{"id":25024,"date":"2023-09-21T11:48:22","date_gmt":"2023-09-21T15:48:22","guid":{"rendered":"https:\/\/fondationjeunesentete.org\/?p=25024"},"modified":"2023-09-21T13:45:27","modified_gmt":"2023-09-21T17:45:27","slug":"chatgpt-and-schoolwork-friend-or-foe","status":"publish","type":"post","link":"https:\/\/fondationjeunesentete.org\/en\/2023\/09\/21\/chatgpt-and-schoolwork-friend-or-foe\/","title":{"rendered":"CHATGPT VS SCHOOLWORK: FRIEND OR FOE?"},"content":{"rendered":"

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ChatGPT VS Schoolwork: Friend Or Foe?<\/h1>

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ChatGPT VS Schoolwork: Friend Or Foe?<\/h1>

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Based on an interview with M\u00e9lissa Canseliet, an expert in cyberpsychology<\/h6>\n

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The school year has begun, and now more than ever, we\u2019re faced with the question of how artificial intelligence (AI) applications such as ChatGPT will impact students\u2019 work<\/strong>.<\/p>\n

An advanced, and publicly available form of artificial intelligence, ChatGPT is able to write entire essays, summarize books and draft oral presentations.<\/p>\n

But does this mean that young people will no longer need to reflect and work hard?<\/strong><\/p>\n

In New York, public schools have decided to ban ChatGPT on all devices and school networks. Jenna Lyle, a spokesperson for New York City\u2019s Department of Education, insists that \u201cWhile the tool may be able to provide quick and easy answers to questions, it does not build critical-thinking and problem-solving skills, which are essential for academic and lifelong success.\u201d1<\/sup><\/p>\n

The downsides of these technologies seem obvious, but is the outlook really so bleak? What opportunities can AI create? <\/strong>M\u00e9lissa Canseliet, an expert in cyberpsychology and founder of Humanet<\/strong><\/a>, breaks down the situation.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[\/vc_column_inner][vc_column_inner width=”1\/6″][\/vc_column_inner][\/vc_row_inner] <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n[\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content_no_spaces”][vc_column]

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IS PLAGIARIZING CONTENT ONLINE TO COMPLETE HOMEWORK A NEW PHENOMENON?<\/h4>\n

For as long as the Internet has been around, many students have learned how to take advantage of the content available to them online to complete their homework. From pre-written essays to book summaries, there\u2019s no shortage of ways to cheat. Schools have had to adapt accordingly by acquiring software to detect plagiarized content in their students\u2019 homework. So what\u2019s changed?<\/p>\n

With its ability to generate sophisticated content and give it a personalized style, ChatGPT offers today\u2019s students a number of unprecedented tools. In Qu\u00e9bec, some teachers have set up the Facebook group \u201cChatGPT and AI in education\u201d<\/em> to flush out cheating, and ChatGPT itself has created a tool to help teachers spot plagiarism. But despite all these attempts to control students\u2019 use of AI tools, it\u2019s easy to think that users of AI will simply get better and better at taking advantage of flaws in the system, especially since these new technologies are constantly improving and enabling them to do so.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[\/vc_column_inner][vc_column_inner width=”1\/6″][\/vc_column_inner][\/vc_row_inner] <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n[vc_empty_space]

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DOES THE USE OF CHATGPT IN SCHOOLWORK RISK CAUSING ACADEMIC DISENGAGEMENT?<\/h4>\n

When we\u2019re talking about academic engagement<\/strong>, we\u2019re talking about motivation<\/strong>. According to M\u00e9lissa Canseliet, \u201cMotivation is an impetus which derives from the perceived reward you get from making an effort. The greater the perceived reward, the greater the motivation and the more likely we are to make an effort.\u201d<\/em> However, an adolescent\u2019s brain is especially quick to react to rewards.<\/p>\n

In fact, the different parts of an adolescent\u2019s brain develop at different rates. Thus, the limbic system, which is responsible for processing emotions and feelings of gratification, develops before the prefrontal cortex, the part responsible for judgment and planning, is fully developed. However, the prefrontal cortex controls the limbic system.2 <\/sup><\/p>\n

So, we can easily see why young people prefer having access to AI to do their homework as it easily provides them with a reward (the all-important good grades). But won\u2019t this affect their academic engagement as time goes by? Well, how can someone continue to be stimulated when the game is rigged? When working loses its meaning and when the rewards don\u2019t stem from your research efforts, your ability to reason or your ability to create something unique?<\/strong><\/p>\n

Therefore, continuing to teach and to assess schoolwork with the current system seems doomed to failure, which is in line with New York City\u2019s position and Qu\u00e9b\u00e9cois teachers\u2019 calls for AI regulation.<\/p>\n

But isn\u2019t there an opportunity here to use these technologies to develop other skills amongst young people?<\/strong> Our world is changing and the know-how we once needed is also destined to change.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[\/vc_column_inner][vc_column_inner width=”1\/6″][\/vc_column_inner][\/vc_row_inner] <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n[\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content_no_spaces”][vc_column]

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HOW CAN CHATGPT PRESENT AN OPPORTUNITY FOR YOUNG PEOPLE IN SCHOOL?<\/h4>\n

According to M\u00e9lissa Canseliet, \u201cIn the realm of education, there is an opportunity to make the most of very human skills, which have not yet been replicated by AI. Working on these skills would enable adolescents to be in tune with the cognitive functions that they are in the process of developing. We can also think about critical thinking, emotional intelligence and communication, all of which develop greatly at that age. These would give them a framework for understanding what they are experiencing. <\/em><\/p>\n

What\u2019s more, with technical knowledge becoming more and more automated, soft skills<\/u>* are going to become increasingly important in the rapidly evolving world of work. By basing education more on these skills, we would create a clear bridge between academic learning and what\u2019s valued in a professional environment.\u00a0All this would result in keeping schoolwork meaningful<\/strong> and increasing young people\u2019s engagement.<\/strong>\u201d<\/em><\/p>\n

But how can we do this?<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[\/vc_column_inner][vc_column_inner width=”1\/6″][\/vc_column_inner][\/vc_row_inner] <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n[\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content_no_spaces”][vc_column el_class=”scribble-position-center”]

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Changing teaching methods is a significant project that requires reflection and effort, but it can also represent a real opportunity to enable future generations to adapt to the world of tomorrow.<\/p>\n

With this in mind, various organizations have tried to identify a list of necessary qualities for 21st<\/sup>-century citizens. According to the P21 Framework<\/strong>3 <\/sup>, undoubtedly the most comprehensive framework, there are 12 essential skills<\/strong> divided into three categories:<\/p>\n

\ud83d\udc49 Learning skills (the 4Cs )<\/strong>: Critical thinking, Creativity, Collaboration, Communication.
\n\ud83d\udc49 Literacy skills<\/strong>: ability to sort through information and use media and technology.
\n\ud83d\udc49 Life skills<\/strong>: flexibility, initiative, social skills, productivity, leadership.<\/p>\n

Faced with the rise of artificial intelligence, these inherently human skills are difficult to computerize, at least for the foreseeable future.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div><\/div>[\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content_no_spaces”][vc_column]

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HOW CAN WE CONCRETELY INTEGRATE CHATGPT INTO SECONDARY SCHOOL TEACHING?<\/h4>\n

Limiting ourselves to reorganizing skills evaluations to be in-person when faced with ChatGPT would mean missing out on all the opportunities AI has to offer.<\/p>\n

In fact, why not start nurturing students\u2019 critical thinking and ability to express themselves by asking them about this new tool? <\/strong><\/p>\n