My journey with generative Artificial Intelligence (AI), specifically in the classroom, has transformed significantly. I have moved from my initial skepticism to fully embracing the potential AI has to be a valuable education tool. The shift I experienced regarding my perception mirrors a larger trend of integrating technology into the traditional world of education.
I was first introduced to generative AI when I read an article that emphasized its disruptive potential in writing-based courses. I felt threatened by the idea that AI might undermine customary writing skills and academic integrity. I initially worried that students might become reliant on AI and eventually erode their engagement with the writing process.
To address my concerns, I decided to explore AI for myself and after experimenting, I found that AI-generated responses often lacked depth and nuance. This discovery reassured me that traditional writing skills still held significant value and AI’s capabilities were not a direct threat to my courses.
By the Spring of 2023, my view of AI had evolved. I began to see it as a resource that, when used properly, could complement standard writing practices rather than replace them wholly. I implemented a flexible policy in my classroom that allowed AI use while emphasizing the importance of authentic, human-generated work. This approach aimed to balance the benefits of Ai with the need for genuine student engagement.
Despite my efforts, I encountered ethical challenges, especially issues related to plagiarism. These difficulties led to more important discussions about using AI responsibly. Through these conversations, my views changed to see AI as a potential learning tool. I enrolled in the Auburn AI Explorer course, which helped me understand how AI could assist in creating templates for the writing process, and enhance the overall learning experience for my students.
Students' reactions to AI were mixed, as they recognized its efficiency as well as the necessity of human oversight. In response to these insights, my colleagues and I began redesigning our course structures. We shifted our focus from the final product to the actual writing process, and integrated AI as an asset rather than a shortcut.
My experimentation with AI is ongoing, and will continue being committed to professional development and keeping educators informed on AI. In my experience, while AI presents practical challenges, it also offers opportunities for enhanced learning. I will continue addressing issues like plagiarism and authenticity as well as encourage students to evaluate AI’s role. The goal is to prepare them for real-word applications of technology in their academic and professional lives.
I was first introduced to generative AI when I read an article that emphasized its disruptive potential in writing-based courses. I felt threatened by the idea that AI might undermine customary writing skills and academic integrity. I initially worried that students might become reliant on AI and eventually erode their engagement with the writing process.
To address my concerns, I decided to explore AI for myself and after experimenting, I found that AI-generated responses often lacked depth and nuance. This discovery reassured me that traditional writing skills still held significant value and AI’s capabilities were not a direct threat to my courses.
By the Spring of 2023, my view of AI had evolved. I began to see it as a resource that, when used properly, could complement standard writing practices rather than replace them wholly. I implemented a flexible policy in my classroom that allowed AI use while emphasizing the importance of authentic, human-generated work. This approach aimed to balance the benefits of Ai with the need for genuine student engagement.
Despite my efforts, I encountered ethical challenges, especially issues related to plagiarism. These difficulties led to more important discussions about using AI responsibly. Through these conversations, my views changed to see AI as a potential learning tool. I enrolled in the Auburn AI Explorer course, which helped me understand how AI could assist in creating templates for the writing process, and enhance the overall learning experience for my students.
Students' reactions to AI were mixed, as they recognized its efficiency as well as the necessity of human oversight. In response to these insights, my colleagues and I began redesigning our course structures. We shifted our focus from the final product to the actual writing process, and integrated AI as an asset rather than a shortcut.
My experimentation with AI is ongoing, and will continue being committed to professional development and keeping educators informed on AI. In my experience, while AI presents practical challenges, it also offers opportunities for enhanced learning. I will continue addressing issues like plagiarism and authenticity as well as encourage students to evaluate AI’s role. The goal is to prepare them for real-word applications of technology in their academic and professional lives.