Teachers: embrace, don't ban ChatGPT, says expert

Teachers should take an active role in testing and using AI tools such as ChatGPT, according to a UniSA expert.

This is despite the fact that Australia has already seen a strict ban on ChatGPT in states including WA, NSW, Queensland and Tasmania. Internationally, ChatGPT is also banned in school districts across the US, France and India.

ChatGPT (and similar technology) is part of a new wave of AI that has the ability generate highly cohesive, human-like responses to questions and prompts. It has generated criticism due to concerns about student learning and the potential for plagiarism.

However, an international expert in AI and education, UniSA’s Professor George Siemens, said that generative AI will create opportunities for teachers. For instance, the AI can help reduce teacher administration, boost personalised learning experiences for students and encourage real-world knowledge application. But in order for this to take place, the education sector must be open to change.

“Chatbots, such as ChatGPT, are innovations that are here to stay. But rather than avoiding or banning them, it’s far more beneficial for teachers to explore and experiment with them to get a better sense of what is possible,” Siemens said.

“For example, if you ask ChatGPT to produce a sample lesson plan for Grade 5 algebra, the platform creates a set of objectives, any materials you’ll need, plus range of suitable activities for students at that maths level. Or if you’re teaching programming, ChatGPT can create and debug code.

“If you’re a teacher, you can see how this tool could help you plan, generate ideas and organise your weekly lessons. Importantly it frees time for you to connect and engage with your students so that you can create more personal and meaningful learning opportunities.

“Teaching is rapidly changing. By embracing new technologies and learning how AI can complement teaching, we can prepare students for a future where they will be able to compete with the best and brightest.”

As teaching innovations grow in sophistication and complexity, Siemens said it will be vital for assessment and teaching models to keep up.

“Existing assessment models that only test the product, but not the process of learning, will not fare well under an AI-shaped future,” he said.

“We already know that managing AI for out-of-class assignments could be challenging, but perhaps it’s indicative of the need to change traditional assessment models so that they better match modern learning needs. We are on the cusp of a massive explosion of innovation and creativity in the education sector and AI is at the very centre of it.

“Teachers must start connecting with their peers around the impact of AI on their teaching; schools will need to advise parents about how they’re using AI in the classroom; school leadership teams must consider future options for professional development for their staff; and state and national education departments should be actively evaluating how AI will affect policy, technology needs and teachers supports.

“This convergence of humans and AI working together is the future. Getting started now will ensure teachers and students build the familiarity they need to excel in this new space.”

Image credit: iStock.com/Thanmano