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.

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

This week’s guest speaker was Wes Fryer, and he spoke to us about the pedagogy of digital/media literacy through coding, computational thinking, the use of artificial intelligence, using Google sites to create websites, and using Padlets to create info pics. Kathleen, referencing Future Learn (2021), defines media literacy as the ability to understand information that is presented to us and represented appropriately. It encompasses a range of skills and competencies that empower individuals to critically engage with media content by discerning biases, evaluating the credibility of sources, recognizing propaganda, and understanding the context and purpose behind media messages (McNulty, 2023). Media literacy is viewed as fundamental literacy skills just like English and Mathematics. In Fryer’s presentation, he shared how engaging students in media literacy lessons can trigger students’ creativity and interests and develop their critical thinking.  In synthesizing the core ideas of media literacy, Hobb (2006) frames five interrelated competencies that are needed to participate in a digital world, including the ability to access, analyse, evaluate, create, and collaborate, as well as reflect on and act on all forms of communication.

• Access involves identifying, finding and sharing appropriate and relevant information to a task or issue using media texts and technology tools. Students need to be able to
• Analyse involves an Individual’s ability to critically analyse media messages and possibly understand the influences of these messages and their potential impact on public opinion.
• Evaluate involves the ability to assess the truthfulness and completeness of information, particularly in the context of online media where misinformation is rampant.
• Create and Collaborate has to do with the ability to responsibly and ethically create media messages and content, fostering social collaboration and participation.
• Reflect and act involves examining how media and technology influence our thoughts and behaviors. It also involves applying ethical principles to our online and offline actions and participating in local and global communities.

During the content presentation, Kathleen explained how media literacy can be taught using the currency, relevance, authority, accuracy, and purpose (CRAAP) test.

The widespread use of technology necessitates the integration of media literacy education into the curriculum, particularly at an early age. This will equip students with the skills to critically analyze media content and distinguish between real and fake information. I think this will also empower youth to express themselves creatively and confidently in media spaces, which can enhance their ability to navigate the digital landscape and become informed, responsible digital citizens. Reflecting on Wes Fryer’s presentation and resources, media literacy appears to be a cross-disciplinary concept and can be integrated into various subjects through projects like news debates, fact-checking, and school media projects. Students can also actively engage in media creation and develop their critical thinking skills as they engage in discussions that can help them understand the impact of media on society. Additionally, involving students in media creation, teaching them to question media content, and incorporating diverse media formats into lessons can also enhance their analytical abilities.

The content analysis for this week was on how schools can integrate digital citizenship into existing curricula without it feeling like an ‘add-on. The group that presented this topic did an amazing job of exploring the Saskatchewan curriculum and identifying elements of digital citizenship that could be integrated into some of the themes across the subjects. I think it would be nice to remind ourselves again about the elements of digital citizenship, which include digital access, digital etiquette, digital law, digital commerce, digital communication, digital literacies, digital rights and responsibilities, digital health and wellness, and digital security (self-protection).

This Photo by Unknown Author is licensed under CC BY

Reflecting on how digital citizenship can be integrated into everyday lessons, Merve and Paul (2018) described five easy ways to do this, and it includes the following:

• Modelling balance and distraction-free time: Educators need to demonstrate healthy technology habits and create a classroom framework that allocates time for maintaining attention and focusing while also encouraging students to reflect on their own technology use and its alignment with their values and goals.
• Using media to start discussions: This requires incorporating popular media such as movies, books, and podcasts to initiate conversations about digital citizenship. This can include using discussion questions or pairing media with relevant lessons to deepen understanding.
• Integrating quick activities: This has to do with utilizing short, video-based lessons that can be easily incorporated into various class periods. These activities can facilitate engaging discussions on digital citizenship and can be adapted for different grade levels.
• Making core subject connections: This involves finding creative ways to connect digital citizenship to core subjects. For example, using data on cellphone use in math lessons or discussing brain chemistry in biology classes can help students understand the implications of technology on their lives.
• Stay updated on trends: This could include signing up for newsletters or resources that provide current information on online trends, which can then be discussed in class. This  can help keep the conversation relevant and timely.

Relating the lesson presentation to my class experience, one way that I have integrated digital citizenship into my lesson is through engaging my students in science investigations using the PhET simulation and interactive simulation app. After which they were requested to communicate their findings using graphs. I can also remember giving students project-based activities where they were required to collaboratively research a concept and communicate their findings with one another in preparation for classroom presentations. So, I think there are different ways that elements of digital citizenship can be integrated into existing curriculum or subject without teaching it separately. Reflecting on one of the discussions during the breakout session, I think I can also integrate elements of digital citizenship into the FL10.3 outcome for Financial Literacy 10, which states “Research products and services provided by various financial institutions.”. In meeting this outcome, elements of digital access could be integrated into the activity where students will be allowed to participate in online searches about specific banks to gather information on the services they provide, after which students could communicate this information to people in their community.   In the words of Miranda, “digital citizenship can be taught in schools in simple ways without feeling like an add-on”

In this week’s class, we had a wonderful discussion presented by Prof Couros on digital Identity.  This concept was also well discussed in the presentation by Britanny and Josh.  The issue of digital identity is really a big problem especially among the youths and teens. Khrapov et al. (2024) described digital identity as a projection of real identity, formed through interactions in digital environments, which can lead to a merging of online and offline personas. Kraynov (2024) claims that digital identity allows individuals to navigate opportunities in both personal and professional contexts, such as job searches and social connections.

creative commons

So, if I am to interpret this… I would say my digital identity is like my online personality, and it has to do with how I show myself to the world online, through my social media profiles, online interactions, and the different characters I create for myself in online spaces.  This reminds me of the saying ‘you are what you wear’, which I think can be applied to our online lives as well. People often try to present themselves in a positive light online, even if that doesn’t reflect their true selves. I’ve noticed this on social media platforms like Facebook and Instagram, where people tend to share carefully curated content. Sadly, some people (especially teenagers) develop their physical identity based on these online curated contents. They start to either aspire, behave or live like the artists, musicians and role models whose lifestyle has been presented in a certain way online without understanding the true nature of these people in their physical life.  Unfortunately, a lot of people seem to be fake in their online world.  The above statement buttressed one of Josh’s points on the significance of defining one’s digital identity, noting that many individuals become confused about their genuine selves by prioritizing societal norms and expectations over personal authenticity. While I mainly use these social media websites to share events from my church and workplace, I’m aware that my posts can still influence others.

Lioune’s (2023) article on the Illusion of Self in the Digital Age: Unraveling Our Multiple Identities, highlighted how our online behaviors can impact how we perceive ourselves. She noted that our fragmented online activities, such as projecting professionalism on LinkedIn, showcasing our adventurous side on Instagram, and engaging in witty commentary on Twitter, contribute to our overall digital identity. From a professional stance, I feel the digital world is a larger space that helps people network and exposes them to potential career opportunities nationally and internationally (Lupton et al., 2019). I think this view aligns with my regular visit and activity on LinkedIn and ResearchGate. I am always conscious of what I post online because of the nature of what I do. However, I feel this digital identity thing is also taking too much of individual’s personal information which we have to be cautious about. That is why I use more of the professional platforms than the regular social media sites.

References

Andrey, L., Kraynov. (2024). 1. Digital identity as a condition of human existence in a digital society. Izvestiâ Saratovskogo universiteta. Novaâ seriâ,  https://doi.org/10.18500/1819-7671-2024-24-2-137-141

Lupton, M., Oddone, K., & Dreamson, N. (2019). Students professional digital identities. In Higher Education and the Future of Graduate Employability (pp. 30-49). Edward Elgar Publishing.  https://doi.org/10.4337/9781788972611.00010

Sergey, A., Khrapov., Svetlana, Kryuchkova., I.M., Melikov. (2024).  Digital Identity and the Humanistic Model of Digital Educational Environment. Voprosy Filosofii, 7, 29 -39 https://doi.org/10.21146/0042-8744-2024-7-29-39

Just as with many new technologies of the past, artificial intelligence is encountering resistance and skepticism. Nevertheless, several scholars have argued about how AI can provide easy access to educational resources and all that.  As Kniberg explains and the video demonstrates, generative artificial intelligence is a technology system equipped with deep learning models that allows it to learn, think, communicate as humans, as well as perform creative intellectual tasks that previously only humans could do. In my line of work, I have come across a range of AI tools, including OpenAI’s ChatGPT, Google Gemini, Khamingo AI (https://www.khanmigo.ai/teachers), QuillBot, ResearchRabbit, Dall-E, Grammarly, Turnitin, and Gradescope, to mention a few. I have found myself using one or more of these tools for brainstorming ideas that I had initially conceived but wasn’t sure how to fully explore or find relevant materials for. For students that are not native English speakers, using Grammarly has been very helpful in correcting grammar mistakes, checking spelling errors, and identifying the tone of one’s writing in terms of passive or active voices.

Image copied from Linkdeln

Beth Holland’s article, “Can AI Solve the Uniquely Human Challenges Facing Educators Today, “explores how AI can be a valuable tool in addressing the challenges faced by educators, especially in the wake of the pandemic and staffing shortages. Holland highlights AI’s potential to support personalized and individualized instruction, which is crucial for meeting diverse student needs. Henrik Kniberg points out that AI can assist in grading tests and generating course content. I know a lot of educators are sceptical about the use of AI in their classroom. However, I think understanding the goal behind the use of these tools in the classroom can help educators navigate how to effectively utilize them.

An infographic shared on linkedin by Dr Alec Couros.

In a recent study by Ramnarain et al. (2024), preservice science teachers’ intentions to use generative AI in inquiry-based teaching were examined. The study found that preservice teachers believe AI can support students during the orientation and conceptualisation phases of inquiry learning, promote learner autonomy, accommodate individual needs, simulate experiments in school situations with limited equipment and chemicals, and help check the correctness of procedures.  Despite the potential power of AI in providing personalized learning, scholars have indicated that teachers still remain essential guides for students. Nevertheless, it is argued that students who miss out on opportunities to learn about and use AI may struggle to keep up in the modern workforce, potentially hindering their ability to find jobs that utilize AI (Vanderpool & Jones, 2024). I was priviledged to listen to a webinar by David Wiley on how AI will transform access to open education resources, and he also shared these  posts (https://lnkd.in/gtbXpinu ;  https://lnkd.in/en2TJPsa). The discussion actually got me thinking about how my little use of some AI platforms helped me identify some online resources easily without necessarily going through the trouble of checking if the material is licensed or not. Personally, I think AI as a new technology has the potential to help us address a lot of problem in education, but I think teachers will need to learn how to effectively prompt these tools to help them achieve its maximun use, Yes, AI has its own risks, just as I said in the begining, that is the same risk we faced with new technologies when they first introduced and people began accepting the use of those technologies overtime. I think, AI will get better in a matter of years and people will develop strategies in using AI just like every other technology.