This week’s class was a discussion on issues around the use of technology, particularly generative AI in classrooms. The class started with a talk on “Digital Leadership: A Guide for Teachers” by Jennifer CASA-Todd. Zhong (2017) defined digital leadership as “using instructional technology, including digital devices, services, and resources, to inspire and lead school digital transformation, create and sustain digital learning culture, and support and enhance technology-based professional development, provide and maintain digital organization management, and facilitate and manage digital citizenship” (p. 28). Jennifer’s presentation focused on how teachers can portray and teach students positive use of technologies and social media platforms by taking leadership of those tools and using them for learning, sharing positive content, networking, etc. She gave examples of how various social media platforms can be used to facilitate collaboration and engagement, enriching the educational experience for teachers and students. However, it is important to understand that the integration of socail media also presents challenges, such as the risk of distraction and the potential for misuse of platforms. When looking at the ethical use of technology in the classroom, I think it is important that schools create clear guidelines that emphasize the importance of displaying respect and integrity in digital interactions.

Image by SylviDuckworth and JCASA-Todd

In the TEDex video “Cheating or Learning? Walking the AI Tightrope in Education,” Erik Winerö indicated that the ability to use Generative AI to produce various forms of content like images, videos, sounds, and texts has raised concerns among educators about potential academic dishonesty. Thus, altering how teachers evaluate student understanding and learning. In addition to sustainability and privacy concerns raised by Taylor, Coltri (2024) questioned the ability of generative AI to give students and researchers significant resources to help them develop their knowledge, critical thinking skills, and understanding in various fields. As with any AI-powered tool, the use of chatbots raises several ethical issues such as data privacy, algorithmic bias, and the potential for reduced human interaction. However, Winerö suggests that instead of viewing generative AI as a tool for cheating, teachers should teach students how to use it appropriately. He likens generative AI to a flexible pole that can help students reach greater heights in their learning. Nevertheless, he emphasised the importance of reading through whatever content has been generated so they can engage with it critically and think through if that is aligned with what they are trying to achieve.

Imaged copied from Linkdeln

The appropriate use of ChatGPT centers on its alignment with specific educational contexts and purposes, as the impact of technology can vary among users. Taylor suggests that the key to using AI responsibly lies in its intended purpose, advocating for its use as a learning tool rather than a substitute for human engagement.  To maintain the relational and emotional core of teaching and learning, generative AI tools like ChatGPT should be used in a way that complements the learning process without overshadowing or substituting human interaction. By providing educators with the necessary training and resources, we can empower them to effectively integrate AI technology into their teaching practices. While the integration of technology and social media in education offers numerous benefits, it is essential to remain vigilant about the associated moral, ethical, and legal challenges. Balancing these aspects is crucial for fostering a positive educational environment.

References

Casa-Todd, J. (2024). Rethinking Student (Digital) Leadership and Digital Citizenship. Available at Rethinking Student (Digital) Leadership and Digital Citizenship – Jennifer Casa-Todd

Coltri, M. A. (2024). The Ethical Dilemma with Open AI ChatGPT: Is it Right or Wrong to prohibit it?. Athens Journal of Law, 10 (1), 119 – 130.

Zhong, L. (2017). Indicators of Digital Leadership in the Context of K-12 Education. Journal of Educational Technology Development and Exchange (JETDE), 10(1). https://doi.org/10.18785/jetde.1001.03