Generative AI has the potential to dramatically improve how people learn, acquire new skills, and get work done. 

Some forms of AI and Machine Learning already support the tools students already use for learning. AI and Machine Learning power some of the adaptive tools students use for skills practice in math and language arts. AI can also support students through grammar suggestions in Google Docs, or predictive text suggestions through email.

Generative AI offers even greater potential for supporting student learning. Students may be able to use generative AI tools to get just-in-time help on assignments. Generative AI could help students practice skills by generating question sets or writing prompts or give students feedback on their writing to support revision. Generative AI could even surface videos or resources to help students learn certain skills or topics.

Aiding Creativity: Students could use generative AI to spark creativity across diverse subjects, including writing, visual arts, and music composition. 

Collaboration: During collaborative group projects, students could collectively leverage generative AI tools as a means to brainstorm ideas, support their research efforts, and identify relationships among various findings.

Communication: AI can offer students real-time translation, personalized language exercises, and interactive dialogue simulations.

Content Creation and Enhancement: AI can help generate personalized study materials, summaries, quizzes, and visual aids, and help students review content. » Tutoring: AI technologies have the potential to make available one-to-one tutoring and support for every student with access to the technology, making personalized learning more accessible to a broader range of students. AI-powered virtual teaching assistants could provide non-stop support, answer questions, help with homework, and supplement classroom instruction.

Critical Analysis and Discernment: While AI usage by our youngest learners is not appropriate, it is important to teach them to critically analyze and discern AI-generated materials accessed and presented by their teacher. This approach fosters early development in critical thinking, enabling young students to distinguish between potentially inaccurate AI-created content and human generated information, but also allows young students to learn how AI works.

Much has been written about the possibility of students using Generative AI tools like ChatGPT on assignments. The first step in helping students make informed choices about how and when they use AI is to have an open and honest dialogue to help them understand when using these tools is okay and when it is not. 

Since the release of ChatGPT, there have been numerous tools released that claim to be able to detect if text was generated by AI. Copyleaks, an AI-based plagiarism and AI content detection tool, is a resource currently provided to staff at JHHS. These types of tools are provided to teachers as part of their digital toolbox to help them evaluate the potential for content to be AI created or plagiarized. These tools are not intended to be a deciding factor in determining the authenticity of the student work, but they should be used to help develop the stance and help navigate conversations regarding the proper citation of AI generated content and how AI generated content shouldn't be passed as being the work of the student. These types of tools may be a useful tool in a teacher’s toolbox, but it should be one part of a larger strategy to help students understand when it is acceptable to be used. If you are designing assignments or assessments that include a writing component, consider how you can best support students to ensure that they are able to demonstrate mastery of concepts.