONAL PRIORITIES AND</b> <b>BETTER WAYS AT SCALE AND WITH</b> <b>LOWER COST.</b> <b>BUT THERE IS SYSTEM-LEVEL RISK</b> <b>AND ANXIETY AROUND THE SCALE OF</b> <b>POSSIBLE UNINTENDED OR</b> <b>UNEXPECTED CONSEQUENCES.</b> <b>IN NEW YORK, THE STATE BOARD OF</b> <b>REGENTS ADOPTED THE COMPUTER</b> <b>SCIENCE AND DIGITAL FLUENCY</b> <b>STANDARDS IN 2020, AND THEY ARE</b> <b>CURRENTLY BEING IMPLEMENTED IN</b> <b>SCHOOLS.</b> <b>THE STANDARDS REQUIRE SCHOOLS TO</b> <b>DEVELOP CURRICULUM TO HELP</b> <b>PREPARE STUDENTS TO BE SAFE AND</b> <b>PRODUCTIVE IN AN INCREASINGLY</b> <b>DIGITAL WORLD.</b> <b>THE STANDARDS INCLUDE TEACHING</b> <b>DIGITAL FLUENCY, WHICH IS THE</b> <b>ABILITY TO EVALUATE</b> <b>TECHNOLOGIES, TRANSFER</b> <b>UNDERSTANDING TO MOVE FLUIDLY</b> <b>BETWEEN TECHNOLOGIES, AND CREATE</b> <b>SOMETHING NEW WITH TECHNOLOGY.</b> <b>ALL CURRICULUM DECISIONS ARE</b> <b>MADE AT THE DISTRICT LEVEL.</b> <b>THE RAPID RISE OF AI HAS</b> <b>RESEARCHERS RUSHING TO</b> <b>COMPREHEND THE IMPLICATIONS OF</b> <b>AI IN THE CLASSROOM FOR BOTH</b> <b>STUDENTS AND TEACHERS.</b> <b>>> AS WE KNOW, AI IS BECOMING SO</b> <b>POPULAR.</b> <b>EVERYBODY IS TALKING ABOUT AI.</b> <b>BUT WE REALLY DON'T HAVE ANY</b> <b>CURRICULUM THAT WE CAN TEACH</b> <b>ABOUT AI IN CLASSROOMS.</b> <b>>> HAESOL BAE, ASSISTANT</b> <b>PROFESSOR IN THE SCHOOL OF</b> <b>EDUCATION AT UALBANY, IS</b> <b>RESEARCHING HOW AI CAN BE TAUGHT</b> <b>IN CLASSROOMS.</b> <b>SHE STARTED THE SEMESTER AT</b> <b>UALBANY AS PART OF THEIR NEW</b> <b>AI-PLUS INITIATIVE, A HOLISTIC</b> <b>APPROACH TO INTEGRATING TEACHING</b> <b>AND LEARNING ABOUT AI ACROSS OUR</b> <b>ACADEMIC AND RESEARCH PROGRAMS.</b> <b>STUDENTS NEED TO LEARN HOW THE</b> <b>TECHNOLOGY WORKS SO THEY CAN</b> <b>MAKE INFORMED DECISIONS ABOUT</b> <b>HOW AND WHEN TO USE IT, BAE</b> <b>SAYS.</b> <b>>> SO FOR THIS GENERATION'S</b> <b>MEDIA LITERACY, WE CALL IT, IT'S</b> <b>REALLY IMPORTANT, BUT NOW WE</b> <b>CALL IT AI LITERACY.</b> <b>SO IT'S ABOUT HOW TECHNICALLY --</b> <b>YOU KNOW, HOW THE STUDENTS CAN</b> <b>UNDERSTAND TECHNICALLY HOW</b> <b>THINGS WORK AND ALSO HOW TO USE</b> <b>IT BUT RESPONSIBLY AND WITH</b> <b>ETHICAL CONSIDERATIONS.</b> <b>SO THAT IS AN AI LITERACY THAT I</b> <b>AM REALLY PASSIONATE ABOUT</b> <b>RESEARCH, TO RESEARCH.</b> <b>SO MEDIA LITERACY, DATA</b> <b>LITERACY, AND AI LITERACY, THEY</b> <b>KIND OF GO HAND IN HAND NOW</b> <b>BECAUSE NOW EVERY MEDIA IS</b> <b>GENERATED WITH AI.</b> <b>>> EDUCATORS ARE GETTING</b> <b>CREATIVE AND SAVING TIME ON</b> <b>TASKS WITH AI, SUCH AS TO CREATE</b> <b>LESSON PLANS, BUILD RUBRICS, AND</b> <b>PERSONALIZED ASSIGNMENTS FOR</b> <b>STUDENTS.</b> <b>KEVIN GAUGLER IS A PROFESSOR OF</b> <b>SPANISH AT MARIST COLLEGE.</b> <b>HIS RESEARCH IS IN</b> <b>COMPUTER-ASSISTED LANGUAGE</b> <b>LEARNING.</b> <b>HE HAS USED CHATGPT 4 TO HOST A</b> <b>CONVERSATION BETWEEN STUDENTS</b> <b>AND GIVE REALTIME FEEDBACK TO</b> <b>STUDENTS AND HELP START A</b> <b>CONVERSATION IN SPANISH BASED ON</b> <b>AN IMAGE.</b> <b>GAUGLER SAYS CHATGPT IS CHANGING</b> <b>HIS TEACHING METHODS AND MAKING</b> <b>HIM RECONSIDER THE WAYS HE</b> <b>ASSESSES HIS STUDENTS.</b> <b>>> IN SOME WAYS, IT RAISES THE</b> <b>BAR.</b> <b>ONE THING WE TALK ABOUT IN</b> <b>EDUCATION IS DIFFERENTIATED</b> <b>LEARNING, TO REALLY MEET THE</b> <b>STUDENTS AT THEIR INDIVIDUAL</b> <b>NEEDS, AND THIS TOOL IS REALLY</b> <b>-- I SEE A LOT OF POTENTIAL IN</b> <b>BEING ABLE TO DO THAT.</b> <b>IT'S PROBABLY NOT A VALID</b> <b>ASSESSMENT ANYMORE TO JUST ASK</b> <b>THEM TO WRITE AN ESSAY IN THE</b> <b>OLD WAY.</b> <b>FIRST THE TECHNOLOGY, I THINK,</b> <b>WILL SHIFT A LOT OF THOSE</b> <b>TEDIOUS TASKS YOU HAVE AS A</b> <b>TEACHER, THE PAPERWORK PART, TO</b> <b>BE ABLE TO JUST SPEND MORE TIME</b> <b>TALKING TO THEM LIKE HUMAN</b> <b>BEINGS, WHICH IS REALLY WHAT</b> <b>EDUCATION SHOULD BE ABOUT.</b> <b>SO I THINK THERE IS THAT</b> <b>POTENTIAL.</b> <b>ALL MY ASSESSMENTS NOW -- AND</b> <b>THIS WAS BEFORE AI.</b> <b>COVID HAD A LOT TO DO WITH THIS</b> <b>AS WELL.</b> <b>BUT I MOVED MY MIDTERMS AND</b> <b>FINALS ARE ALL ORAL FINALS.</b> <b>I DON'T DO ANY WRITTEN MIDTERMS</b> <b>AND FINALS.</b> <b>>> THERE ARE EDUCATORS WHO</b> <b>OPPOSE AI TECHNOLOGY IN THE</b> <b>CLASSROOM.</b> <b>NEARLY HALF OF EDUCATORS WHO</b> <b>RESPONDED TO A RECENT EDWEEK</b> <b>RESEARCH CENTER SURVEY SAID AI</b> <b>WOULD HAVE A NEGATIVE OR VERY</b> <b>NEGATIVE IMPACT ON TEACHING AND</b> <b>LEARNING IN THE NEXT FIVE YEARS.</b> <b>U.S.

DEPARTMENT OF EDUCATION'S</b> <b>REPORT CITES CONCERN OVER</b> <b>ALGORITHMIC DISCRIMINATION AND</b> <b>SYSTEMIC UNFAIRNESS IN THE</b> <b>LEARNING OPPORTUNITIES OR</b> <b>RESOURCES RECOMMENDED TO SOME</b> <b>POPULATIONS OF STUDENTS.</b> <b>ADMINISTRATORS ALSO HAVE TO</b> <b>ENSURE WEBSITES THEY USE IN</b> <b>THEIR DISTRICT COMPLY WITH</b> <b>FEDERAL AND STATE PRIVACY LAWS,</b> <b>SUCH AS THE FAMILY EDUCATIONAL</b> <b>RIGHTS ACT AND EDUCATION LAW</b> <b>SECTION 2D IN NEW YORK.</b> <b>HAESOL BAE SAYS THERE ARE</b> <b>SEVERAL ETHICAL CONSIDERATIONS</b> <b>FOR EDUCATORS AND SCHOOL</b> <b>ADMINISTRATORS TO CONSIDER</b> <b>BEFORE USING THE TECHNOLOGY.</b> <b>>> WHEN YOU USE AI, THAT MEANS</b> <b>YOU ARE COLLECTING A LOT OF DATA</b> <b>AND YOU ARE TRACKING ALL THE</b> <b>PATTERNS.</b> <b>THEN WE HAVE TO KNOW WHERE DOES</b> <b>THE DATA GO AND WHO HAS ACCESS</b> <b>AND WHO HAS A RIGHT TO USE THAT.</b> <b>SO THERE ARE LOTS OF DECISIONS</b> <b>TO BE MADE FOR THAT DATA</b> <b>PRIVACY, WHO CAN READ AND USE</b> <b>THAT DATA.</b> <b>SO THAT DATA BECOMES REAL BIG</b> <b>POWER.</b> <b>>> ACCORDING TO A NATIONAL POLL</b> <b>BY COMMONSENSE MEDIA RELEASED</b> <b>THIS SPRING, MORE THAN HALF,</b> <b>58%, OF STUDENTS AGES 12 TO 18</b> <b>HAVE USED CHATGPT.</b> <b>85% OF STUDENTS SURVEYED BELIEVE</b> <b>THAT AI PROGRAMS WILL HAVE A</b> <b>POSITIVE IMPACT ON EDUCATION.</b> <b>LOGAN NORTON-LAPSLEY, A SENIOR</b> <b>AT PINE BUSH HIGH SCHOOL AND</b> <b>STUDENT OF DAN EDWARDS' SPANISH</b> <b>CLASS, USED CHATGPT TO DRAFT HIS</b> <b>COLLEGE ESSAY AFTER USING THE</b> <b>TOOL IN CLASS.</b> <b>>> FOR ME PERSONALLY, WHEN I WAS</b> <b>WRITING MY COLLEGE ESSAY, I WENT</b> <b>TO CHATGPT AND PLUGGED IN MY</b> <b>ESSAY AND HAD IT -- I PRETTY</b> <b>MUCH TALKED TO IT LIKE A PERSON,</b> <b>HAVING IT REVISE MY ESSAY.</b> <b>IT CAN DO THINGS THAT OTHER</b> <b>PEOPLE CAN'T NECESSARILY DO FOR</b> <b>ME.</b> <b>SO WHEN I DID THAT, IT GAVE ME</b> <b>CONNECTIONS BETWEEN TOPICS, LIKE</b> <b>FOR EXAMPLE, CHESS AND</b> <b>ENGINEERING, TWO COMPLETELY</b> <b>DIFFERENT TOPICS I WOULD HAVE</b> <b>NEVER SAW THE CONNECTION FOR,</b> <b>AND IT GAVE ME THAT.</b> <b>I WAS ABLE TO FLESH IT OUT AND</b> <b>REALLY WORK WITH IT.</b> <b>>> NEARLY A THIRD OF COLLEGE</b> <b>STUDENTS HAVE USED CHATGPT TO</b> <b>COMPLETE WRITTEN HOMEWORK</b> <b>ASSIGNMENTS WITH 60% SAYING THEY</b> <b>USE THE PROGRAM ON MORE THAN</b> <b>HALF OF THEIR ASSIGNMENTS,</b> <b>ACCORDING TO A STUDY PUBLISHED</b> <b>IN JANUARY FROM THE ONLINE</b> <b>MAGAZINE "INTELLIGENT.

"</b> <b>JACOB GRESENS, A SOPHOMORE AT</b> <b>MARIST COLLEGE AND STUDENT IN</b> <b>KEVIN GAUGLER'S CLASS, SAYS AI</b> <b>IS NOT DOING HIS LEARNING FOR</b> <b>HIM.</b> <b>>> I CAN DO IT MYSELF, AND I</b> <b>SHOULD DO IT MYSELF.</b> <b>LIKE THIS IS WHY I'M HERE AT</b> <b>SCHOOL IS TO LIKE ENGAGE AND BE</b> <b>EDUCATED BY PEOPLE.</b> <b>SO I DON'T KNOW, I'M HESITANT TO</b> <b>LIKE REALLY INCORPORATE AI INTO</b> <b>MY LIFE.</b> <b>I'LL SEE WHERE IT GOES AND SEE</b> <b>HOW MUCH IT BECOMES PART OF LIKE</b> <b>MAINSTREAM LIFE.</b> <b>>> THE CENTER FOR REINVENTING</b> <b>PUBLIC EDUCATION IDENTIFIED JUST</b> <b>TWO STATES, CALIFORNIA AND</b> <b>OREGON, THAT HAVE OFFERED</b> <b>OFFICIAL GUIDANCE TO SCHOOL</b> <b>DISTRICTS ON USING AI IN SCHOOLS</b> <b>THIS FALL.</b> <b>ANOTHER 11 STATES ARE IN THE</b> <b>PROCESS OF DEVELOPING GUIDANCE,</b> <b>NEW YORK IS ONE OF THEM.</b> <b>HOW POLICIES ARE ROLLED OUT</b> <b>WOULD BE UP TO INDIVIDUAL</b> <b>DISTRICTS.</b> <b>SO WHAT WOULD EDUCATORS SAY TO</b> <b>OTHERS WHO ARE INTERESTED IN</b> <b>CHATGPT BUT WARY OF THE IMPACTS?</b> <b>>> A LOT OF PEOPLE ARE SCARED OF</b> <b>AI RIGHT NOW FOR GREAT REASONS</b> <b>BECAUSE A STUDENT CAN GO IN, AND</b> <b>IT WILL JUST SPIT OUT EXACTLY</b> <b>WHAT THEY WANT.</b> <b>BUT IF WE CAN TWEAK IT, LIKE</b> <b>THESE GPTs, FOR EXAMPLE, WE CAN</b> <b>GET IT TO INTERACT WITH A PERSON</b> <b>TO OPTIMIZE THE LEARNING AND NOT</b> <b>BYPASS IT BY JUST WRITING THE</b> <b>ESSAY FOR THEM OR THINKING FOR</b> <b>THEM.</b> <b>>> AS TIME PASSES, AS AI BECOMES</b> <b>MORE INTELLIGENT, AND AS PEOPLE</b> <b>START TO USE IT MORE, BY NOT</b> <b>USING IT, WE'RE PUTTING</b> <b>OURSELVES BEHIND, AND WE'RE</b> <b>PUTTING OUR STUDENTS BEHIND</b> <b>BECAUSE THEY'RE GOING TO NEED TO</b> <b>KNOW HOW TO USE IT.</b> <b>AI LEARNS EXPONENTIALLY, RIGHT?</b> <b>IT'S ONLY GOING TO GET MORE</b> <b>INTELLIGENT.</b> <b>IT'S ONLY GOING TO PLAY MORE OF</b> <b>A ROLE IN OUR LIVES.</b> <b>EVERY DAY WE SEE NEW PROGRAMS</b> <b>COMING OUT.</b> <b>SO I THINK THAT IT'S NOT ONLY</b> <b>SOMETHING THAT CAN HELP US IN</b> <b>THE CLASSROOM, BUT IT'S</b> <b>SOMETHING WE REALLY NEED TO</b> <b>START IMPLEMENTING SO THAT OUR</b> <b>STUDENTS ARE PREPARED.</b> <b>>> FOR MORE INFORMATION ON THE</b> <b>BENEFITS AND CHALLENGES OF USING</b> <b>AI IN CLASSROOMS, YOU CAN VISIT</b> <b>OUR WEBSITE.</b> <b>THAT'S AT NYNOW.ORG.</b>