Study Buddy (Challenger): Inevitable rise of ChatGPT and other AI tools in education must be managed, not resisted
- Artificial intelligence technology has sent educators into a frenzy, but with the right approach, it can enhance traditional pedagogy
- This page is for students who want to take their understanding to the next level with difficult vocabulary and questions to test their inference skills
ChatGPT is an artificial intelligence-backed chatbot that can produce text that seems as if it was written by a human. Photo: ShutterstockContent provided by British Council
Read the following text, and answer questions 1-9 below:
[1] We live in an age of technological bonanzas. From virtual learning to wireless exchange, we are consumed by the euphoria of technological convenience. Such astonishing developments underline how beholden we have become to technology.
[2] Pandemic shutdowns galvanised education innovation and online learning has become an accepted alternative to classroom learning. But online interaction cannot simulate the experience of speaking face to face. Even with the much-touted metaverse, it is quixotic to assume it can displace physical learning.
[3] The debut of ChatGPT, an artificial intelligence-backed chatbot, raised fears that technology might be overstepping the boundary. With minimal input, the tool can produce anything in an instant, from essay assignments and legal briefs to science studies, maths solutions and computer code.
[4] Such AI ecosystems and their progeny have sent many educators into a frenzy. Many fear the end of mainstream schooling. Who needs teachers when a computer can halve the teaching and learning time while doubling the reach?
[5] This revolution in education is ironic at best and dangerous at worst. Our dedication to pursuing technical excellence has culminated in the creation of a sophisticated tool that could displace our ability to think, create and collaborate.
[6] Such skills used to be founded in deep-rooted pedagogy, refined through classroom discussions and forged collaboratively. Now, all could be replaced by the click of a mouse, and school administrators are scrambling to find antidotes to the poison of AI educational tools.
[7] Yet an attempt to ban AI will sour the relationship between educators and students. Teachers already use algorithms to find plagiarism and will surely use other forms of AI-enhanced teaching tools. So why shouldn’t students be allowed computerised tools to improve their intellectual pursuits?
[8] We should not go so far as to claim that AI is not a threat; it is. But with the right approach, it can enhance traditional pedagogy. For example, teachers might design exercises for students to analyse AI-assembled products. This could deepen students’ understanding of the subject matter, allowing them to critically examine the presented facts.
[9] Another reason not to ban AI from classrooms is that computer-based physics is endemic to the 21st century. Students must learn to wield the power and sidestep the limitations of such technology. It will not be easy, but what safer place to experiment with it than in school?
[10] There are other ways to prevent harm. Online lessons or assignments should be replaced by in-class assessments to minimise the temptation of cheating. But this is at best a stopgap. AI-powered tools will only get better at mimicking human intelligence.
[11] Like it or not, technology has made inroads into education. At the same time, we are all obliged to teach students how to proceed by curiosity, doubt and experimentation, and to resist lungeing after immediate rewards. To achieve this, we must find ways to coexist with any new technological tool.
Source: South China Morning Post, February 7
Questions
1. The purpose of paragraph 1 is to establish ...
A. the dangers of being overreliant on technology.
B. the increased prevalence of technology in education.
C. the rapid rate of technological and digital advancement.
D. all of the above
2. In paragraph 2, what is one shortfall of virtual classes?
3. What does the writer think about physical learning being entirely replaced by online classes according to paragraph 2?
A. It is not likely to happen.
B. It is a practical idea.
C. It is bound to take place eventually.
D. It should be put off for as long as possible.
4. Find a word in paragraph 4 that refers to “something belonging to ideas or activities shared by most people and regarded as normal”.
5. Who does “our” in paragraph 5 most likely refer to?
6. What is the hypocrisy mentioned in paragraph 7?
7. Paragraphs 7 and 8 talk about ...
A. the need to reject all elements of AI in a physical learning environment.
B. a complete revamp of teaching methods to accommodate AI.
C. ways for AI tools to synergise with existing pedagogy.
D. how students can convince their teachers to implement AI in the classroom.
8. In paragraph 10, what does the word “stopgap” suggest about replacing online tests with in-person assessments, and why? (2 marks)
9. Which group of people might this article appeal to?
A. undergraduate students majoring in AI
B. developers of AI chatbots
C. school administrators who are keen to implement AI in their curriculum
D. educators who are hesitant about adopting AI in the classroom
Answers
1. C
2. It cannot simulate the experience of speaking face to face.
3. A
4. mainstream
5. humanity (accept other similar answers)
6. Students are not being allowed to use AI tools on their assignments when teachers are already using algorithms to find plagiarism and will use other types of AI-enhanced teaching tools.
7. C
8. It is only a temporary solution because AI-powered tools will only get better at mimicking human intelligence.
9. D