Social media basically has to do with the use of various web-based tools and platforms for connecting, interacting, communicating, and sharing information with people around the world. So, it is more like a public space for sharing all kinds of things, from pictures, videos, jobs, education content, business, and even fake information.

Social media platforms https://mediafy.ca/which-social-media-platform-is-best-for-my-business/

Reflecting on my journey with the use of social media, I see myself as a frequent user of social media. Moreover, my visit on social media is limited to Whatsapp, Instagram, Facebook, YouTube, LinkedIn, and Telegram. In the article “What is your relationship with Social Media?’, Marie-Christine claimed that people invest an average of 2 hours every day on social media, which she tagged as something that does not yield any returns. Using social media has benefited me in both positive and negative ways.

Personally, it has helped me to remain connected with my friends and families back in my home country and across the world. I have also used platforms like Facebook Market for buying goods and to find online communities that share information about what interests me. For instance, when I was looking for a daycare for my younger son, I got connected to an online community on Facebook that shared information on openings around Regina. In addition, YouTube has always been my go-to social media for learning new things.

Professionally, I have always used LinkedIn for showcasing my job and also networking with professionals in my field. I sometimes use LinkedIn for learning as well as for gathering information.

I think the negative side of social media for me is that even though some platforms are for personal relations, I just have to maintain an online presence that is professional; I can’t just post anything and everything because I have to keep the reputation of my employer, career and profession as an educator (role model)

Artificial intelligence technologies, particularly generative AI, are significantly changing numerous aspects of human life, including education and content creation. In the digital age, the integration of generative AI tools into academic writing and content generation is fundamentally changing the way students learn, teachers educate, and researchers approach their work (Kim et al., 2024; Wang, 2024). While these tools offer numerous benefits, it is crucial to understand how they are being used in education. As a result, this post explored the perspectives of students on the use of AI and Generative AI for academic purposes and content creation.

Image created by AI

This blog post is my EC&I 832 final research project, which explores the perspectives of students on the use of GenAI for academic purposes and reflects on its implications for ethical digital citizenship. Using a qualitative approach embedded within the interpretive paradigm, a one-on-one semi-structured interview was conveniently conducted with two high school students and four undergraduate students. The generated data were coded, categorized, and analyzed using content analysis.

Participants’ perceptions on the use of generative AI for academic purposes and content creation are discussed based on elements of Ribble’s digital citizenship framework (Ribble, 2023) and the Technology Acceptance Model (Davis, 1989). The Technology Acceptance Model by Davis (1989) posits that specific beliefs related to technology use, such as perceived ease of use and perceived usefulness, influence users’ attitudes toward technology and their behavioural intention to use it.

Perceived usefulness (PU) refers to the degree to which a person believes that using a particular system would enhance their job performance (Or, 2024; Akbarini, 2024); whereas perceived ease of use (PEU) indicates how easy technology is to use (Or, 2024), indicating that PEU significantly influences actual technology use, sometimes even bypassing intention (Or, 2024; Ampo et al., 2024). The use of TAM in this study helps to shed more light on the processes underpinning students’ acceptance of generative AI for academic writing and content creation. On the other hand, Heick (2021) described digital citizenship as ‘self-monitored habits that sustain and improve the digital communities we enjoy or depend on’. The digital citizenship framework, according to Ribble (2023), outlines nine essential characteristics that guide individuals in their digital interactions, promoting ethical and informed use of technology. However, many of the responses tend to overlap when interpreted through the lens of the digital citizenship framework.

Results of the study revealed that participants perceived generative AI to be useful and easy to use. In terms of its usefulness, participants noted that generative AI tools help streamline their academic work, assist in brainstorming, and improve writing clarity. For instance, Judah, an undergraduate student, indicated that generative AI helps in the provision of answers to questions with detailed explanations and assistance in test preparations by generating academic practice questions. In addition to his response, other participants also recognized the usefulness of AI in enhancing learning and productivity, as shown in the excerpts below.

“I use generative AI tools to explain schoolwork… I basically use ChatGPT to research information and sometimes break down ideas, and then I use Google to confirm if that information is correct” (Isaiah, Grade 9). This indicates that he finds AI useful for understanding and completing schoolwork.

“Generative AI is capable of generating new images, texts, and videos based on information or data that is given or entered into the tool/system” (Geraalda, undergraduate). This highlights the perceived usefulness of AI in creating diverse content for academic purposes.

“AI is a technology that can be used to answer most problems, reflecting her belief in the usefulness of AI in problem-solving” (Mariah, undergraduate).

These responses indicate a positive perception of the usefulness of AI in enhancing their education. Thus, it is assumed that educators can focus on demonstrating the practical applications and benefits of these tools in academic settings, thereby enhancing students’ perceived usefulness of generative AI. Regarding the ease of use of generative AI, some participants mentioned that using AI tools made tasks easier and faster, suggesting that they find these technologies user-friendly. However, they also raised concerns about over-reliance on AI, which could indicate a need for better training or support to ensure that students can use these tools effectively without compromising their learning. For instance, Vashti, a grade 11 student, indicated that AI makes her work easier by simply telling it to do something, like giving it instructions. She went further to explain, “………I just provided what I wanted my poster to look like, and the app generated a poster for me in school, making the whole work faster” (Vashti). Supporting Vashti’s response, Judah indicated, “I personally use AI tools to facilitate my study, like generating questions for me to work on and their solutions. I also find it easy to use Meta AI for making quick references and clarifications on ideas.” This suggests that he finds AI easy to use and accessible. However, he mentioned that sometimes one needs to provide detailed input to achieve the necessary desired results. He said, “Like when I want to generate images, I have to provide every detail of what and how I want it; if not, I will not get the result I desire.”.

Probing further into students’ perceptions regarding the use of generative AI for academic purposes revealed that participants highlighted the importance of using AI responsibly and ethically, emphasizing the need for students to engage with AI tools in a way that respects academic integrity and originality. This reflects the element of digital etiquette, which encourages respectful and responsible behavior online. Participants also expressed concerns about the ethical implications of using AI, including issues of dependency and authenticity. The following are excerpts from participants:

“My concern is majorly the fact that Gen AI can’t be trusted blindly as it can make mistakes… students tend to be lazy when they know there is software that can help them do what they’re supposed to do” (Isaiah, Grade 9 student). This reflects a concern about over-reliance on AI and its impact on critical thinking.

“Using AI at a younger age is not good because you become reliant on it, and such people might end up not knowing anything” (Belshaba, undergraduate student). This highlights the potential negative consequences of depending on AI.

“I think people could become too dependent on these tools, which can lead to plagiarism; it does not help students think on their own” (Gaalda, undergraduate student). This emphasizes the ethical concern regarding academic integrity and the importance of maintaining critical thinking skills.

Gaalda’s response could also be aligned with the need for digital literacy, where students need to learn how to critically evaluate AI-generated content and understand its limitations. The issue of digital fluency and literacy is also portrayed in Isaiah’s response, where he said:

“Sometimes you have to enter detailed information when asking AI input questions. For example, when I want to generate images, I have to provide every detail of what I want and how I want it; if not, I will not get the desired result. ChatGPT makes a lot of mistakes. Sometimes, when I use it to do math, it does give correct answers, but on some occasions, I figure out the answers are wrong, and that is a big challenge. As a result, I sometimes don’t trust what ChatGPT generates because it’s not fully correct.”

When asked about privacy concerns around the use of GenAI, one of the participants said, “ChatGPT tells its users not to input sensitive or private information. Gen AI has done its part concerning privacy. It’s left to its users” (Judah, undergraduate). Furthermore, participants emphasised the importance of maintaining academic integrity and properly citing AI-generated content. This relates to the rights and responsibilities aspect of digital citizenship, where students must understand their obligations when using digital tools. This was noted when Gaalda indicated that students can use these tools responsibly by limiting how they use AI and not allowing AI to do all their work for them. This statement was also supported by Mariah when she said, “WhatsApp and Facebook have Meta AI, which I sometimes use to generate images but like ChatGPT, I do not use it because most of my schoolwork does not support students to use AI. Nevertheless, I sometimes make use of the MetaAI to help me understand some things.” These statements reflects an understanding of digital responsibility.

The analysis of student perspectives on AI reveals a complex interplay of perceived usefulness, ease of use, ethical considerations, and responsible digital citizenship. While students recognise the potential benefits of AI in enhancing their learning experiences, they also express valid concerns about dependency, authenticity, and the ethical implications of its use. As AI continues to evolve, it is essential for educators and policymakers to consider these perspectives to foster an environment that encourages responsible and effective use of emerging technologies in education. By addressing these concerns, we can ensure that AI serves as a valuable tool for learning rather than a crutch that undermines critical thinking and creativity.

It is therefore important to encourage educators, students, and technology developers  to engage in discussions about the role of AI in education.  It is believed that sharing experiences, concerns, and best practices can help create a more informed and responsible approach to integrating AI into learning environments. Thus, all school stakeholders need to work together to harness the power of AI while promoting ethical and responsible use in the education system.

I enrolled for this course (EC&I 832) with some experience in technology, but I had never considered how my use of technology relates to fostering digital citizenship and literacy among students. Learning in this course has been an incredible experience, starting with insightful presentations by various guest speakers and engaging discussions with colleagues. While some guest presentations were challenging to grasp initially, just because I could not figure my head around the discussion, I was able to focus on the concepts that resonated with me.

I really enjoyed the dynamic interaction, collaborative discussions, and moments of conceptual clarity. The interaction around the actual meaning of literacy was something I had to think over and over to help me contextualize the word.

Anyway, all that was discussed in this course made me realize that we live in a world where technology shapes every aspect of our lives, yet many people remain unaware of how it works (looking at issues around deep fakes, our digital footprint, and how we lead with the use of technology). This highlights the urgent need for education that empowers individuals, including our students, to become informed citizens who are aware of their rights and responsibilities not just in society but also in the digital space. For students to navigate this evolving landscape of technology, the role of educators becomes very essential in fostering responsible digital citizenship (one of my takeaways is how to achieve this using Ribble’s elements of digital citizenship). Exploring how schools and other education stakeholders can adapt to these changes could unveil fascinating insights into preparing students for the future. Here is a summary of my learning.

This has been an incredible journey, and I want to express my sincere gratitude to Dean Shareski for sharing his knowledge, time, and network with us.

The class this week was honoured with the presence of Dave Cormier, whose presentation was about the abundance of information due to the internet. Listening to Dave actually provoked my reflection on the meaning of literacy. However, I concluded that literacy means different things to different scholars, depending on the context in which they view it. Personally, I view literacy as skills needed to understand and communicate information either physically or digitally. According to Dave, we live in an era where access to information has become abundant compared to the 18th and 19th centuries, when students had to read, scan, or skim through the available text to gather information. However, in today’s world, students frequently utilize search engines to gather information and provide citations without necessarily engaging in a deep reading comprehension process. While educators and academics seem to worry about the proliferation of generative AI and the unrestricted accessibility to information, enabling individuals to acquire knowledge outside of traditional classroom settings, Dave argues that the underlying issue lies not with AI but rather with the internet itself.

The-intersection-of-ai-iot-and-connectivity. Image from tealcom.io

Prior to Dave’s presentation, Haneefat talked about the benefits of using VR in education to include personalized learning, the provision of real-time support and feedback to students, more experiences of hands-on learning without the fear of laboratory accidents or inadequate equipment, and an opportunity for continuous practice. Another promising future of AI and VR is the introduction of Virtual AI Avatars for immersive learning.

Technology Virtual Reality 10 Benefits of Using VR in the Classroom (Source: inksmith.ca)

Thankfully, Jason, Dave, and I supported this view during our presentation. However, Dave talked about the cost of buying and maintaining fancy technologies like VR, which I totally agree with. Many public-funded schools that desire to implement these technologies tend to struggle because of the lack of funding. Buying the device, updating the software, and keeping up to date with the latest versions of these technologies are very expensive and can eat down all the savings of a school, especially when they have no support from the government or partnering organizations. There is also this thing of cybersickness caused by wearing these VR sets; though this effect varies across students, I think it’s not suitable for young children because it sometimes causes a lot of stress, even on the eyes. According to Dave, “Using VR, especially for 10 years, is just too problematic, and one needs to also consider the opportunity cost.” In addition to challenges related to financial infrastructure and human resources, the conversation also touched on teacher training and engagement. It was also indicated that discussions concerning curriculum structure and implementation of educational policies frequently overlook teacher interests, engagement, and workload. This leads to a rigid and inflexible curriculum that overwhelms teachers and gives students no reason to be enthusiastic about learning. Even though there are concerns about privacy and overdependence on AI, Dave thinks we can still control some things.

Disadvantages of AI in Education (Source: https://eastgate-software.com)

I came across a post highlighting the biases exhibited by ChatGPT, like portraying “Asian students as model minority STEM experts and Latina students as underperforming in STEM fields.” As AI tools are becoming more integrated into educational settings and increasingly used by young people, it is anticipated that these biases can have a profound impact on students’ sense of belonging, academic confidence, identity development, and ultimately their educational outcomes. Nevertheless, the authors emphasize the importance of developing AI tools that consider the diverse experiences and needs of teachers and students, conducting thorough evaluations of AI tools both prior to and following their deployment to identify and mitigate potential biases, and implementing protective measures within student-facing GenAI tools to safeguard vulnerable individuals.

This week’s lesson explored how schools can foster a culture of lifelong learning in digital literacy that extends beyond the classroom. Dustin, in his presentation, describes digital literacy in relation to the Ministry of Education Saskatchewan’s document on digital citizenship, which includes one’s proficiency in using technologies for skills like searching for information, evaluating and organizing online information, and collaborating within digital networks. In relation to this definition, Dr Bonnie discussed how platforms like blogs and Twitter were instrumental in fostering academic networks between 2007 and 2014. She also emphasized the importance of informal sharing of research on social media as a key aspect of digital scholarship. Andrea indicated in her video that students need a strong foundation in digital literacy to thrive in today’s digital age. Canada’s Centre for Digital and Media Literacy interprets this to include empowering youth to participate in digital media in a wise, safe, and ethical manner (Media Smarts, 2010) while addressing issues of privacy, safety, and ethical technology use. Hence, fostering a comprehensive understanding of digital literacy is essential for students to succeed in a changing world of work.

Image copied from ttro.com

Digital literacy is essential for lifelong learning as it enables individuals to access a wealth of online courses, resources, and tools. As Andrea indicated, “promoting lifelong learning requires creating a culture where digital learning extends beyond the classroom. For instance, involving students in community-based projects allows them to practice their skills while understanding the social impact and responsibility that come with digital knowledge. Interdisciplinary projects foster critical and creative thinking, preparing students for adaptable careers and a lifetime of learning in our fast-changing world.” Reflecting on the reading resources and class discussions, I think one way of fostering a culture of digital literacy as lifelong learning would be to create opportunities for students to engage in experiences that motivate them to explore and experiment with topics and concepts taught using technology. I think this can also be related to what Wes Fryer shared regarding how he engages students in various concepts, topics, and projects that involve creating artefacts that help develop their media and digital literacy skills.

An illustration of the importance of digital literacy for lifelong learning. Image copied from www.student-circuit.com

However, I believe that creating such opportunities could also require that the school has the needed infrastructure to engage students in such digital activities. In addition, the teacher would also have to be equipped with the knowledge, skills, pedagogical competence and confidence needed to foster such a culture in students.

I remembered Haneefat mentioning in one of her posts how she tries to carry out some of what she has learned in the class with her daughter. Reflecting on that specific post reminded me of how schools often encourage parental involvement in students learning back in my days as a school student. And I remember my mom always doing those activities shared by my teachers with me at home as a form of continuous learning. I think this can also work with the issue of digital literacy as lifelong learning. Probably schools need to start encouraging parents to participate in digital literacy programs or events that can enhance their children’s learning experience and promote a culture of continuous learning at home.