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"content": "\u003cp>When Georgia State University professor G. Sue Kasun taught a new course this summer, she used generative artificial intelligence to help her brainstorm.\u003c/p>\n\u003cp>Kasun, a professor of language, culture and education, teaches current and future language educators. And she used Gemini — Google’s generative AI chatbot — to come up with ideas for readings and activities for a course on integrating identity and culture in language education.\u003c/p>\n\u003cp>“There were suggestions of offering different choices like having students generate an image, having students write a poem. And these are things that I could maybe think of but we have limits on our time, which is probably our most valuable resource as faculty.”\u003c/p>\n\u003cp>Kasun also uses Gemini to create grading rubrics. She says she always checks to make sure that what it generates is accurate “and importantly representative of what my learning objectives are.”\u003c/p>\n\u003cp>It’s a massive time-saver, she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kasun is one of an increasing number of higher education faculty using generative AI models in their work.\u003c/p>\n\u003cp>One \u003ca href=\"https://tytonpartners.com/time-for-class-2025/\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> of more than 1,800 higher education staff members conducted by consulting firm Tyton Partners earlier this year found that about 40% of administrators and 30% of instructions use generative AI daily or weekly — that’s up from just 2% and 4%, respectively, in the spring of 2023.\u003c/p>\n\u003cp>\u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-educators-use-claude\" target=\"_blank\" rel=\"noopener\">New research\u003c/a> from Anthropic — the company behind the AI chatbot Claude — suggests professors around the world are using AI for curriculum development, designing lessons, conducting research, writing grant proposals, managing budgets, grading student work and designing their own interactive learning tools, among other uses.\u003c/p>\n\u003cp>“When we looked into the data late last year, we saw that of all the ways people were using Claude, education made up two out of the top four use cases,” says Drew Bent, education lead at Anthropic and one of the researchers who led the study.\u003c/p>\n\u003cp>That includes both students and professors. Bent says those findings inspired a report on \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-university-students-use-claude\" target=\"_blank\" rel=\"noopener\">how university students use the AI chatbot\u003c/a> and the most recent research on professor use of Claude.\u003c/p>\n\u003ch2>\u003cstrong>How professors are using AI \u003c/strong>\u003c/h2>\n\u003cp>Anthropic’s report is based on roughly 74,000 conversations that users with higher education email addresses had with Claude over an 11-day period in late May and early June of this year. The company used an automated tool to analyze the conversations.\u003c/p>\n\u003cp>The majority — or 57% of the conversations analyzed — related to curriculum development, like designing lesson plans and assignments. Bent says one of the more surprising findings was professors using Claude to develop interactive simulations for students, like web-based games.\u003c/p>\n\u003cp>“It’s helping write the code so that you can have an interactive simulation that you as an educator can share with students in your class for them to help understand a concept,” Bent says.\u003c/p>\n\u003cp>The second most common way professors used Claude was for academic research — this comprised 13% of conversations. Educators also used the AI chatbot to complete administrative tasks, including budget plans, drafting letters of recommendation and creating meeting agendas.\u003c/p>\n\u003cp>Their analysis suggests professors tend to automate more tedious and routine work, including financial and administrative tasks.\u003c/p>\n\u003cp>“But for other areas like teaching and lesson design, it was much more of a collaborative process, where the educators and the AI assistant are going back and forth and collaborating on it together,” Bent says.\u003c/p>\n\u003cp>The data comes with caveats – Anthropic \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-educators-use-claude\" target=\"_blank\" rel=\"noopener\">published its findings\u003c/a> but did not release the full data behind them – including how many professors were in the analysis.\u003c/p>\n\u003cp>And the research captured a snapshot in time; the period studied encompassed the tail end of the academic year. Had they analyzed an 11-day period in October, Bent says, for example, the results could have been different.\u003c/p>\n\u003ch2>\u003cstrong>Grading student work with AI\u003c/strong>\u003c/h2>\n\u003cp>About 7% of the conversations Anthropic analyzed were about grading student work.\u003c/p>\n\u003cp>“When educators use AI for grading, they often automate a lot of it away, and they have AI do significant parts of the grading,” Bent says.\u003c/p>\n\u003cp>The company partnered with Northeastern University on this research – surveying 22 faculty members about how and why they use Claude. In their survey responses, university faculty said grading student work was the task the chatbot was least effective at.\u003c/p>\n\u003cp>It’s not clear whether any of the assessments Claude produced actually factored into the grades and feedback students received.\u003c/p>\n\u003cp>Nevertheless, Marc Watkins, a lecturer and researcher at the University of Mississippi, fears that Anthropic’s findings signal a disturbing trend. Watkins studies the impact of AI on higher education.\u003c/p>\n\u003cp>“This sort of nightmare scenario that we might be running into is students using AI to write papers and teachers using AI to grade the same papers. If that’s the case, then what’s the purpose of education?”\u003c/p>\n\u003cp>Watkins says he’s also alarmed by the use of AI in ways that he says, devalue professor-student relationships.\u003c/p>\n\u003cp>“If you’re just using this to automate some portion of your life, whether that’s writing emails to students, letters of recommendation, grading or providing feedback, I’m really against that,” he says.\u003c/p>\n\u003ch2>\u003cstrong>Professors and faculty need guidance \u003c/strong>\u003c/h2>\n\u003cp>Kasun — the professor from Georgia State — also doesn’t believe professors should use AI for grading.\u003c/p>\n\u003cp>She wishes colleges and universities had more support and guidance on how best to use this new technology.\u003c/p>\n\u003cp>“We are here, sort of alone in the forest, fending for ourselves,” Kasun says.\u003c/p>\n\u003cp>Drew Bent, with Anthropic, says \u003ca href=\"https://www.anthropic.com/news/anthropic-higher-education-initiatives\" target=\"_blank\" rel=\"noopener\">companies like his should partner\u003c/a> with higher education institutions. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Georgia State University professor G. Sue Kasun taught a new course this summer, she used generative artificial intelligence to help her brainstorm.\u003c/p>\n\u003cp>Kasun, a professor of language, culture and education, teaches current and future language educators. And she used Gemini — Google’s generative AI chatbot — to come up with ideas for readings and activities for a course on integrating identity and culture in language education.\u003c/p>\n\u003cp>“There were suggestions of offering different choices like having students generate an image, having students write a poem. And these are things that I could maybe think of but we have limits on our time, which is probably our most valuable resource as faculty.”\u003c/p>\n\u003cp>Kasun also uses Gemini to create grading rubrics. She says she always checks to make sure that what it generates is accurate “and importantly representative of what my learning objectives are.”\u003c/p>\n\u003cp>It’s a massive time-saver, she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kasun is one of an increasing number of higher education faculty using generative AI models in their work.\u003c/p>\n\u003cp>One \u003ca href=\"https://tytonpartners.com/time-for-class-2025/\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> of more than 1,800 higher education staff members conducted by consulting firm Tyton Partners earlier this year found that about 40% of administrators and 30% of instructions use generative AI daily or weekly — that’s up from just 2% and 4%, respectively, in the spring of 2023.\u003c/p>\n\u003cp>\u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-educators-use-claude\" target=\"_blank\" rel=\"noopener\">New research\u003c/a> from Anthropic — the company behind the AI chatbot Claude — suggests professors around the world are using AI for curriculum development, designing lessons, conducting research, writing grant proposals, managing budgets, grading student work and designing their own interactive learning tools, among other uses.\u003c/p>\n\u003cp>“When we looked into the data late last year, we saw that of all the ways people were using Claude, education made up two out of the top four use cases,” says Drew Bent, education lead at Anthropic and one of the researchers who led the study.\u003c/p>\n\u003cp>That includes both students and professors. Bent says those findings inspired a report on \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-university-students-use-claude\" target=\"_blank\" rel=\"noopener\">how university students use the AI chatbot\u003c/a> and the most recent research on professor use of Claude.\u003c/p>\n\u003ch2>\u003cstrong>How professors are using AI \u003c/strong>\u003c/h2>\n\u003cp>Anthropic’s report is based on roughly 74,000 conversations that users with higher education email addresses had with Claude over an 11-day period in late May and early June of this year. The company used an automated tool to analyze the conversations.\u003c/p>\n\u003cp>The majority — or 57% of the conversations analyzed — related to curriculum development, like designing lesson plans and assignments. Bent says one of the more surprising findings was professors using Claude to develop interactive simulations for students, like web-based games.\u003c/p>\n\u003cp>“It’s helping write the code so that you can have an interactive simulation that you as an educator can share with students in your class for them to help understand a concept,” Bent says.\u003c/p>\n\u003cp>The second most common way professors used Claude was for academic research — this comprised 13% of conversations. Educators also used the AI chatbot to complete administrative tasks, including budget plans, drafting letters of recommendation and creating meeting agendas.\u003c/p>\n\u003cp>Their analysis suggests professors tend to automate more tedious and routine work, including financial and administrative tasks.\u003c/p>\n\u003cp>“But for other areas like teaching and lesson design, it was much more of a collaborative process, where the educators and the AI assistant are going back and forth and collaborating on it together,” Bent says.\u003c/p>\n\u003cp>The data comes with caveats – Anthropic \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-educators-use-claude\" target=\"_blank\" rel=\"noopener\">published its findings\u003c/a> but did not release the full data behind them – including how many professors were in the analysis.\u003c/p>\n\u003cp>And the research captured a snapshot in time; the period studied encompassed the tail end of the academic year. Had they analyzed an 11-day period in October, Bent says, for example, the results could have been different.\u003c/p>\n\u003ch2>\u003cstrong>Grading student work with AI\u003c/strong>\u003c/h2>\n\u003cp>About 7% of the conversations Anthropic analyzed were about grading student work.\u003c/p>\n\u003cp>“When educators use AI for grading, they often automate a lot of it away, and they have AI do significant parts of the grading,” Bent says.\u003c/p>\n\u003cp>The company partnered with Northeastern University on this research – surveying 22 faculty members about how and why they use Claude. In their survey responses, university faculty said grading student work was the task the chatbot was least effective at.\u003c/p>\n\u003cp>It’s not clear whether any of the assessments Claude produced actually factored into the grades and feedback students received.\u003c/p>\n\u003cp>Nevertheless, Marc Watkins, a lecturer and researcher at the University of Mississippi, fears that Anthropic’s findings signal a disturbing trend. Watkins studies the impact of AI on higher education.\u003c/p>\n\u003cp>“This sort of nightmare scenario that we might be running into is students using AI to write papers and teachers using AI to grade the same papers. If that’s the case, then what’s the purpose of education?”\u003c/p>\n\u003cp>Watkins says he’s also alarmed by the use of AI in ways that he says, devalue professor-student relationships.\u003c/p>\n\u003cp>“If you’re just using this to automate some portion of your life, whether that’s writing emails to students, letters of recommendation, grading or providing feedback, I’m really against that,” he says.\u003c/p>\n\u003ch2>\u003cstrong>Professors and faculty need guidance \u003c/strong>\u003c/h2>\n\u003cp>Kasun — the professor from Georgia State — also doesn’t believe professors should use AI for grading.\u003c/p>\n\u003cp>She wishes colleges and universities had more support and guidance on how best to use this new technology.\u003c/p>\n\u003cp>“We are here, sort of alone in the forest, fending for ourselves,” Kasun says.\u003c/p>\n\u003cp>Drew Bent, with Anthropic, says \u003ca href=\"https://www.anthropic.com/news/anthropic-higher-education-initiatives\" target=\"_blank\" rel=\"noopener\">companies like his should partner\u003c/a> with higher education institutions. 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"content": "\u003cp>Writing can be hard, equal parts heavy lifting and drudgery. No wonder so many students are turning to the time-saving allure of ChatGPT, which can crank out entire papers in seconds. It rescues them from procrastination jams and dreaded all-nighters, magically freeing up more time for other pursuits, like, say … doomscrolling.\u003c/p>\n\u003cp>Of course, no one learns to be a better writer when someone else (or some AI bot) is doing the work for them. The question is whether chatbots can morph into decent writing teachers or coaches that students actually want to consult to improve their writing, and not just use for shortcuts.\u003c/p>\n\u003cp>Maybe.\u003c/p>\n\u003cp>Jennifer Meyer, an assistant professor at the University of Vienna in Austria, has been studying how AI bots can be used to improve student writing for several years. In an interview, she explained why she is cautious about the ability of AI to make us better writers and is still testing how to use the new technology effectively.\u003c/p>\n\u003ch2>\u003cstrong>All in the timing \u003c/strong>\u003c/h2>\n\u003cp>Meyer says that just because ChatGPT is available 24/7 doesn’t mean students should consult it at the start of the writing process. Instead, Meyer believes that students would generally learn more if they wrote a first draft on their own.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s when AI could be most helpful, she thinks. With some prompting, a chatbot could provide immediate writing feedback targeted to each students’ needs. One student might need to practice writing shorter sentences. Another might be struggling with story structure and outlining. AI could theoretically meet an entire classroom’s individual needs faster than a human teacher.\u003c/p>\n\u003cp>In Meyer’s experiments, she inserted AI only after the first draft was done as part of the revision process. In a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2666920X23000784\">study\u003c/a> published in 2024, she randomly assigned 200 German high school students to receive AI feedback after writing a draft of an essay in English. Their revised essays were stronger than those of 250 students who were also told to revise, but didn’t get help from AI.\u003c/p>\n\u003cp>In surveys, those with AI feedback also said they felt more motivated to rewrite than those who didn’t get feedback. That motivation is critical. Often students aren’t in the mood to rewrite, and without revisions, students can’t become better writers.\u003c/p>\n\u003cp>Meyer doesn’t consider her experiment proof that AI is a great writing teacher. She didn’t compare it with how student writing improved after human feedback. Her experiment compared only AI feedback with no feedback.\u003c/p>\n\u003cp>Most importantly, one dose of AI writing feedback wasn’t enough to elevate students’ writing skills. On a second, fresh essay topic, the students who had previously received AI feedback didn’t write any better than the students who hadn’t been helped by AI.\u003c/p>\n\u003cp>It’s unclear how many rounds of AI feedback it would take to boost a student’s writing skills more permanently, not just help revise the essay at hand.\u003c/p>\n\u003cp>And Meyer doesn’t know whether a student would want to keep discussing writing with an AI bot over and over again. Maybe students were willing to engage with it in this experiment because it was a novelty, but could soon tire of it. That’s next on Meyer’s research agenda.\u003c/p>\n\u003ch2>\u003cstrong>A viral MIT study\u003c/strong>\u003c/h2>\n\u003cp>A much smaller MIT study published earlier this year echoes Meyer’s theory. “\u003ca href=\"https://arxiv.org/pdf/2506.08872v1\">Your Brain on ChatGPT\u003c/a>” went viral because it seemed to say that using ChatGPT to help write an essay made students’ brains less engaged. Researchers found that students who wrote an essay without any online tools had stronger brain connectivity and activity than students who used AI or consulted Google to search for source materials. (Using Google while writing wasn’t nearly as bad for the brain as AI.)\u003c/p>\n\u003cp>Although those results made \u003ca href=\"https://time.com/7295195/ai-chatgpt-google-learning-school/\">headlines\u003c/a>, there was more to the experiment. The students who initially wrote an essay on their own were later given ChatGPT to help improve their essays. That switch to ChatGPT boosted brain activity, in contrast to what the neuroscientists found during the initial writing process.\u003c/p>\n\u003cp>These studies add to the evidence that delaying AI a bit, after some initial thinking and drafting, could be a sweet spot in learning. That’s something researchers need to test more.\u003c/p>\n\u003cp>Still, Meyer remains concerned about giving AI tools to very weak writers and to young children who haven’t developed basic writing skills. “This could be a real problem,” said Meyer. “It could be detrimental to use these tools too early.”\u003c/p>\n\u003ch2>\u003cstrong>Cheating your way to learning?\u003c/strong>\u003c/h2>\n\u003cp>Meyer doesn’t think it’s always a bad idea for students to ask ChatGPT to do the writing for them.\u003c/p>\n\u003cp>Just as young artists learn to paint by copying masterpieces in museums, students might learn to write better by copying good writing. (The late great New Yorker editor John Bennet taught Jill to write this way. He called it “copy work” and he encouraged his journalism students to do it every week by copying longhand the words of legendary writers, not AI.)\u003c/p>\n\u003cp>Meyer suggests that students ask ChatGPT to write a sample essay that meets their teacher’s assignment and grading criteria. The next step is key. If students pretend it’s their own piece and submit it, that’s cheating. They’ve also offloaded cognitive work to technology and haven’t learned anything.\u003c/p>\n\u003cp>But the AI essay can be an effective teaching tool, in theory, if students study the arguments, organizational structure, sentence construction and vocabulary before writing a new draft in their own words. Ideally, the next assignment should be better if students have learned through that analysis and internalized the style and techniques of the model essay, Meyer said.\u003c/p>\n\u003cp>“My hypothesis would be as long as there’s cognitive effort with it, as long as there’s a lot of time on task and like critical thinking about the output, then it should be fine,” said Meyer.\u003c/p>\n\u003ch2>\u003cstrong>Reconsidering praise\u003c/strong>\u003c/h2>\n\u003cp>Everyone likes a compliment. But too much praise can drown learning just as too much water can keep flowers from blooming.\u003c/p>\n\u003cp>ChatGPT has a tendency to pour the praise on thick and often begins with banal flattery, like “Great job!” even when a student’s writing needs a lot of work. In Meyer’s test of whether AI feedback can improve students’ writing, she intentionally told ChatGPT not to start with praise and instead go straight to constructive criticism.\u003c/p>\n\u003cp>Her parsimonious approach to praise was inspired by a \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/0969594X.2023.2179956\">2023 writing study\u003c/a> about what motivates students to revise. The study found that when teachers started off with general praise, students were left with the false impression that their work was already good enough so they didn’t put in the extra effort to rewrite.\u003c/p>\n\u003cp>In Meyer’s experiment, the praise-free feedback was effective in getting students to revise and improve their essays. But she didn’t set up a direct competition between the two approaches — praise-free vs. praise-full — so we don’t know for sure which is more effective when students are interacting with AI.\u003c/p>\n\u003cp>Being stingy with praise rubs real teachers the wrong way. After Meyer removed praise from the feedback, teachers told her they wanted to restore it. “They wondered about why the feedback was so negative,” Meyer said. “That’s not how they would do it.”\u003c/p>\n\u003cp>Meyer and other researchers may one day solve the puzzle of how to turn AI chatbots into great writing coaches. But whether students will have the willpower or desire to forgo an instantly written essay is another matter. As long as ChatGPT continues to allow students to take the easy way out, it’s human nature to do so.\u003c/p>\n\u003cp>\u003cem>Shirley Liu is a graduate student in education at Northwestern University. Liu reported and wrote this story along with The Hechinger Report’s Jill Barshay.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-ai-writing-meyer/\">\u003cem>using AI to become a better writer\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Writing can be hard, equal parts heavy lifting and drudgery. No wonder so many students are turning to the time-saving allure of ChatGPT, which can crank out entire papers in seconds. It rescues them from procrastination jams and dreaded all-nighters, magically freeing up more time for other pursuits, like, say … doomscrolling.\u003c/p>\n\u003cp>Of course, no one learns to be a better writer when someone else (or some AI bot) is doing the work for them. The question is whether chatbots can morph into decent writing teachers or coaches that students actually want to consult to improve their writing, and not just use for shortcuts.\u003c/p>\n\u003cp>Maybe.\u003c/p>\n\u003cp>Jennifer Meyer, an assistant professor at the University of Vienna in Austria, has been studying how AI bots can be used to improve student writing for several years. In an interview, she explained why she is cautious about the ability of AI to make us better writers and is still testing how to use the new technology effectively.\u003c/p>\n\u003ch2>\u003cstrong>All in the timing \u003c/strong>\u003c/h2>\n\u003cp>Meyer says that just because ChatGPT is available 24/7 doesn’t mean students should consult it at the start of the writing process. Instead, Meyer believes that students would generally learn more if they wrote a first draft on their own.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s when AI could be most helpful, she thinks. With some prompting, a chatbot could provide immediate writing feedback targeted to each students’ needs. One student might need to practice writing shorter sentences. Another might be struggling with story structure and outlining. AI could theoretically meet an entire classroom’s individual needs faster than a human teacher.\u003c/p>\n\u003cp>In Meyer’s experiments, she inserted AI only after the first draft was done as part of the revision process. In a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2666920X23000784\">study\u003c/a> published in 2024, she randomly assigned 200 German high school students to receive AI feedback after writing a draft of an essay in English. Their revised essays were stronger than those of 250 students who were also told to revise, but didn’t get help from AI.\u003c/p>\n\u003cp>In surveys, those with AI feedback also said they felt more motivated to rewrite than those who didn’t get feedback. That motivation is critical. Often students aren’t in the mood to rewrite, and without revisions, students can’t become better writers.\u003c/p>\n\u003cp>Meyer doesn’t consider her experiment proof that AI is a great writing teacher. She didn’t compare it with how student writing improved after human feedback. Her experiment compared only AI feedback with no feedback.\u003c/p>\n\u003cp>Most importantly, one dose of AI writing feedback wasn’t enough to elevate students’ writing skills. On a second, fresh essay topic, the students who had previously received AI feedback didn’t write any better than the students who hadn’t been helped by AI.\u003c/p>\n\u003cp>It’s unclear how many rounds of AI feedback it would take to boost a student’s writing skills more permanently, not just help revise the essay at hand.\u003c/p>\n\u003cp>And Meyer doesn’t know whether a student would want to keep discussing writing with an AI bot over and over again. Maybe students were willing to engage with it in this experiment because it was a novelty, but could soon tire of it. That’s next on Meyer’s research agenda.\u003c/p>\n\u003ch2>\u003cstrong>A viral MIT study\u003c/strong>\u003c/h2>\n\u003cp>A much smaller MIT study published earlier this year echoes Meyer’s theory. “\u003ca href=\"https://arxiv.org/pdf/2506.08872v1\">Your Brain on ChatGPT\u003c/a>” went viral because it seemed to say that using ChatGPT to help write an essay made students’ brains less engaged. Researchers found that students who wrote an essay without any online tools had stronger brain connectivity and activity than students who used AI or consulted Google to search for source materials. (Using Google while writing wasn’t nearly as bad for the brain as AI.)\u003c/p>\n\u003cp>Although those results made \u003ca href=\"https://time.com/7295195/ai-chatgpt-google-learning-school/\">headlines\u003c/a>, there was more to the experiment. The students who initially wrote an essay on their own were later given ChatGPT to help improve their essays. That switch to ChatGPT boosted brain activity, in contrast to what the neuroscientists found during the initial writing process.\u003c/p>\n\u003cp>These studies add to the evidence that delaying AI a bit, after some initial thinking and drafting, could be a sweet spot in learning. That’s something researchers need to test more.\u003c/p>\n\u003cp>Still, Meyer remains concerned about giving AI tools to very weak writers and to young children who haven’t developed basic writing skills. “This could be a real problem,” said Meyer. “It could be detrimental to use these tools too early.”\u003c/p>\n\u003ch2>\u003cstrong>Cheating your way to learning?\u003c/strong>\u003c/h2>\n\u003cp>Meyer doesn’t think it’s always a bad idea for students to ask ChatGPT to do the writing for them.\u003c/p>\n\u003cp>Just as young artists learn to paint by copying masterpieces in museums, students might learn to write better by copying good writing. (The late great New Yorker editor John Bennet taught Jill to write this way. He called it “copy work” and he encouraged his journalism students to do it every week by copying longhand the words of legendary writers, not AI.)\u003c/p>\n\u003cp>Meyer suggests that students ask ChatGPT to write a sample essay that meets their teacher’s assignment and grading criteria. The next step is key. If students pretend it’s their own piece and submit it, that’s cheating. They’ve also offloaded cognitive work to technology and haven’t learned anything.\u003c/p>\n\u003cp>But the AI essay can be an effective teaching tool, in theory, if students study the arguments, organizational structure, sentence construction and vocabulary before writing a new draft in their own words. Ideally, the next assignment should be better if students have learned through that analysis and internalized the style and techniques of the model essay, Meyer said.\u003c/p>\n\u003cp>“My hypothesis would be as long as there’s cognitive effort with it, as long as there’s a lot of time on task and like critical thinking about the output, then it should be fine,” said Meyer.\u003c/p>\n\u003ch2>\u003cstrong>Reconsidering praise\u003c/strong>\u003c/h2>\n\u003cp>Everyone likes a compliment. But too much praise can drown learning just as too much water can keep flowers from blooming.\u003c/p>\n\u003cp>ChatGPT has a tendency to pour the praise on thick and often begins with banal flattery, like “Great job!” even when a student’s writing needs a lot of work. In Meyer’s test of whether AI feedback can improve students’ writing, she intentionally told ChatGPT not to start with praise and instead go straight to constructive criticism.\u003c/p>\n\u003cp>Her parsimonious approach to praise was inspired by a \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/0969594X.2023.2179956\">2023 writing study\u003c/a> about what motivates students to revise. The study found that when teachers started off with general praise, students were left with the false impression that their work was already good enough so they didn’t put in the extra effort to rewrite.\u003c/p>\n\u003cp>In Meyer’s experiment, the praise-free feedback was effective in getting students to revise and improve their essays. But she didn’t set up a direct competition between the two approaches — praise-free vs. praise-full — so we don’t know for sure which is more effective when students are interacting with AI.\u003c/p>\n\u003cp>Being stingy with praise rubs real teachers the wrong way. After Meyer removed praise from the feedback, teachers told her they wanted to restore it. “They wondered about why the feedback was so negative,” Meyer said. “That’s not how they would do it.”\u003c/p>\n\u003cp>Meyer and other researchers may one day solve the puzzle of how to turn AI chatbots into great writing coaches. But whether students will have the willpower or desire to forgo an instantly written essay is another matter. As long as ChatGPT continues to allow students to take the easy way out, it’s human nature to do so.\u003c/p>\n\u003cp>\u003cem>Shirley Liu is a graduate student in education at Northwestern University. Liu reported and wrote this story along with The Hechinger Report’s Jill Barshay.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-ai-writing-meyer/\">\u003cem>using AI to become a better writer\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Students are using ChatGPT more than ever — and ChatGPT knows it.\u003c/p>\n\u003cp>Last week, OpenAI launched “study mode” in its chatbot, aimed directly at the student market. It’s meant to behave more like a tutor than a machine that spits out answers; it uses the Socratic method, builds quizzes and creates study plans. The same day, Google announced a suite of study-oriented tools.\u003c/p>\n\u003cp>So, how does generative AI compare to old-school tools like textbooks and online homework helpers like Chegg and Quizlet? Do they still have a place?\u003c/p>\n\u003cp>I first asked ChatGPT: “Would you recommend I use you as a study tool? How do you compare to textbooks and edtech companies?” The answer: “Yes, I can absolutely be a useful study tool, but the best results come from knowing how and when to use me alongside textbooks and edtech platforms.”\u003c/p>\n\u003cp>Then I talked to people running some of those platforms and some students who use (or once used) them. As generative AI plants its stake in education, they’re all doing what they can to acclimate.\u003c/p>\n\u003ch2>How companies are adapting\u003c/h2>\n\u003cp>Chegg sells textbooks and offers a slate of digital services, such as generating flash cards and practice questions. In May, the company laid off about 250 employees, or 22% of its workforce, partly due to students turning to generative AI, it confirmed to NPR. But rather than trying to expand its reach, it’s zooming in.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We were trying to be everything to every student in a pre-AI world,” Chegg CEO Nathan Schultz says.\u003c/p>\n\u003cp>Several generative AI platforms, including ChatGPT, have free plans. Chegg hopes to reach students who will pay $19.99 a month for tools that encourage long-term use and goal setting.\u003c/p>\n\u003cp>“If you think about the fitness world, those apps and those services tend to be much more guided to getting you to your goal,” Schultz says. “They’re giving you, ‘Every week we’re going to do this many miles or this many rides or this much work,’ and that’s how we’ve been designing our service.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>Chegg is also wrapping AI models into its platform. A new feature shows subscribers side-by-side panels with Chegg’s answer to a question next to answers from other platforms, including ChatGPT, Google Gemini and Claude.\u003c/p>\n\u003cp>Macmillan Learning sells textbooks and e-books, and it offers quizzes and study guides. Like Chegg, it has incorporated an AI tool into its paid plan and began rolling it out late last year.\u003c/p>\n\u003cp>Macmillan’s tool doesn’t give students straight-up answers; instead, it guides them to the solution through open-ended questions that expose flawed thinking (aka the Socratic method).\u003c/p>\n\u003cp>“It Socratically supports them so that they have that learning experience that they can use … when they have to do it themselves on the exam,” says Tim Flem, Macmillan Learning’s chief product officer.\u003c/p>\n\u003cp>Flem claims Macmillan’s AI tutor is more accurate than AI chatbots, as it draws from the company’s textbooks. The platform also reduces “content switching,” he says.\u003c/p>\n\u003cp>“If you’re switching between that tab and that tab, you notice how you’re always kind of like, ‘Wait a minute, what did it say over here?'” Flem says. “So our AI tutor is right there next to the problem that the student is working on.”\u003c/p>\n\u003ch2>How students are adapting\u003c/h2>\n\u003cp>Some students are mixing and matching AI and traditional tools. Bryan Wheatley combined ChatGPT with Quizlet and Socratic (another AI tool) to study. A recent graduate of Prairie View A&M University in Texas, he initially approached ChatGPT with trepidation.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/2000x1333+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Ff6%2F04%2F47557dbd442383221d3004cd1cc1%2Fstudents-5.jpg\" alt=\"Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology.\">\u003cfigcaption>Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology. \u003ccite> (Grace Raver | NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Something that’s really adaptive is kind of crazy in a sense,” he says, though he went on to use it to outline essays and for other tasks. He says ChatGPT is correct about half the time, and he had to do a lot of cross-referencing.\u003c/p>\n\u003cp>He was one of the 66% of students in bachelor’s, master’s and doctoral programs using ChatGPT regularly, according to July 2024 research from \u003ca href=\"https://www.digitaleducationcouncil.com/post/what-students-want-key-results-from-dec-global-ai-student-survey-2024\" target=\"_blank\" rel=\"noopener\">the Digital Education Council\u003c/a>.\u003c/p>\n\u003cp>The survey also found that over 50% of students believed too much reliance on AI would negatively impact their academic performance.\u003c/p>\n\u003cp>Sally Simpson is trying to hold the line. The Georgetown University student, who’s working on a Ph.D. in German literature, does not use generative AI. In her undergrad days, she used websites like Quizlet and SparkNotes to reinforce information she processed.\u003c/p>\n\u003cp>Now, she sees undergraduates use generative AI to complete homework assignments and summarize bodies of work they didn’t read. “It cheapens people’s education,” she says. “I think it’s an important skill to be able to read an article, or read a text, and not only be able to summarize it, but think about it critically.”\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1900x1358+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fcc%2F16%2F7808caae4ebfbcfde6b67cc083eb%2Fstudents-09.jpg\" alt=\"Sally Simpson is studying for a doctorate in German literature at Georgetown University.\">\u003cfigcaption>Sally Simpson is studying for a doctorate in German literature at Georgetown University. \u003ccite> (Grace Raver | NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dontrell Shoulders, a senior studying social work at Kentucky State University, was an avid Quizlet user and still uses it to study for tests. With Quizlet, he has to seek out answers. Generative AI doesn’t provide much of a challenge, he says.\u003c/p>\n\u003cp>“You’re just putting something in a computer, having to type it up, and just like, ‘Here you go,’ ” he says. “Are you going to remember it after you just typed it in? You’re not.”\u003c/p>\n\u003ch3>How professors are adapting\u003c/h3>\n\u003cp>Amy Lawyer, the department chair of equine administration at the University of Louisville’s business school, says some students still use online study guides like Chegg and SparkNotes. “Students are to a point where they’re going to use any resources available to them,” she says.\u003c/p>\n\u003cp>Of those resources, ChatGPT has had the most significant impact on her classroom. She uses it herself for editing and encourages her students to do the same. To stop them from plagiarizing or overusing AI chatbots, however, she’s now issuing more assignments that must be handwritten or completed in class.\u003c/p>\n\u003cp>Ayelet Fishbach, a marketing and behavioral science professor at the University of Chicago Booth School of Business, says students will always find shortcuts, no matter how the technology evolves. “Cheating has not been invented recently,” she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What is different now is that the line seems, to many people, more blurry,” she says. “If before you knew you were cheating, now you feel, ‘Maybe I’m still doing what I’m supposed to do, only I’m being more efficient.’ This is confusing for students, and we do try to support them.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students are using ChatGPT more than ever — and ChatGPT knows it.\u003c/p>\n\u003cp>Last week, OpenAI launched “study mode” in its chatbot, aimed directly at the student market. It’s meant to behave more like a tutor than a machine that spits out answers; it uses the Socratic method, builds quizzes and creates study plans. The same day, Google announced a suite of study-oriented tools.\u003c/p>\n\u003cp>So, how does generative AI compare to old-school tools like textbooks and online homework helpers like Chegg and Quizlet? Do they still have a place?\u003c/p>\n\u003cp>I first asked ChatGPT: “Would you recommend I use you as a study tool? How do you compare to textbooks and edtech companies?” The answer: “Yes, I can absolutely be a useful study tool, but the best results come from knowing how and when to use me alongside textbooks and edtech platforms.”\u003c/p>\n\u003cp>Then I talked to people running some of those platforms and some students who use (or once used) them. As generative AI plants its stake in education, they’re all doing what they can to acclimate.\u003c/p>\n\u003ch2>How companies are adapting\u003c/h2>\n\u003cp>Chegg sells textbooks and offers a slate of digital services, such as generating flash cards and practice questions. In May, the company laid off about 250 employees, or 22% of its workforce, partly due to students turning to generative AI, it confirmed to NPR. But rather than trying to expand its reach, it’s zooming in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We were trying to be everything to every student in a pre-AI world,” Chegg CEO Nathan Schultz says.\u003c/p>\n\u003cp>Several generative AI platforms, including ChatGPT, have free plans. Chegg hopes to reach students who will pay $19.99 a month for tools that encourage long-term use and goal setting.\u003c/p>\n\u003cp>“If you think about the fitness world, those apps and those services tend to be much more guided to getting you to your goal,” Schultz says. “They’re giving you, ‘Every week we’re going to do this many miles or this many rides or this much work,’ and that’s how we’ve been designing our service.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>Chegg is also wrapping AI models into its platform. A new feature shows subscribers side-by-side panels with Chegg’s answer to a question next to answers from other platforms, including ChatGPT, Google Gemini and Claude.\u003c/p>\n\u003cp>Macmillan Learning sells textbooks and e-books, and it offers quizzes and study guides. Like Chegg, it has incorporated an AI tool into its paid plan and began rolling it out late last year.\u003c/p>\n\u003cp>Macmillan’s tool doesn’t give students straight-up answers; instead, it guides them to the solution through open-ended questions that expose flawed thinking (aka the Socratic method).\u003c/p>\n\u003cp>“It Socratically supports them so that they have that learning experience that they can use … when they have to do it themselves on the exam,” says Tim Flem, Macmillan Learning’s chief product officer.\u003c/p>\n\u003cp>Flem claims Macmillan’s AI tutor is more accurate than AI chatbots, as it draws from the company’s textbooks. The platform also reduces “content switching,” he says.\u003c/p>\n\u003cp>“If you’re switching between that tab and that tab, you notice how you’re always kind of like, ‘Wait a minute, what did it say over here?'” Flem says. “So our AI tutor is right there next to the problem that the student is working on.”\u003c/p>\n\u003ch2>How students are adapting\u003c/h2>\n\u003cp>Some students are mixing and matching AI and traditional tools. Bryan Wheatley combined ChatGPT with Quizlet and Socratic (another AI tool) to study. A recent graduate of Prairie View A&M University in Texas, he initially approached ChatGPT with trepidation.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/2000x1333+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Ff6%2F04%2F47557dbd442383221d3004cd1cc1%2Fstudents-5.jpg\" alt=\"Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology.\">\u003cfigcaption>Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology. \u003ccite> (Grace Raver | NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Something that’s really adaptive is kind of crazy in a sense,” he says, though he went on to use it to outline essays and for other tasks. He says ChatGPT is correct about half the time, and he had to do a lot of cross-referencing.\u003c/p>\n\u003cp>He was one of the 66% of students in bachelor’s, master’s and doctoral programs using ChatGPT regularly, according to July 2024 research from \u003ca href=\"https://www.digitaleducationcouncil.com/post/what-students-want-key-results-from-dec-global-ai-student-survey-2024\" target=\"_blank\" rel=\"noopener\">the Digital Education Council\u003c/a>.\u003c/p>\n\u003cp>The survey also found that over 50% of students believed too much reliance on AI would negatively impact their academic performance.\u003c/p>\n\u003cp>Sally Simpson is trying to hold the line. The Georgetown University student, who’s working on a Ph.D. in German literature, does not use generative AI. In her undergrad days, she used websites like Quizlet and SparkNotes to reinforce information she processed.\u003c/p>\n\u003cp>Now, she sees undergraduates use generative AI to complete homework assignments and summarize bodies of work they didn’t read. “It cheapens people’s education,” she says. “I think it’s an important skill to be able to read an article, or read a text, and not only be able to summarize it, but think about it critically.”\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1900x1358+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fcc%2F16%2F7808caae4ebfbcfde6b67cc083eb%2Fstudents-09.jpg\" alt=\"Sally Simpson is studying for a doctorate in German literature at Georgetown University.\">\u003cfigcaption>Sally Simpson is studying for a doctorate in German literature at Georgetown University. \u003ccite> (Grace Raver | NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dontrell Shoulders, a senior studying social work at Kentucky State University, was an avid Quizlet user and still uses it to study for tests. With Quizlet, he has to seek out answers. Generative AI doesn’t provide much of a challenge, he says.\u003c/p>\n\u003cp>“You’re just putting something in a computer, having to type it up, and just like, ‘Here you go,’ ” he says. “Are you going to remember it after you just typed it in? You’re not.”\u003c/p>\n\u003ch3>How professors are adapting\u003c/h3>\n\u003cp>Amy Lawyer, the department chair of equine administration at the University of Louisville’s business school, says some students still use online study guides like Chegg and SparkNotes. “Students are to a point where they’re going to use any resources available to them,” she says.\u003c/p>\n\u003cp>Of those resources, ChatGPT has had the most significant impact on her classroom. She uses it herself for editing and encourages her students to do the same. To stop them from plagiarizing or overusing AI chatbots, however, she’s now issuing more assignments that must be handwritten or completed in class.\u003c/p>\n\u003cp>Ayelet Fishbach, a marketing and behavioral science professor at the University of Chicago Booth School of Business, says students will always find shortcuts, no matter how the technology evolves. “Cheating has not been invented recently,” she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What is different now is that the line seems, to many people, more blurry,” she says. “If before you knew you were cheating, now you feel, ‘Maybe I’m still doing what I’m supposed to do, only I’m being more efficient.’ This is confusing for students, and we do try to support them.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Tech evangelists may be dazzled by the promise of AI, but two well-designed new studies — one in China and one by a leading AI company — signal trouble ahead.\u003c/p>\n\u003cp>The two studies were conducted by a team of international researchers who studied how Chinese students were using ChatGPT to help with English writing, and by researchers at Anthropic, the company behind the AI chatbot Claude. They both come to a similar conclusion: Many students are letting AI do important brain work for them.\u003c/p>\n\u003cp>The first study was published online in the British Journal of Education Technology in December 2024 and provocatively titled, “\u003ca href=\"https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13544\">Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance.\u003c/a>” Researchers in China and Australia set up a laboratory experiment in the summer of 2023 in which 117 Chinese students were asked to read several texts, write an essay on them and then revise the essay. All of the work was in English, which wasn’t the students’ native tongue.\u003c/p>\n\u003cp>The students were randomly assigned to one of four conditions while completing the work. One group was allowed to use ChatGPT. The second group could consult a human writing coach. A third group was given a writing toolkit with checklists of things to review. A fourth group had no extra help and had to complete the assignment alone. In addition to writing essays, all the students took tests to measure how much they learned and filled out surveys on their emotions.\u003c/p>\n\u003cp>To the researchers’ surprise, the students in the ChatGPT group improved their essays the most — even more than the group with human writing teachers. But the ChatGPT group didn’t learn more about the topic they read and wrote about, nor did the ChatGPT students feel more motivated to write and learn than students in the other three groups. Indeed, there were signs that the students who enjoyed the assignment the most and maintained interest were those who merely received the writing checklist but otherwise completed the assignment without AI or human handholding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As the researchers analyzed how students completed their work on computers, they noticed that students who had access to AI or a human were less likely to refer to the reading materials. These two groups revised their essays primarily by interacting with ChatGPT or chatting with the human. Those with only the checklist spent the most time looking over their essays.\u003c/p>\n\u003cp>The AI group spent less time evaluating their essays and making sure they understood what the assignment was asking them to do. The AI group was also prone to copying and pasting text that the bot had generated, even though researchers had prompted the bot not to write directly for the students. (It was apparently easy for the students to bypass this guardrail, even in the controlled laboratory.) Researchers mapped out all the cognitive processes involved in writing and saw that the AI students were most focused on interacting with ChatGPT.\u003c/p>\n\u003cp>“This highlights a crucial issue in human-AI interaction,” the researchers wrote. “Potential metacognitive laziness.” By that, they mean a dependence on AI assistance, offloading thought processes to the bot and not engaging directly with the tasks that are needed to synthesize, analyze and explain.\u003c/p>\n\u003cp>“Learners might become overly reliant on ChatGPT, using it to easily complete specific learning tasks without fully engaging in the learning,” the authors wrote.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-university-students-use-claude\">second study, by Anthropi\u003c/a>c, was released in April during the ASU+GSV education investor conference in San Diego. In this study, in-house researchers at Anthropic studied how university students actually interact with its AI bot, called Claude, a competitor to ChatGPT. That methodology is a big improvement over surveys of students who may not accurately remember exactly how they used AI.\u003c/p>\n\u003cp>Researchers began by collecting all the conversations over an 18-day period with people who had created Claude accounts using their university addresses. (The description of the study says that the conversations were anonymized to protect student privacy.) Then, researchers filtered those conversations for signs that the person was likely to be a student, seeking help with academics, school work, studying, learning a new concept or academic research. Researchers ended up with 574,740 conversations to analyze.\u003c/p>\n\u003cp>The results? Students primarily used Claude for creating things (40 percent of the conversations), such as creating a coding project, and analyzing (30 percent of the conversations), such as analyzing legal concepts.\u003c/p>\n\u003ch2>\u003cstrong>Creating and analyzing are the most popular tasks university students ask Claude to do for them\u003c/strong>\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65515\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy.jpg\" alt=\"\" width=\"2052\" height=\"1462\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy.jpg 2052w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-800x570.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-1020x727.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-160x114.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-768x547.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-1536x1094.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-2048x1459.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-1920x1368.jpg 1920w\" sizes=\"auto, (max-width: 2052px) 100vw, 2052px\">\u003c/p>\n\u003cp>Anthropic’s researchers noted that these were higher-order cognitive functions, not basic ones, according to a hierarchy of skills, known as \u003ca href=\"https://bokcenter.harvard.edu/taxonomies-learning\">Bloom’s Taxonomy\u003c/a>.\u003c/p>\n\u003cp>“This raises questions about ensuring students don’t offload critical cognitive tasks to AI systems,” the Anthropic researchers wrote. “There are legitimate worries that AI systems may provide a crutch for students, stifling the development of foundational skills needed to support higher-order thinking.”\u003c/p>\n\u003cp>Anthropic’s researchers also noticed that students were asking Claude for direct answers almost half the time with minimal back-and-forth engagement. Researchers described how even when students were engaging collaboratively with Claude, the conversations might not be helping students learn more. For example, a student would ask Claude to “solve probability and statistics homework problems with explanations.” That might spark “multiple conversational turns between AI and the student, but still offloads significant thinking to the AI,” the researchers wrote.\u003c/p>\n\u003cp>Anthropic was hesitant to say it saw direct evidence of cheating. Researchers wrote about an example of students asking for direct answers to multiple-choice questions, but Anthropic had no way of knowing if it was a take-home exam or a practice test. The researchers also found examples of students asking Claude to rewrite texts to avoid plagiarism detection.\u003c/p>\n\u003cp>The hope is that AI can improve learning through immediate feedback and personalizing instruction for each student. But these studies are showing that AI is also making it easier for students \u003cem>not \u003c/em>to learn.\u003c/p>\n\u003cp>AI advocates say that educators need to redesign assignments so that students cannot complete them by asking AI to do it for them and educate students on how to use AI in ways that maximize learning. To me, this seems like wishful thinking. Real learning is hard, and if there are shortcuts, it’s human nature to take them.\u003c/p>\n\u003cp>Elizabeth Wardle, director of the Howe Center for Writing Excellence at Miami University, is worried both about writing and about human creativity.\u003c/p>\n\u003cp>“Writing is not correctness or avoiding error,” she \u003ca href=\"https://www.linkedin.com/posts/elizabethwardle_the-new-york-magazine-article-about-students-activity-7326353951744761856-K6Lk?utm_source=share&utm_medium=member_desktop&rcm=ACoAAABOsY8BDVlfLq8BBp90gugfoOY6nDIh4D8\">posted on LinkedIn\u003c/a>. “Writing is not just a product. The act of writing is a form of thinking and learning.”\u003c/p>\n\u003cp>Wardle cautioned about the long-term effects of too much reliance on AI, “When people use AI for everything, they are not thinking or learning,” she said. “And then what? Who will build, create, and invent when we just rely on AI to do everything?\u003c/p>\n\u003cp>It’s a warning we all should heed.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-offload-critical-thinking-ai/\">\u003cem>how students use AI\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tech evangelists may be dazzled by the promise of AI, but two well-designed new studies — one in China and one by a leading AI company — signal trouble ahead.\u003c/p>\n\u003cp>The two studies were conducted by a team of international researchers who studied how Chinese students were using ChatGPT to help with English writing, and by researchers at Anthropic, the company behind the AI chatbot Claude. They both come to a similar conclusion: Many students are letting AI do important brain work for them.\u003c/p>\n\u003cp>The first study was published online in the British Journal of Education Technology in December 2024 and provocatively titled, “\u003ca href=\"https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13544\">Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance.\u003c/a>” Researchers in China and Australia set up a laboratory experiment in the summer of 2023 in which 117 Chinese students were asked to read several texts, write an essay on them and then revise the essay. All of the work was in English, which wasn’t the students’ native tongue.\u003c/p>\n\u003cp>The students were randomly assigned to one of four conditions while completing the work. One group was allowed to use ChatGPT. The second group could consult a human writing coach. A third group was given a writing toolkit with checklists of things to review. A fourth group had no extra help and had to complete the assignment alone. In addition to writing essays, all the students took tests to measure how much they learned and filled out surveys on their emotions.\u003c/p>\n\u003cp>To the researchers’ surprise, the students in the ChatGPT group improved their essays the most — even more than the group with human writing teachers. But the ChatGPT group didn’t learn more about the topic they read and wrote about, nor did the ChatGPT students feel more motivated to write and learn than students in the other three groups. Indeed, there were signs that the students who enjoyed the assignment the most and maintained interest were those who merely received the writing checklist but otherwise completed the assignment without AI or human handholding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As the researchers analyzed how students completed their work on computers, they noticed that students who had access to AI or a human were less likely to refer to the reading materials. These two groups revised their essays primarily by interacting with ChatGPT or chatting with the human. Those with only the checklist spent the most time looking over their essays.\u003c/p>\n\u003cp>The AI group spent less time evaluating their essays and making sure they understood what the assignment was asking them to do. The AI group was also prone to copying and pasting text that the bot had generated, even though researchers had prompted the bot not to write directly for the students. (It was apparently easy for the students to bypass this guardrail, even in the controlled laboratory.) Researchers mapped out all the cognitive processes involved in writing and saw that the AI students were most focused on interacting with ChatGPT.\u003c/p>\n\u003cp>“This highlights a crucial issue in human-AI interaction,” the researchers wrote. “Potential metacognitive laziness.” By that, they mean a dependence on AI assistance, offloading thought processes to the bot and not engaging directly with the tasks that are needed to synthesize, analyze and explain.\u003c/p>\n\u003cp>“Learners might become overly reliant on ChatGPT, using it to easily complete specific learning tasks without fully engaging in the learning,” the authors wrote.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-university-students-use-claude\">second study, by Anthropi\u003c/a>c, was released in April during the ASU+GSV education investor conference in San Diego. In this study, in-house researchers at Anthropic studied how university students actually interact with its AI bot, called Claude, a competitor to ChatGPT. That methodology is a big improvement over surveys of students who may not accurately remember exactly how they used AI.\u003c/p>\n\u003cp>Researchers began by collecting all the conversations over an 18-day period with people who had created Claude accounts using their university addresses. (The description of the study says that the conversations were anonymized to protect student privacy.) Then, researchers filtered those conversations for signs that the person was likely to be a student, seeking help with academics, school work, studying, learning a new concept or academic research. Researchers ended up with 574,740 conversations to analyze.\u003c/p>\n\u003cp>The results? Students primarily used Claude for creating things (40 percent of the conversations), such as creating a coding project, and analyzing (30 percent of the conversations), such as analyzing legal concepts.\u003c/p>\n\u003ch2>\u003cstrong>Creating and analyzing are the most popular tasks university students ask Claude to do for them\u003c/strong>\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65515\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy.jpg\" alt=\"\" width=\"2052\" height=\"1462\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy.jpg 2052w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-800x570.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-1020x727.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-160x114.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-768x547.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-1536x1094.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-2048x1459.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/05/Claude-Blooms-Taxonomy-1920x1368.jpg 1920w\" sizes=\"auto, (max-width: 2052px) 100vw, 2052px\">\u003c/p>\n\u003cp>Anthropic’s researchers noted that these were higher-order cognitive functions, not basic ones, according to a hierarchy of skills, known as \u003ca href=\"https://bokcenter.harvard.edu/taxonomies-learning\">Bloom’s Taxonomy\u003c/a>.\u003c/p>\n\u003cp>“This raises questions about ensuring students don’t offload critical cognitive tasks to AI systems,” the Anthropic researchers wrote. “There are legitimate worries that AI systems may provide a crutch for students, stifling the development of foundational skills needed to support higher-order thinking.”\u003c/p>\n\u003cp>Anthropic’s researchers also noticed that students were asking Claude for direct answers almost half the time with minimal back-and-forth engagement. Researchers described how even when students were engaging collaboratively with Claude, the conversations might not be helping students learn more. For example, a student would ask Claude to “solve probability and statistics homework problems with explanations.” That might spark “multiple conversational turns between AI and the student, but still offloads significant thinking to the AI,” the researchers wrote.\u003c/p>\n\u003cp>Anthropic was hesitant to say it saw direct evidence of cheating. Researchers wrote about an example of students asking for direct answers to multiple-choice questions, but Anthropic had no way of knowing if it was a take-home exam or a practice test. The researchers also found examples of students asking Claude to rewrite texts to avoid plagiarism detection.\u003c/p>\n\u003cp>The hope is that AI can improve learning through immediate feedback and personalizing instruction for each student. But these studies are showing that AI is also making it easier for students \u003cem>not \u003c/em>to learn.\u003c/p>\n\u003cp>AI advocates say that educators need to redesign assignments so that students cannot complete them by asking AI to do it for them and educate students on how to use AI in ways that maximize learning. To me, this seems like wishful thinking. Real learning is hard, and if there are shortcuts, it’s human nature to take them.\u003c/p>\n\u003cp>Elizabeth Wardle, director of the Howe Center for Writing Excellence at Miami University, is worried both about writing and about human creativity.\u003c/p>\n\u003cp>“Writing is not correctness or avoiding error,” she \u003ca href=\"https://www.linkedin.com/posts/elizabethwardle_the-new-york-magazine-article-about-students-activity-7326353951744761856-K6Lk?utm_source=share&utm_medium=member_desktop&rcm=ACoAAABOsY8BDVlfLq8BBp90gugfoOY6nDIh4D8\">posted on LinkedIn\u003c/a>. “Writing is not just a product. The act of writing is a form of thinking and learning.”\u003c/p>\n\u003cp>Wardle cautioned about the long-term effects of too much reliance on AI, “When people use AI for everything, they are not thinking or learning,” she said. “And then what? Who will build, create, and invent when we just rely on AI to do everything?\u003c/p>\n\u003cp>It’s a warning we all should heed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-offload-critical-thinking-ai/\">\u003cem>how students use AI\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The public release of ChatGPT in November 2022 changed the world. A chatbot could instantly write paragraphs and papers, a task once thought to be uniquely human. Though it may take many years to understand the full consequences, a team of data scientists wanted to study how college writing might already be affected.\u003c/p>\n\u003cp>The researchers were able to gain access to all the online discussion board comments submitted by college students at an unidentified large public university before and after ChatGPT to compare how student writing quality changed. These are typically low-stakes homework assignments where a professor might ask students to post their thoughts on a reading assignment in, say, psychology or biology. The posts could be as short as a sentence or as long as a few paragraphs, but not full essays or papers. These short homework assignments are often ungraded or loosely factored into a student’s class participation.\u003c/p>\n\u003cp>The scientists didn’t actually read all 1,140,328 discussion-board submissions written by 16,791 students between the fall term of 2021 and the winter term of 2024. As specialists in analyzing big data sets, the researchers fed the posts into seven different computer models that analyze writing quality, from vocabulary to syntax to readability. Ultimately, they created a single composite index of writing quality in which all the submissions were ranked on this single yardstick.\u003c/p>\n\u003cp>The results? Overall student writing quality improved. The improvement was slow at first in the early months of 2023 and then it improved substantially from October 2023 until the study period ended in March 2024.\u003c/p>\n\u003cp>“I think we can infer this is due to the availability of AI because what other things would produce these significant changes?” said Renzhe Yu, an assistant professor of educational data mining at Teachers College, Columbia University, who led the research. Yu’s paper has not yet been published in a peer-reviewed journal, but a \u003ca href=\"https://arxiv.org/pdf/2410.22282\">draft\u003c/a> has been publicly posted on a website at Cornell University that hosts pre-publication drafts of scholarly work. (\u003cem>The Hechinger Report is an independent news organization at Teachers College, Columbia University.\u003c/em>)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Yu and his research colleagues didn’t interview any of the students and cannot say for certain that the students were using ChatGPT or any of its competitors, such as Claude or Gemini, to help them with their assignments. But the improvement in student writing following the introduction of ChatGPT does seem to be more than just a random coincidence.\u003c/p>\n\u003ch2>\u003cstrong>Big upswings for international students \u003c/strong>\u003c/h2>\n\u003cp>The unidentified university is a minority serving institution with a large number of Hispanic students who were raised speaking Spanish at home and a large number of international students who are non-native English speakers. And it was these students, whom the researchers classified as “linguistically disadvantaged,” who saw the biggest upswings in writing quality after the advent of ChatGPT. Students who entered college with weak writing skills, a metric that the university tracks, also saw outsized gains in their writing quality after ChatGPT. Meanwhile, stronger English speakers and those who entered college with stronger writing abilities saw smaller improvements in their writing quality. It’s unclear if they’re using ChatGPT less, or if the bot offers less dramatic improvement for a student who is already writing fairly well.\u003c/p>\n\u003cp>The gains for “linguistically disadvantaged” students were so strong after the fall of 2023 that the gap in writing quality between these students and stronger English speakers completely evaporated and sometimes reversed. In other words, the writing quality for students who didn’t speak English at home and those who entered college with weak writing skills was sometimes even stronger than that of students who were raised speaking English at home and those who entered college with stronger writing abilities.\u003c/p>\n\u003ch2>\u003cstrong>Gains concentrated among high-income students\u003c/strong>\u003c/h2>\n\u003cp>However, these gains in writing quality among the “linguistically disadvantaged” were concentrated among higher income students. The researchers were able to match students’ writing submissions with administrative data on students, including their family income, and they noticed that the writing of low-income students whose parents did not attend college didn’t improve quite so much. By contrast, the writing of high-income international students with college educated parents transformed markedly.\u003c/p>\n\u003cp>That’s a sign that low-income students weren’t using ChatGPT quite so much or not as effectively. Socioeconomic differences in how students benefit from technology aren’t uncommon. \u003ca href=\"https://hechingerreport.org/online-writing-tests-widen-achievement-gap/\">Previous studies\u003c/a> of word processing software, for example, have found that higher income students tend to be more facile in taking advantage of editing features and see greater writing benefits from the ability to cut and paste and move text around.\u003c/p>\n\u003cp>Mark Warschauer is a professor of education at University of California, Irvine, and director of its \u003ca href=\"http://www.digitallearninglab.org/\">Digital Learning Lab\u003c/a>, where he studies the use of technology in education. Warschauer was not involved with this study and he said he suspects that the lopsided benefits for higher income students will be fleeting as low-income students become more acclimated and more facile with AI over time. “We often see with new technologies that high-income people get access first, but then it balances out. I believe that low-income people use cell phones and social media as much as high income people in the U.S.,” he said.\u003c/p>\n\u003cp>But he predicts that the substantial and larger improvements in writing for international students, far greater than for domestic students, will be “more important and durable.”\u003c/p>\n\u003cp>Of course, this improved writing quality doesn’t mean that these international students are actually learning to write better, but it does indicate that they’re adept at using technology to present ideas in well-written English.\u003c/p>\n\u003cp>The study’s researchers didn’t analyze the ideas, the quality of analysis or if the student submissions made any sense. And it’s unclear if the students fed the reading into the chatbot along with the professor’s question and simply copied and pasted the chatbot’s answer into the discussion board, or if students actually did the reading themselves, typed out some preliminary ideas and just asked the chatbot to polish their writing\u003c/p>\n\u003cp>In Yu’s own classes at Teachers College, he said he encourages students to use ChatGPT in their writing assignments as long as they acknowledge it and also submit transcripts of their conversations with the AI chatbot. In practice, he said, only a few students admit to using it.\u003c/p>\n\u003cp>He noticed that student writing in his classes had been improving until now. “This year has actually been horrible,” he said. More and more of his students have been submitting typical AI output that “seems reasonable but doesn’t make a lot of sense,” he said.\u003c/p>\n\u003cp>“It all comes down to motivation,” said Yu. “If they’re not motivated to learn, then students will only make a bad use of whatever the technology is.”\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-international-students-chatgpt/\">\u003cem>ChatGPT writing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The public release of ChatGPT in November 2022 changed the world. A chatbot could instantly write paragraphs and papers, a task once thought to be uniquely human. Though it may take many years to understand the full consequences, a team of data scientists wanted to study how college writing might already be affected.\u003c/p>\n\u003cp>The researchers were able to gain access to all the online discussion board comments submitted by college students at an unidentified large public university before and after ChatGPT to compare how student writing quality changed. These are typically low-stakes homework assignments where a professor might ask students to post their thoughts on a reading assignment in, say, psychology or biology. The posts could be as short as a sentence or as long as a few paragraphs, but not full essays or papers. These short homework assignments are often ungraded or loosely factored into a student’s class participation.\u003c/p>\n\u003cp>The scientists didn’t actually read all 1,140,328 discussion-board submissions written by 16,791 students between the fall term of 2021 and the winter term of 2024. As specialists in analyzing big data sets, the researchers fed the posts into seven different computer models that analyze writing quality, from vocabulary to syntax to readability. Ultimately, they created a single composite index of writing quality in which all the submissions were ranked on this single yardstick.\u003c/p>\n\u003cp>The results? Overall student writing quality improved. The improvement was slow at first in the early months of 2023 and then it improved substantially from October 2023 until the study period ended in March 2024.\u003c/p>\n\u003cp>“I think we can infer this is due to the availability of AI because what other things would produce these significant changes?” said Renzhe Yu, an assistant professor of educational data mining at Teachers College, Columbia University, who led the research. Yu’s paper has not yet been published in a peer-reviewed journal, but a \u003ca href=\"https://arxiv.org/pdf/2410.22282\">draft\u003c/a> has been publicly posted on a website at Cornell University that hosts pre-publication drafts of scholarly work. (\u003cem>The Hechinger Report is an independent news organization at Teachers College, Columbia University.\u003c/em>)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yu and his research colleagues didn’t interview any of the students and cannot say for certain that the students were using ChatGPT or any of its competitors, such as Claude or Gemini, to help them with their assignments. But the improvement in student writing following the introduction of ChatGPT does seem to be more than just a random coincidence.\u003c/p>\n\u003ch2>\u003cstrong>Big upswings for international students \u003c/strong>\u003c/h2>\n\u003cp>The unidentified university is a minority serving institution with a large number of Hispanic students who were raised speaking Spanish at home and a large number of international students who are non-native English speakers. And it was these students, whom the researchers classified as “linguistically disadvantaged,” who saw the biggest upswings in writing quality after the advent of ChatGPT. Students who entered college with weak writing skills, a metric that the university tracks, also saw outsized gains in their writing quality after ChatGPT. Meanwhile, stronger English speakers and those who entered college with stronger writing abilities saw smaller improvements in their writing quality. It’s unclear if they’re using ChatGPT less, or if the bot offers less dramatic improvement for a student who is already writing fairly well.\u003c/p>\n\u003cp>The gains for “linguistically disadvantaged” students were so strong after the fall of 2023 that the gap in writing quality between these students and stronger English speakers completely evaporated and sometimes reversed. In other words, the writing quality for students who didn’t speak English at home and those who entered college with weak writing skills was sometimes even stronger than that of students who were raised speaking English at home and those who entered college with stronger writing abilities.\u003c/p>\n\u003ch2>\u003cstrong>Gains concentrated among high-income students\u003c/strong>\u003c/h2>\n\u003cp>However, these gains in writing quality among the “linguistically disadvantaged” were concentrated among higher income students. The researchers were able to match students’ writing submissions with administrative data on students, including their family income, and they noticed that the writing of low-income students whose parents did not attend college didn’t improve quite so much. By contrast, the writing of high-income international students with college educated parents transformed markedly.\u003c/p>\n\u003cp>That’s a sign that low-income students weren’t using ChatGPT quite so much or not as effectively. Socioeconomic differences in how students benefit from technology aren’t uncommon. \u003ca href=\"https://hechingerreport.org/online-writing-tests-widen-achievement-gap/\">Previous studies\u003c/a> of word processing software, for example, have found that higher income students tend to be more facile in taking advantage of editing features and see greater writing benefits from the ability to cut and paste and move text around.\u003c/p>\n\u003cp>Mark Warschauer is a professor of education at University of California, Irvine, and director of its \u003ca href=\"http://www.digitallearninglab.org/\">Digital Learning Lab\u003c/a>, where he studies the use of technology in education. Warschauer was not involved with this study and he said he suspects that the lopsided benefits for higher income students will be fleeting as low-income students become more acclimated and more facile with AI over time. “We often see with new technologies that high-income people get access first, but then it balances out. I believe that low-income people use cell phones and social media as much as high income people in the U.S.,” he said.\u003c/p>\n\u003cp>But he predicts that the substantial and larger improvements in writing for international students, far greater than for domestic students, will be “more important and durable.”\u003c/p>\n\u003cp>Of course, this improved writing quality doesn’t mean that these international students are actually learning to write better, but it does indicate that they’re adept at using technology to present ideas in well-written English.\u003c/p>\n\u003cp>The study’s researchers didn’t analyze the ideas, the quality of analysis or if the student submissions made any sense. And it’s unclear if the students fed the reading into the chatbot along with the professor’s question and simply copied and pasted the chatbot’s answer into the discussion board, or if students actually did the reading themselves, typed out some preliminary ideas and just asked the chatbot to polish their writing\u003c/p>\n\u003cp>In Yu’s own classes at Teachers College, he said he encourages students to use ChatGPT in their writing assignments as long as they acknowledge it and also submit transcripts of their conversations with the AI chatbot. In practice, he said, only a few students admit to using it.\u003c/p>\n\u003cp>He noticed that student writing in his classes had been improving until now. “This year has actually been horrible,” he said. More and more of his students have been submitting typical AI output that “seems reasonable but doesn’t make a lot of sense,” he said.\u003c/p>\n\u003cp>“It all comes down to motivation,” said Yu. “If they’re not motivated to learn, then students will only make a bad use of whatever the technology is.”\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595, jillbarshay.35 on Signal, or \u003c/em>\u003cem>barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-international-students-chatgpt/\">\u003cem>ChatGPT writing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Chris Knight started teaching in 2011, overhead projectors were being replaced by smartboards and teachers could finally project slides directly to the whiteboard from their laptops. Technology was emphasized as a utility in the classroom, said Knight. But a decade later in 2021, when in-person classes resumed after a year online, Knight noticed a big cultural shift in his classroom, one that he attributes in part to his students’ relationship to technology.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/artificial-intelligence\">Artificial intelligence\u003c/a> certainly wasn’t a novelty in 2021, but in the years leading up to the pandemic, AI — touted as a \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">tool of efficiency\u003c/a> — quickly progressed beyond spellcheck. Public access to long awaited generative AI tools like Dall-E, and the release of large language models like ChatGPT in 2022, took the world by storm and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">schools were not immune to these advances\u003c/a>.\u003c/p>\n\u003cp>For Knight, who teaches at a high school in Albany, California, education technology used to feel thoughtful and make his life as a teacher easier. But these days, “we have this ecosystem of stuff that makes our lives as teachers actually harder,” he said, since students, with the help of AI, can forgo doing much of their own work and miss out on their own learning as a result.\u003c/p>\n\u003cp>However, the presence of AI might also provide something beyond efficiency: a welcome opportunity to deepen knowledge, and encourage critical thinking, according to \u003ca href=\"https://search.asu.edu/profile/1980815\">Steve Graham\u003c/a>, a professor of teaching and learning innovation at Arizona State University. Yet in order to reap these benefits with AI, one must apply the skills traditionally acquired from doing the hard work of learning how to read and write well. But this process is what AI can so easily bypass.\u003c/p>\n\u003cp>“If you’re going to be skilled at using AI for writing, you actually need to know more” than if you didn’t use AI, said Graham.\u003c/p>\n\u003ch2>\u003cstrong>What happens when AI writes for us? \u003c/strong>\u003c/h2>\n\u003cp>ChatGPT has raised alarms in schools since it was first released in 2022. Concerns of cheating and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">diminished learning\u003c/a> were shared amongst teachers. But what happens to learning and literacy when AI writes for us?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to Graham, reading and writing are deeply intertwined; you can’t have one without the other. Reading and writing make and communicate meaning, and they both draw upon some of the same processes in the brain, said Graham. He studies the development of writing and the effectiveness of digital tools that support writing for K-12 students.\u003c/p>\n\u003cp>“Reading and writing are great tools for learning,” Graham said. But when an AI tool does the “thinking” for students, such as generating large and complex portions of text, some of that learning goes away. Take an essay outline for example. Outlining a paper requires thinking about information, making decisions about what information to include and exclude, and organizing that information to make an argument, said Graham.\u003c/p>\n\u003cp>“If we disengage our thinking, then we’re less likely to learn as much and examine the material we’re writing about in as much depth,” he said.\u003c/p>\n\u003cp>According to Graham, revision is an important process of writing development and learning. “When we write, new ideas come to us…and when we revise, the same kind of thing happens,” he said. When AI tools are used to bypass some of these important steps in writing development like an essay outline or revisions, the “\u003ca href=\"https://www.kqed.org/mindshift/34196/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn\">struggle\u003c/a>” of learning is also taken away.\u003c/p>\n\u003cp>But, according to Graham, there is a right way to use AI as a “writing partner.” When you write, you make small adjustments as you go, he said. For example, you might write a sentence and wonder if you need to make a different word choice, or change the punctuation. When you use ChatGPT to suggest alternative sentences to one that you’ve already written, you are required to do “wholesale evaluations” of the material, Graham continued.\u003c/p>\n\u003cp>Using AI to assist with writing can become a metacognitive practice rather than a time-saving strategy. Rather than adjusting your own writing, consider using AI to generate alternative sentences. But you still need to be able to determine the “best” sentence.\u003c/p>\n\u003cp>“I think one of the biggest challenges for writing at high school level or any level right now is basically time. Very little time is devoted to writing,” said Graham.\u003c/p>\n\u003cp>Unfortunately, on a good learning day, time is tight. When time has to be used in order to address other issues in the classroom, like student apathy and learning loss, having enough time can seem like an impossibility.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic changed everything \u003c/strong>\u003c/h2>\n\u003cp>It wasn’t until in-person classes resumed in the 2021-22 school year that Knight noticed a change in his students and the technology. “Something really didn’t work” during virtual school, he said. It wasn’t necessarily a shift in the types of technology available to students, but a shift in students’ relationship to that technology, Knight continued.\u003c/p>\n\u003cp>For the past four school years, Knight has witnessed his students’ social regulation skills decline. He and his colleagues now give students a five-minute break during 90-minute block periods, a practice that didn’t exist before the pandemic. And although he works hard to creatively engage his students in classroom activities, Knight often finds that they quickly blow past what he calls the “sweet spot of social engagement.” A socially engaging learning activity now quickly morphs into excess energy not conducive to learning, said Knight.\u003c/p>\n\u003cp>His first interaction with newer AI tech in the classroom was negative. Some of Knight’s students used ChatGPT to cheat on an essay. So Knight decided to begin using AI detection software, but the pendulum swung too far, and he falsely accused a student of cheating. The result was a \u003ca href=\"https://www.kqed.org/mindshift/65255/relationship-repairing-skills-every-adult-should-learn-to-help-the-kids-in-their-lives\">damaged relationship\u003c/a> with his student.\u003c/p>\n\u003cp>For the 2024-25 school year, Knight prefers \u003ca href=\"https://www.kqed.org/mindshift/64992/taking-exams-in-blue-books-its-back-to-help-curb-ai-use-and-rampant-cheating\">paper and pencil\u003c/a>, and doesn’t assign open-ended written response work on laptops or computers. He no longer uses AI detection software either.\u003c/p>\n\u003ch2>\u003cstrong>Schools’ ongoing response to AI technology \u003c/strong>\u003c/h2>\n\u003cp>Investments in technology like generative AI aren’t necessarily the only way or even the best way to improve student learning, according to Justin Reich of MIT’s Teaching System Labs. “Sometimes schools chose technology, and sometimes they chose other things,” he said.\u003c/p>\n\u003cp>The pandemic forced all K-12 schools, regardless of their prior technology philosophy, to aggressively adopt and adapt to extensive technological changes at lightning speed, said Reich. This accelerated the move and exposure to certain technologies before a lot of teachers and students were ready to, he continued.\u003c/p>\n\u003cp>And less preparation can sometimes spell a harder road to success, especially during a time of less connectivity and more social isolation.\u003c/p>\n\u003cp>It’s easy to spiral when thinking about the possibilities and disruptions that the advancement of AI might be capable of in the classroom. But remember, “it is quite common over the last century for people to invent technologies that bypass student thinking,” said Reich. At one point in time, encyclopedias provided a shortcut to students assigned “to summarize a topic based on multiple sources,” he said, and “calculators did the same kind of thing in math class; a more recent example might be Google Translate.”\u003c/p>\n\u003cp>Reich uses these earlier technological advancements that changed the culture of learning at the time they were introduced to students and teachers – but are now used quite commonly – as a reminder that “as a field, we know something about dealing with and managing technologies,” he said.\u003c/p>\n\u003cp>In the past couple of years, some schools have experienced high levels of students using large language models or generative AI to feed them answers to homework or essay questions. When these numbers reach a “crisis” level, and a lot of students are asking a machine to do a lot of their work without their teachers knowing, the pace of classes becomes accelerated “because the teacher thinks [students] understand stuff, but they’re just feeding him answers out of ChatGPT,” said Reich.\u003c/p>\n\u003ch2>\u003cstrong>Where are we now?\u003c/strong>\u003c/h2>\n\u003cp>The good news is that the AI’s predicted exponentially sophisticated growth when ChatGPT 3.5 was released has fallen flat, according to Reich. “That’s a good thing for schools,” he continued. In his conversations and surveys of students, Reich said that, in general, young people understand that they – not AI – should be doing the work. But most students agree that they use AI when they’re pressed for time, are stuck on a problem or have determined that the work that they’ve been given isn’t of value, Reich added.\u003c/p>\n\u003cp>Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next step is,” he said.\u003c/p>\n\u003cp>Ultimately, one solution does not fit all. Some schools and teachers, like Knight, might decide that it’s best for their learning environment and students if they return to pencil and paper, while other educational spaces adopt AI tools and discussions with students surrounding them, said Reich.\u003c/p>\n\u003cp>Instead of thinking about AI as an efficiency tool, Graham likes to think about AI as a means for \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\">deeper learning\u003c/a>. “How can it help us do the things that we want to do in a way that doesn’t impede learning and is also beneficial to a broad range of kids?” said Graham. This sounds like a daunting task, but there are some reasonable ways to implement AI as a tool that both benefits the teacher and the student in the classroom and promotes learning.\u003c/p>\n\u003cp>For example, Graham spoke with a teacher who used ChatGPT to produce a writing sample with some of the most common miscues used by students in that class. The class looked at the AI generated “student” example and deepened their understanding of their own writing without the embarrassment of singling out an individual students’ writing.\u003c/p>\n\u003cp>Although it is widely understood that AI detection software isn’t reliable, \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">AI has been shown to be\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">pretty good at giving feedback\u003c/a>, said Graham. This doesn’t mean that AI is better at giving feedback than humans are, but AI is able to replicate feedback that is similarly good and similarly bad to human generated feedback, Graham continued. But AI feedback gives us tools that aren’t often used when teacher feedback is given, and that is skepticism.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While some teachers give open-ended feedback to student work, other teachers give \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">feedback\u003c/a> that assumes the student takes that feedback directly. “I think with AI, it opens the possibility— because we’re suspicious of what it is going to say to us —to be more critical about the feedback,” said Graham, and therefore promoting an important skill for all students to have: critical thinking.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Chris Knight started teaching in 2011, overhead projectors were being replaced by smartboards and teachers could finally project slides directly to the whiteboard from their laptops. Technology was emphasized as a utility in the classroom, said Knight. But a decade later in 2021, when in-person classes resumed after a year online, Knight noticed a big cultural shift in his classroom, one that he attributes in part to his students’ relationship to technology.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/artificial-intelligence\">Artificial intelligence\u003c/a> certainly wasn’t a novelty in 2021, but in the years leading up to the pandemic, AI — touted as a \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">tool of efficiency\u003c/a> — quickly progressed beyond spellcheck. Public access to long awaited generative AI tools like Dall-E, and the release of large language models like ChatGPT in 2022, took the world by storm and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">schools were not immune to these advances\u003c/a>.\u003c/p>\n\u003cp>For Knight, who teaches at a high school in Albany, California, education technology used to feel thoughtful and make his life as a teacher easier. But these days, “we have this ecosystem of stuff that makes our lives as teachers actually harder,” he said, since students, with the help of AI, can forgo doing much of their own work and miss out on their own learning as a result.\u003c/p>\n\u003cp>However, the presence of AI might also provide something beyond efficiency: a welcome opportunity to deepen knowledge, and encourage critical thinking, according to \u003ca href=\"https://search.asu.edu/profile/1980815\">Steve Graham\u003c/a>, a professor of teaching and learning innovation at Arizona State University. Yet in order to reap these benefits with AI, one must apply the skills traditionally acquired from doing the hard work of learning how to read and write well. But this process is what AI can so easily bypass.\u003c/p>\n\u003cp>“If you’re going to be skilled at using AI for writing, you actually need to know more” than if you didn’t use AI, said Graham.\u003c/p>\n\u003ch2>\u003cstrong>What happens when AI writes for us? \u003c/strong>\u003c/h2>\n\u003cp>ChatGPT has raised alarms in schools since it was first released in 2022. Concerns of cheating and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">diminished learning\u003c/a> were shared amongst teachers. But what happens to learning and literacy when AI writes for us?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to Graham, reading and writing are deeply intertwined; you can’t have one without the other. Reading and writing make and communicate meaning, and they both draw upon some of the same processes in the brain, said Graham. He studies the development of writing and the effectiveness of digital tools that support writing for K-12 students.\u003c/p>\n\u003cp>“Reading and writing are great tools for learning,” Graham said. But when an AI tool does the “thinking” for students, such as generating large and complex portions of text, some of that learning goes away. Take an essay outline for example. Outlining a paper requires thinking about information, making decisions about what information to include and exclude, and organizing that information to make an argument, said Graham.\u003c/p>\n\u003cp>“If we disengage our thinking, then we’re less likely to learn as much and examine the material we’re writing about in as much depth,” he said.\u003c/p>\n\u003cp>According to Graham, revision is an important process of writing development and learning. “When we write, new ideas come to us…and when we revise, the same kind of thing happens,” he said. When AI tools are used to bypass some of these important steps in writing development like an essay outline or revisions, the “\u003ca href=\"https://www.kqed.org/mindshift/34196/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn\">struggle\u003c/a>” of learning is also taken away.\u003c/p>\n\u003cp>But, according to Graham, there is a right way to use AI as a “writing partner.” When you write, you make small adjustments as you go, he said. For example, you might write a sentence and wonder if you need to make a different word choice, or change the punctuation. When you use ChatGPT to suggest alternative sentences to one that you’ve already written, you are required to do “wholesale evaluations” of the material, Graham continued.\u003c/p>\n\u003cp>Using AI to assist with writing can become a metacognitive practice rather than a time-saving strategy. Rather than adjusting your own writing, consider using AI to generate alternative sentences. But you still need to be able to determine the “best” sentence.\u003c/p>\n\u003cp>“I think one of the biggest challenges for writing at high school level or any level right now is basically time. Very little time is devoted to writing,” said Graham.\u003c/p>\n\u003cp>Unfortunately, on a good learning day, time is tight. When time has to be used in order to address other issues in the classroom, like student apathy and learning loss, having enough time can seem like an impossibility.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic changed everything \u003c/strong>\u003c/h2>\n\u003cp>It wasn’t until in-person classes resumed in the 2021-22 school year that Knight noticed a change in his students and the technology. “Something really didn’t work” during virtual school, he said. It wasn’t necessarily a shift in the types of technology available to students, but a shift in students’ relationship to that technology, Knight continued.\u003c/p>\n\u003cp>For the past four school years, Knight has witnessed his students’ social regulation skills decline. He and his colleagues now give students a five-minute break during 90-minute block periods, a practice that didn’t exist before the pandemic. And although he works hard to creatively engage his students in classroom activities, Knight often finds that they quickly blow past what he calls the “sweet spot of social engagement.” A socially engaging learning activity now quickly morphs into excess energy not conducive to learning, said Knight.\u003c/p>\n\u003cp>His first interaction with newer AI tech in the classroom was negative. Some of Knight’s students used ChatGPT to cheat on an essay. So Knight decided to begin using AI detection software, but the pendulum swung too far, and he falsely accused a student of cheating. The result was a \u003ca href=\"https://www.kqed.org/mindshift/65255/relationship-repairing-skills-every-adult-should-learn-to-help-the-kids-in-their-lives\">damaged relationship\u003c/a> with his student.\u003c/p>\n\u003cp>For the 2024-25 school year, Knight prefers \u003ca href=\"https://www.kqed.org/mindshift/64992/taking-exams-in-blue-books-its-back-to-help-curb-ai-use-and-rampant-cheating\">paper and pencil\u003c/a>, and doesn’t assign open-ended written response work on laptops or computers. He no longer uses AI detection software either.\u003c/p>\n\u003ch2>\u003cstrong>Schools’ ongoing response to AI technology \u003c/strong>\u003c/h2>\n\u003cp>Investments in technology like generative AI aren’t necessarily the only way or even the best way to improve student learning, according to Justin Reich of MIT’s Teaching System Labs. “Sometimes schools chose technology, and sometimes they chose other things,” he said.\u003c/p>\n\u003cp>The pandemic forced all K-12 schools, regardless of their prior technology philosophy, to aggressively adopt and adapt to extensive technological changes at lightning speed, said Reich. This accelerated the move and exposure to certain technologies before a lot of teachers and students were ready to, he continued.\u003c/p>\n\u003cp>And less preparation can sometimes spell a harder road to success, especially during a time of less connectivity and more social isolation.\u003c/p>\n\u003cp>It’s easy to spiral when thinking about the possibilities and disruptions that the advancement of AI might be capable of in the classroom. But remember, “it is quite common over the last century for people to invent technologies that bypass student thinking,” said Reich. At one point in time, encyclopedias provided a shortcut to students assigned “to summarize a topic based on multiple sources,” he said, and “calculators did the same kind of thing in math class; a more recent example might be Google Translate.”\u003c/p>\n\u003cp>Reich uses these earlier technological advancements that changed the culture of learning at the time they were introduced to students and teachers – but are now used quite commonly – as a reminder that “as a field, we know something about dealing with and managing technologies,” he said.\u003c/p>\n\u003cp>In the past couple of years, some schools have experienced high levels of students using large language models or generative AI to feed them answers to homework or essay questions. When these numbers reach a “crisis” level, and a lot of students are asking a machine to do a lot of their work without their teachers knowing, the pace of classes becomes accelerated “because the teacher thinks [students] understand stuff, but they’re just feeding him answers out of ChatGPT,” said Reich.\u003c/p>\n\u003ch2>\u003cstrong>Where are we now?\u003c/strong>\u003c/h2>\n\u003cp>The good news is that the AI’s predicted exponentially sophisticated growth when ChatGPT 3.5 was released has fallen flat, according to Reich. “That’s a good thing for schools,” he continued. In his conversations and surveys of students, Reich said that, in general, young people understand that they – not AI – should be doing the work. But most students agree that they use AI when they’re pressed for time, are stuck on a problem or have determined that the work that they’ve been given isn’t of value, Reich added.\u003c/p>\n\u003cp>Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next step is,” he said.\u003c/p>\n\u003cp>Ultimately, one solution does not fit all. Some schools and teachers, like Knight, might decide that it’s best for their learning environment and students if they return to pencil and paper, while other educational spaces adopt AI tools and discussions with students surrounding them, said Reich.\u003c/p>\n\u003cp>Instead of thinking about AI as an efficiency tool, Graham likes to think about AI as a means for \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\">deeper learning\u003c/a>. “How can it help us do the things that we want to do in a way that doesn’t impede learning and is also beneficial to a broad range of kids?” said Graham. This sounds like a daunting task, but there are some reasonable ways to implement AI as a tool that both benefits the teacher and the student in the classroom and promotes learning.\u003c/p>\n\u003cp>For example, Graham spoke with a teacher who used ChatGPT to produce a writing sample with some of the most common miscues used by students in that class. The class looked at the AI generated “student” example and deepened their understanding of their own writing without the embarrassment of singling out an individual students’ writing.\u003c/p>\n\u003cp>Although it is widely understood that AI detection software isn’t reliable, \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">AI has been shown to be\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">pretty good at giving feedback\u003c/a>, said Graham. This doesn’t mean that AI is better at giving feedback than humans are, but AI is able to replicate feedback that is similarly good and similarly bad to human generated feedback, Graham continued. But AI feedback gives us tools that aren’t often used when teacher feedback is given, and that is skepticism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While some teachers give open-ended feedback to student work, other teachers give \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">feedback\u003c/a> that assumes the student takes that feedback directly. “I think with AI, it opens the possibility— because we’re suspicious of what it is going to say to us —to be more critical about the feedback,” said Graham, and therefore promoting an important skill for all students to have: critical thinking.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://aysps.gsu.edu/profile/jason-coupet/\">Jason Coupet\u003c/a> used to administer blue book exams before the COVID-19 pandemic, but when distance learning went into effect, the associate professor of public management policy at Georgia State University said that all exams went digital. However, after in-person classes resumed, exams remained online.\u003c/p>\n\u003cp>Last year, Coupet started to feel the pressure of \u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">generative AI\u003c/a> permeating his students’ work, so as a faculty, Coupet and his colleagues started to think about ways to adjust to these changes. That’s when Coupet decided to go \u003ca href=\"https://x.com/ProfessaJay/status/1848796049982296559\">back to the paper blue book exams\u003c/a> – which can only be completed by hand-writing your answers in pen or pencil – for the 2024-25 school year.\u003c/p>\n\u003cp>The use of generative AI and other types of cheating during remotely administered exams wasn’t the only reason for Coupet to change his exam format. When students took his exams at home on a computer or laptop, Coupet was required to put parameters on the exam that he normally wouldn’t have to for an in-class test that everyone took during the same class period.\u003c/p>\n\u003cp>As recently as a \u003ca href=\"https://www.nytimes.com/2013/04/05/science/new-test-for-computers-grading-essays-at-college-level.html\">decade\u003c/a> ago, using tech to administer and grade exams seemed like the dream come true as a responsive, time-saving tool. But now, with AI tools and rampant \u003ca href=\"https://www.theatlantic.com/technology/archive/2024/08/another-year-ai-college-cheating/679502/\">cheating\u003c/a>, the protection of academic and intellectual integrity are being propped up by pen and paper.\u003c/p>\n\u003cp>Coupet teaches public policy, so he likes for his exam questions to reflect real world dilemmas. Answers are hard to assess when students take tests at home with access to the internet. When students typed their answers, Coupet was concerned that they spent more time worrying about spell-checking and looking up correct answers. Switching to hand written exams ensures that students are focused solely on the content of the questions and applying their own knowledge and reason to the answers.\u003c/p>\n\u003ch2>\u003cstrong>The Pen is Mightier Than the Keyboard\u003c/strong>\u003c/h2>\n\u003cp>Research suggests that writing by hand can be more beneficial for learning compared to typing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">writing by hand\u003c/a>, visual motor systems in the brain that support reading are more active, said Sophia Vinci-Booher, an assistant professor of educational neuroscience at Vanderbilt University. Vinci-Booher has also found that handwriting increases letter recognition more than typing does.\u003c/p>\n\u003cp>Generally, when note-taking and testing modes align, a student is more likely to perform better than when the modes don’t align, said Vinci-Booher. For example, if exam answers are required to be handwritten, a student who also writes their notes by hand will be more likely to do better on the exam than if that same student were to type their answers.\u003c/p>\n\u003cp>This school year, Coupet learned that the overwhelming majority of his students had never taken a hand written exam in college. When he brought out the blue books for the first exam of the 2024-25 school year, he had to give detailed instructions about blue book standards, like where to write your name.\u003c/p>\n\u003cp>Coupet noticed an immediate difference in test results.\u003c/p>\n\u003cp>The students who didn’t come to class often showed their lack of preparation in their exam answers, and Coupet noticed more variation in these students’ answers. Students who weren’t prepared for the exam also struggled to apply reason to their answers—an important skill to master for future policy makers, he said. Previously, these struggles were masked by use of tech and what students actually didn’t know was obscured.\u003c/p>\n\u003cp>For now, Coupet will stick with blue book exams because it fits within his pedagogical style.\u003c/p>\n\u003ch2>Grading in Blue Book\u003c/h2>\n\u003cp>\u003ca href=\"https://www.smcvt.edu/directories/employee-directory/alexandra-garrett/\">Alexandra Garrett\u003c/a>, an assistant professor of history at St Michael’s College, has never known anything different. She joined the faculty at St. Michael’s College during the 2022-2023 school year, and has only taught in-person classes. All three exams in her course on early American history are done in a blue book.\u003c/p>\n\u003cp>Although Garrett sees a lot of spelling errors in written exams, she doesn’t factor grammatical inconsistencies into a student’s final score. She does expect students to give thorough and content driven exam answers.\u003c/p>\n\u003cp>While some educators might wonder about reading handwriting, Garrett said that she’s only had to ask students to read their answers out loud, due to illegible handwriting, twice in her career.\u003c/p>\n\u003cp>Administering blue book exams doesn’t seem to be as popular of a choice these days though. According to Garrett, some more experienced professors at her university have expressed surprise when she says that she’s ditched digital exams. But persistent plagiarism and unauthorized use of ChatGPT in student essays, have deterred Garrett from digital exams, and she doesn’t see herself moving away from blue books any time soon.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’ve never not done blue books for exams and I have no incentive to change it,” said Garrett.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://aysps.gsu.edu/profile/jason-coupet/\">Jason Coupet\u003c/a> used to administer blue book exams before the COVID-19 pandemic, but when distance learning went into effect, the associate professor of public management policy at Georgia State University said that all exams went digital. However, after in-person classes resumed, exams remained online.\u003c/p>\n\u003cp>Last year, Coupet started to feel the pressure of \u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">generative AI\u003c/a> permeating his students’ work, so as a faculty, Coupet and his colleagues started to think about ways to adjust to these changes. That’s when Coupet decided to go \u003ca href=\"https://x.com/ProfessaJay/status/1848796049982296559\">back to the paper blue book exams\u003c/a> – which can only be completed by hand-writing your answers in pen or pencil – for the 2024-25 school year.\u003c/p>\n\u003cp>The use of generative AI and other types of cheating during remotely administered exams wasn’t the only reason for Coupet to change his exam format. When students took his exams at home on a computer or laptop, Coupet was required to put parameters on the exam that he normally wouldn’t have to for an in-class test that everyone took during the same class period.\u003c/p>\n\u003cp>As recently as a \u003ca href=\"https://www.nytimes.com/2013/04/05/science/new-test-for-computers-grading-essays-at-college-level.html\">decade\u003c/a> ago, using tech to administer and grade exams seemed like the dream come true as a responsive, time-saving tool. But now, with AI tools and rampant \u003ca href=\"https://www.theatlantic.com/technology/archive/2024/08/another-year-ai-college-cheating/679502/\">cheating\u003c/a>, the protection of academic and intellectual integrity are being propped up by pen and paper.\u003c/p>\n\u003cp>Coupet teaches public policy, so he likes for his exam questions to reflect real world dilemmas. Answers are hard to assess when students take tests at home with access to the internet. When students typed their answers, Coupet was concerned that they spent more time worrying about spell-checking and looking up correct answers. Switching to hand written exams ensures that students are focused solely on the content of the questions and applying their own knowledge and reason to the answers.\u003c/p>\n\u003ch2>\u003cstrong>The Pen is Mightier Than the Keyboard\u003c/strong>\u003c/h2>\n\u003cp>Research suggests that writing by hand can be more beneficial for learning compared to typing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">writing by hand\u003c/a>, visual motor systems in the brain that support reading are more active, said Sophia Vinci-Booher, an assistant professor of educational neuroscience at Vanderbilt University. Vinci-Booher has also found that handwriting increases letter recognition more than typing does.\u003c/p>\n\u003cp>Generally, when note-taking and testing modes align, a student is more likely to perform better than when the modes don’t align, said Vinci-Booher. For example, if exam answers are required to be handwritten, a student who also writes their notes by hand will be more likely to do better on the exam than if that same student were to type their answers.\u003c/p>\n\u003cp>This school year, Coupet learned that the overwhelming majority of his students had never taken a hand written exam in college. When he brought out the blue books for the first exam of the 2024-25 school year, he had to give detailed instructions about blue book standards, like where to write your name.\u003c/p>\n\u003cp>Coupet noticed an immediate difference in test results.\u003c/p>\n\u003cp>The students who didn’t come to class often showed their lack of preparation in their exam answers, and Coupet noticed more variation in these students’ answers. Students who weren’t prepared for the exam also struggled to apply reason to their answers—an important skill to master for future policy makers, he said. Previously, these struggles were masked by use of tech and what students actually didn’t know was obscured.\u003c/p>\n\u003cp>For now, Coupet will stick with blue book exams because it fits within his pedagogical style.\u003c/p>\n\u003ch2>Grading in Blue Book\u003c/h2>\n\u003cp>\u003ca href=\"https://www.smcvt.edu/directories/employee-directory/alexandra-garrett/\">Alexandra Garrett\u003c/a>, an assistant professor of history at St Michael’s College, has never known anything different. She joined the faculty at St. Michael’s College during the 2022-2023 school year, and has only taught in-person classes. All three exams in her course on early American history are done in a blue book.\u003c/p>\n\u003cp>Although Garrett sees a lot of spelling errors in written exams, she doesn’t factor grammatical inconsistencies into a student’s final score. She does expect students to give thorough and content driven exam answers.\u003c/p>\n\u003cp>While some educators might wonder about reading handwriting, Garrett said that she’s only had to ask students to read their answers out loud, due to illegible handwriting, twice in her career.\u003c/p>\n\u003cp>Administering blue book exams doesn’t seem to be as popular of a choice these days though. According to Garrett, some more experienced professors at her university have expressed surprise when she says that she’s ditched digital exams. But persistent plagiarism and unauthorized use of ChatGPT in student essays, have deterred Garrett from digital exams, and she doesn’t see herself moving away from blue books any time soon.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’ve never not done blue books for exams and I have no incentive to change it,” said Garrett.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">“Here’s how I describe what a Chromebook is to a group of people who don’t know what a Chromebook is,” said middle school teacher and comedian Jonathan Williams in \u003c/span>\u003ca href=\"https://www.tiktok.com/@bored_teachers/video/7289166867279744298\">\u003cspan style=\"font-weight: 400;\">a comedy set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “It’s like a laptop, but broken.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">His joke and others about broken Chromebooks are \u003c/span>\u003ca href=\"https://www.tiktok.com/@ballardco/video/7265437431233514794\">\u003cspan style=\"font-weight: 400;\">echoed by\u003c/span>\u003c/a> \u003ca href=\"https://www.tiktok.com/@thesidesofteaching/video/7228382553135369518\">\u003cspan style=\"font-weight: 400;\">educators\u003c/span>\u003c/a> \u003ca href=\"https://www.tiktok.com/@treybrosemer/video/7179318729329610030\">\u003cspan style=\"font-weight: 400;\">and students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> likely because Chromebooks are omnipresent at schools. In the wake of the COVID-19 pandemic, \u003c/span>\u003ca href=\"https://www.edweek.org/technology/what-the-massive-shift-to-1-to-1-computing-means-for-schools-in-charts/2022/05\">\u003cspan style=\"font-weight: 400;\">many schools adopted a “one-to-one” model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, providing each student with a Chromebook. However, maintaining these devices has proven challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The kids are breaking them because, well, kids are kids,” said Allison Bacon, a tech coordinator at Ossining School District in New York. Chromebook repairs can take time due to limited staff. Sometimes, the devices must be sent out for repairs, further delaying their return.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We asked our tech guys, the network specialists, if they could come in and just teach the kids some of the basic things [about Chromebooks],” said Bacon when she presented at the \u003ca href=\"https://conference.iste.org/2024/registration/closed.php\">International Society for Technology in Education Conference\u003c/a>. For example, students may think their Chromebook is broken when really the battery is dead and it won’t hold a charge, according to Bacon. The network specialists showed students that there was a simple way to go into the settings and check if that was the issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The students felt empowered, Bacon said. “They were like, ‘What else can you show us?’” This \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400;\">hands-on learning approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> led to the creation of Ossining Middle School’s “Genius Bar,” inspired by Apple’s tech support model. Students met in the library during lunch to fix computers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://pblworks.org/sites/default/files/2019-01/FreeBIE_Research_Summary.pdf\">\u003cspan style=\"font-weight: 400;\">According to research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400;\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> can improve students’ retention and engagement. Additionally, project-based learning is well-suited to support \u003c/span>\u003ca href=\"https://www.battelleforkids.org/wp-content/uploads/2023/11/P21_Framework_Brief.pdf\">\u003cspan style=\"font-weight: 400;\">21st century skills, including critical thinking and self direction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “One of the most important 21st-century skills is learning to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow\">\u003cspan style=\"font-weight: 400;\">figure things out independently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,” Bacon emphasized. The Genius Bar at Ossining Middle School aligned with students’ interests while equipping them with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400;\">relevant skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to navigate and adapt to the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400;\">ever-changing technological landscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Encouraging agency and independent learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The learning didn’t stop at computer batteries, according to Bacon. Learning how to repair something they use every day with their own hands piqued students’ interest. Bacon and network specialists brought a few broken Chromebooks to one of the lunchtime training sessions and took them apart. “[The network specialist] actually showed every piece, every wire, what it is, what it does and how to unclip it,” Bacon said. The kids were able to take all of these broken devices and harvest the different parts and use them to repair other devices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Genius Bar’s success evolved from an informal lunchtime group to an after-school club where students could learn more about and fix Chromebooks. Students recognized how to make hardware repairs for their peers. Students were learning to be independent, Bacon said. “Rather than it going upstairs to have somebody do it, they can do it right there in the library,” Bacon added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Last year, Bacon got a grant to get a 3D printer and Genius Bar students said that they’d meet after school to put it together. “I was like ‘They’re 11 and 12 [years old] and this is like $2000 worth of stuff,”’ said Bacon. “But the reality is that people will rise to the bar that is given to them.” With help from one of the technology instructors, the students put together their 3D printer. Since then, they have also assembled microphones for podcasting and a mixing board. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engaging all students, not just the high achieving ones\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students, regardless of academic standing, found value in the Genius Bar program, including those needing additional learning support and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person\">\u003cspan style=\"font-weight: 400;\">English language learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Bacon attributes this to the fact that technology doesn’t only impact high achieving students. “We’ve all been using technology,” she said.\u003c/span>\u003cspan style=\"font-weight: 400;\">Some students learned to log into Chromebooks for the first time, while others eagerly disassembled computers.\u003c/span>\u003cspan style=\"font-weight: 400;\"> “[Hardware repair] is not a skill that we necessarily teach in school every day,” Bacon pointed out. “Unfortunately, kids have these wonderful skills that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">\u003cspan style=\"font-weight: 400;\">don’t always align academically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with the things we’re doing. So this space really lets kids shine in fixing and understanding and just seeing how things are put together.” As a result, some \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up\">\u003cspan style=\"font-weight: 400;\">students now aspire to tech-related careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, while others simply appreciate the practical knowledge.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>21st century skills and high school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Genius Bar’s impact was so significant that students advocated for a similar program at the high school level. They proposed an elective to the high school principal, who agreed to offer an accredited course. Bacon helped the students present their proposal to the Board of Education, leading to the launch of the Ossining High School Genius Bar class for the 2023-24 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We want them to be able to run the help desk — a student help desk,” said Oumar Sarr, who teaches the high school Genius Bar class. “We are also working in partnership with the tech department to get the students to learn the basics of troubleshooting computers, fixing some little problems that students and some teachers even have with their technology devices.” The class also includes a Google Level 1 certification that teaches students proficiency in Google Classroom tools like Gmail, Drive, and Calendar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Sarr’s goal is to encourage students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">\u003cspan style=\"font-weight: 400;\">think creatively about technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, not just as consumers but as critical thinkers who can shape it. “We started talking about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">\u003cspan style=\"font-weight: 400;\">AI technology and the impact it can have on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and our communities,” Sarr explained. “They are discovering that technology, like everything else, needs to be channeled. It needs to be put into a route that will help, because if not, technology can be destructive.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the Genius Bar class, students guide discussions and work on projects that interest them. The class “puts the learning into the hands of the students,” said Sarr. “I want it to be a place where students are independent and they can drive the class where they need to take it. And I will be there to assist them and to facilitate their learning.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“Here’s how I describe what a Chromebook is to a group of people who don’t know what a Chromebook is,” said middle school teacher and comedian Jonathan Williams in \u003c/span>\u003ca href=\"https://www.tiktok.com/@bored_teachers/video/7289166867279744298\">\u003cspan style=\"font-weight: 400;\">a comedy set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “It’s like a laptop, but broken.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">His joke and others about broken Chromebooks are \u003c/span>\u003ca href=\"https://www.tiktok.com/@ballardco/video/7265437431233514794\">\u003cspan style=\"font-weight: 400;\">echoed by\u003c/span>\u003c/a> \u003ca href=\"https://www.tiktok.com/@thesidesofteaching/video/7228382553135369518\">\u003cspan style=\"font-weight: 400;\">educators\u003c/span>\u003c/a> \u003ca href=\"https://www.tiktok.com/@treybrosemer/video/7179318729329610030\">\u003cspan style=\"font-weight: 400;\">and students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> likely because Chromebooks are omnipresent at schools. In the wake of the COVID-19 pandemic, \u003c/span>\u003ca href=\"https://www.edweek.org/technology/what-the-massive-shift-to-1-to-1-computing-means-for-schools-in-charts/2022/05\">\u003cspan style=\"font-weight: 400;\">many schools adopted a “one-to-one” model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, providing each student with a Chromebook. However, maintaining these devices has proven challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The kids are breaking them because, well, kids are kids,” said Allison Bacon, a tech coordinator at Ossining School District in New York. Chromebook repairs can take time due to limited staff. Sometimes, the devices must be sent out for repairs, further delaying their return.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We asked our tech guys, the network specialists, if they could come in and just teach the kids some of the basic things [about Chromebooks],” said Bacon when she presented at the \u003ca href=\"https://conference.iste.org/2024/registration/closed.php\">International Society for Technology in Education Conference\u003c/a>. For example, students may think their Chromebook is broken when really the battery is dead and it won’t hold a charge, according to Bacon. The network specialists showed students that there was a simple way to go into the settings and check if that was the issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The students felt empowered, Bacon said. “They were like, ‘What else can you show us?’” This \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400;\">hands-on learning approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> led to the creation of Ossining Middle School’s “Genius Bar,” inspired by Apple’s tech support model. Students met in the library during lunch to fix computers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://pblworks.org/sites/default/files/2019-01/FreeBIE_Research_Summary.pdf\">\u003cspan style=\"font-weight: 400;\">According to research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400;\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> can improve students’ retention and engagement. Additionally, project-based learning is well-suited to support \u003c/span>\u003ca href=\"https://www.battelleforkids.org/wp-content/uploads/2023/11/P21_Framework_Brief.pdf\">\u003cspan style=\"font-weight: 400;\">21st century skills, including critical thinking and self direction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “One of the most important 21st-century skills is learning to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow\">\u003cspan style=\"font-weight: 400;\">figure things out independently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,” Bacon emphasized. The Genius Bar at Ossining Middle School aligned with students’ interests while equipping them with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400;\">relevant skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to navigate and adapt to the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400;\">ever-changing technological landscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Encouraging agency and independent learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The learning didn’t stop at computer batteries, according to Bacon. Learning how to repair something they use every day with their own hands piqued students’ interest. Bacon and network specialists brought a few broken Chromebooks to one of the lunchtime training sessions and took them apart. “[The network specialist] actually showed every piece, every wire, what it is, what it does and how to unclip it,” Bacon said. The kids were able to take all of these broken devices and harvest the different parts and use them to repair other devices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Genius Bar’s success evolved from an informal lunchtime group to an after-school club where students could learn more about and fix Chromebooks. Students recognized how to make hardware repairs for their peers. Students were learning to be independent, Bacon said. “Rather than it going upstairs to have somebody do it, they can do it right there in the library,” Bacon added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Last year, Bacon got a grant to get a 3D printer and Genius Bar students said that they’d meet after school to put it together. “I was like ‘They’re 11 and 12 [years old] and this is like $2000 worth of stuff,”’ said Bacon. “But the reality is that people will rise to the bar that is given to them.” With help from one of the technology instructors, the students put together their 3D printer. Since then, they have also assembled microphones for podcasting and a mixing board. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engaging all students, not just the high achieving ones\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students, regardless of academic standing, found value in the Genius Bar program, including those needing additional learning support and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person\">\u003cspan style=\"font-weight: 400;\">English language learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Bacon attributes this to the fact that technology doesn’t only impact high achieving students. “We’ve all been using technology,” she said.\u003c/span>\u003cspan style=\"font-weight: 400;\">Some students learned to log into Chromebooks for the first time, while others eagerly disassembled computers.\u003c/span>\u003cspan style=\"font-weight: 400;\"> “[Hardware repair] is not a skill that we necessarily teach in school every day,” Bacon pointed out. “Unfortunately, kids have these wonderful skills that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">\u003cspan style=\"font-weight: 400;\">don’t always align academically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with the things we’re doing. So this space really lets kids shine in fixing and understanding and just seeing how things are put together.” As a result, some \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up\">\u003cspan style=\"font-weight: 400;\">students now aspire to tech-related careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, while others simply appreciate the practical knowledge.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>21st century skills and high school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Genius Bar’s impact was so significant that students advocated for a similar program at the high school level. They proposed an elective to the high school principal, who agreed to offer an accredited course. Bacon helped the students present their proposal to the Board of Education, leading to the launch of the Ossining High School Genius Bar class for the 2023-24 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We want them to be able to run the help desk — a student help desk,” said Oumar Sarr, who teaches the high school Genius Bar class. “We are also working in partnership with the tech department to get the students to learn the basics of troubleshooting computers, fixing some little problems that students and some teachers even have with their technology devices.” The class also includes a Google Level 1 certification that teaches students proficiency in Google Classroom tools like Gmail, Drive, and Calendar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Sarr’s goal is to encourage students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">\u003cspan style=\"font-weight: 400;\">think creatively about technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, not just as consumers but as critical thinkers who can shape it. “We started talking about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">\u003cspan style=\"font-weight: 400;\">AI technology and the impact it can have on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and our communities,” Sarr explained. “They are discovering that technology, like everything else, needs to be channeled. It needs to be put into a route that will help, because if not, technology can be destructive.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the Genius Bar class, students guide discussions and work on projects that interest them. The class “puts the learning into the hands of the students,” said Sarr. “I want it to be a place where students are independent and they can drive the class where they need to take it. And I will be there to assist them and to facilitate their learning.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\">ChatGPT\u003c/a> was released to the public in November of 2022, it didn’t take long for the technology to make its way into K-12 classrooms across the country. Now, two years later, schools are starting to develop guidance for teachers and students addressing the use of \u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">generative AI in the classroom\u003c/a>.\u003c/p>\n\u003cp>Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways, according to Raphael Adamek, the director of technology and innovation for a school district in rural Vermont.\u003c/p>\n\u003cp>For the 2024-25 school year, Adamek’s school district developed clearly laid out guidelines for generative AI use both by students and teachers. Teacher professional development is also specifically designed to give educators a foundational understanding of how AI works. For now, Adamek and his district discourages teachers from using \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">generative AI for grading\u003c/a> purposes; if a teacher is interested in using those tools, they must get guidance from a school leader first. Teachers are also barred from using \u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">AI detection tools\u003c/a> on student work to detect authenticity or cheating, as well.\u003c/p>\n\u003cp>AI detection software is still in development and at best “all it can give you is a probability” of \u003ca href=\"https://open.spotify.com/episode/1NpZmVN1aeE7htILkbBOqk\">AI generated content use\u003c/a>, said Jesse Dukes, of MIT’s Teaching Systems Lab.\u003c/p>\n\u003cp>Adamek’s district has specified which generative AI platforms are approved for use by teachers – \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">Google Gemini, ChatGPT, Perplexity, and MagicSchool AI\u003c/a> made the list – but use is up to the teacher’s discretion. The educators are aware that their tools and policies may change due to the quick pace of evolving AI technologies, but it’s important to try. “We’re not going to get it right the first try,” said Adamek, but “we’re going to get feedback from experts,” and “we’re going to learn.”\u003c/p>\n\u003ch2>\u003cstrong>Deciding When to use AI in the Classroom and When to Leave it Behind\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/kevin-guidotti-162b0072/\">Kevin Guidotti\u003c/a> encourages teachers in his district to experiment with AI, but to do so “with a healthy dose of skepticism.” Guidotti is the director of technology and professional learning for a school district in New York.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His district offers Cyber Week, an optional week during the summer for teachers to explore innovative teaching practices. This past summer, Cyber Week’s topic was AI.\u003c/p>\n\u003cp>Additionally, the district has low stakes, monthly, hour-long meetings where teachers can explore generative AI without the expectation that they incorporate it immediately into their classroom or teaching. “I believe that the lack of that expectation of an outcome…breeds more innovation in our schools,” said Guidotti.\u003c/p>\n\u003ch2>\u003cstrong>AI’s Broader Implications\u003c/strong>\u003c/h2>\n\u003cp>Part of experimenting with AI is about helping teachers enhance instruction.\u003c/p>\n\u003cp>Although AI tools might seem helpful in day-to-day tasks, generative AI tools for instructional design must have a critical lens, according to \u003ca href=\"https://marcwatkins.org/home-3/about-me/\">Marc Watkins\u003c/a>, director of the Mississippi Institute for Teachers.\u003c/p>\n\u003cp>Watkins pointed to \u003ca href=\"https://aipedagogy.org/\">Harvard’s AI Pedagogy Project\u003c/a> as a resource for teachers looking to learn more about the ethical use of AI and practical tools. The Modern Language Association has also collaborated with Conference on College Composition and Communication to form a \u003ca href=\"https://aiandwriting.hcommons.org/\">task force on writing and AI\u003c/a> dedicated to developing guidelines and resources.\u003c/p>\n\u003cp>“When it comes down to creating content that’s for distribution for students, we ask the teachers to be transparent” about the use of AI generated activities or lesson plans, said Guidotti. When a teacher discloses their own use of AI to students, it creates an opportunity for a broader conversation about when it may or may not be appropriate to use AI in an education setting, he added.\u003c/p>\n\u003cp>According to Dukes, AI isn’t particularly good at creating curricula. Instead, he suggested using AI to generate creative word problems and activities that fit into an existing curriculum.\u003c/p>\n\u003cp>“Experimentation [with AI] can be useful and fun, particularly if the teacher is intellectually engaged in that process and is paying close attention because AI makes a lot of mistakes,” said Dukes.\u003c/p>\n\u003cp>Dukes also warned about \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">explicit and implicit biases\u003c/a> when it comes to using tools like AI detection software and AI grading especially if the output will be assessed for punishment or disciplinary actions. “[Teacher] biases are going to shape the decisions they make about who to investigate, and that has implications,” said Dukes.\u003c/p>\n\u003cp>Protecting student privacy and data, \u003ca href=\"https://www.kqed.org/mindshift/62986/demystifying-copyright-for-teachers-and-students\">copyright infringement\u003c/a>, and disclosure of use are also big ethical implications to consider when using AI as a teacher. For example, “you definitely don’t want to give ChatGPT your students’ names,” said Dukes.\u003c/p>\n\u003cp>According to Watkins, AI that provides feedback to students like OpenAI can prioritize white standardized vernacular in English, leaving out students who may speak and write from a different cultural framework. Students might also “have neurodiversity that requires a different level of nuance to be brought to the assessment process,” Watkins continued.\u003c/p>\n\u003cp>Even with an agreed upon set of policies and tools, change is inevitable. According to Dukes, the real challenge is that in a few years, once understanding of AI technologies is better, “then we might have a whole new generation of AI capabilities, and AI powered tools.”\u003c/p>\n\u003ch2>\u003cstrong>Teachers are Still Hesitant About Using AI\u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://x.com/MarcusLuther6\">Marcus Luther\u003c/a>, a high school English teacher in Oregon, AI’s implementation in the classroom and in K-12 teaching has moved too quickly. He doesn’t use AI in his lesson planning or classroom, and his current curriculum standards don’t require him to teach his students about AI use. He doesn’t feel confident enough with the ever-growing technology of generative AI to use it outside of curriculum standards in a thoughtful, ethical, and academically minded way.\u003c/p>\n\u003cp>He said he has had one professional development session to address AI tools for educators, but the approaches he’s seen haven’t made him feel supported in implementing AI in the classroom because of broader implications.\u003c/p>\n\u003cp>What he’s looking for is to deepen the process of learning and isn’t sure the tools he’s seen accomplish that, but may favor a “shortcut towards efficiency.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like we’re skipping past the conversations about what’s ethical,” he said. “I think we’re skipping right to the tools.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\">ChatGPT\u003c/a> was released to the public in November of 2022, it didn’t take long for the technology to make its way into K-12 classrooms across the country. Now, two years later, schools are starting to develop guidance for teachers and students addressing the use of \u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">generative AI in the classroom\u003c/a>.\u003c/p>\n\u003cp>Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways, according to Raphael Adamek, the director of technology and innovation for a school district in rural Vermont.\u003c/p>\n\u003cp>For the 2024-25 school year, Adamek’s school district developed clearly laid out guidelines for generative AI use both by students and teachers. Teacher professional development is also specifically designed to give educators a foundational understanding of how AI works. For now, Adamek and his district discourages teachers from using \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">generative AI for grading\u003c/a> purposes; if a teacher is interested in using those tools, they must get guidance from a school leader first. Teachers are also barred from using \u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">AI detection tools\u003c/a> on student work to detect authenticity or cheating, as well.\u003c/p>\n\u003cp>AI detection software is still in development and at best “all it can give you is a probability” of \u003ca href=\"https://open.spotify.com/episode/1NpZmVN1aeE7htILkbBOqk\">AI generated content use\u003c/a>, said Jesse Dukes, of MIT’s Teaching Systems Lab.\u003c/p>\n\u003cp>Adamek’s district has specified which generative AI platforms are approved for use by teachers – \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">Google Gemini, ChatGPT, Perplexity, and MagicSchool AI\u003c/a> made the list – but use is up to the teacher’s discretion. The educators are aware that their tools and policies may change due to the quick pace of evolving AI technologies, but it’s important to try. “We’re not going to get it right the first try,” said Adamek, but “we’re going to get feedback from experts,” and “we’re going to learn.”\u003c/p>\n\u003ch2>\u003cstrong>Deciding When to use AI in the Classroom and When to Leave it Behind\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/kevin-guidotti-162b0072/\">Kevin Guidotti\u003c/a> encourages teachers in his district to experiment with AI, but to do so “with a healthy dose of skepticism.” Guidotti is the director of technology and professional learning for a school district in New York.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His district offers Cyber Week, an optional week during the summer for teachers to explore innovative teaching practices. This past summer, Cyber Week’s topic was AI.\u003c/p>\n\u003cp>Additionally, the district has low stakes, monthly, hour-long meetings where teachers can explore generative AI without the expectation that they incorporate it immediately into their classroom or teaching. “I believe that the lack of that expectation of an outcome…breeds more innovation in our schools,” said Guidotti.\u003c/p>\n\u003ch2>\u003cstrong>AI’s Broader Implications\u003c/strong>\u003c/h2>\n\u003cp>Part of experimenting with AI is about helping teachers enhance instruction.\u003c/p>\n\u003cp>Although AI tools might seem helpful in day-to-day tasks, generative AI tools for instructional design must have a critical lens, according to \u003ca href=\"https://marcwatkins.org/home-3/about-me/\">Marc Watkins\u003c/a>, director of the Mississippi Institute for Teachers.\u003c/p>\n\u003cp>Watkins pointed to \u003ca href=\"https://aipedagogy.org/\">Harvard’s AI Pedagogy Project\u003c/a> as a resource for teachers looking to learn more about the ethical use of AI and practical tools. The Modern Language Association has also collaborated with Conference on College Composition and Communication to form a \u003ca href=\"https://aiandwriting.hcommons.org/\">task force on writing and AI\u003c/a> dedicated to developing guidelines and resources.\u003c/p>\n\u003cp>“When it comes down to creating content that’s for distribution for students, we ask the teachers to be transparent” about the use of AI generated activities or lesson plans, said Guidotti. When a teacher discloses their own use of AI to students, it creates an opportunity for a broader conversation about when it may or may not be appropriate to use AI in an education setting, he added.\u003c/p>\n\u003cp>According to Dukes, AI isn’t particularly good at creating curricula. Instead, he suggested using AI to generate creative word problems and activities that fit into an existing curriculum.\u003c/p>\n\u003cp>“Experimentation [with AI] can be useful and fun, particularly if the teacher is intellectually engaged in that process and is paying close attention because AI makes a lot of mistakes,” said Dukes.\u003c/p>\n\u003cp>Dukes also warned about \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">explicit and implicit biases\u003c/a> when it comes to using tools like AI detection software and AI grading especially if the output will be assessed for punishment or disciplinary actions. “[Teacher] biases are going to shape the decisions they make about who to investigate, and that has implications,” said Dukes.\u003c/p>\n\u003cp>Protecting student privacy and data, \u003ca href=\"https://www.kqed.org/mindshift/62986/demystifying-copyright-for-teachers-and-students\">copyright infringement\u003c/a>, and disclosure of use are also big ethical implications to consider when using AI as a teacher. For example, “you definitely don’t want to give ChatGPT your students’ names,” said Dukes.\u003c/p>\n\u003cp>According to Watkins, AI that provides feedback to students like OpenAI can prioritize white standardized vernacular in English, leaving out students who may speak and write from a different cultural framework. Students might also “have neurodiversity that requires a different level of nuance to be brought to the assessment process,” Watkins continued.\u003c/p>\n\u003cp>Even with an agreed upon set of policies and tools, change is inevitable. According to Dukes, the real challenge is that in a few years, once understanding of AI technologies is better, “then we might have a whole new generation of AI capabilities, and AI powered tools.”\u003c/p>\n\u003ch2>\u003cstrong>Teachers are Still Hesitant About Using AI\u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://x.com/MarcusLuther6\">Marcus Luther\u003c/a>, a high school English teacher in Oregon, AI’s implementation in the classroom and in K-12 teaching has moved too quickly. He doesn’t use AI in his lesson planning or classroom, and his current curriculum standards don’t require him to teach his students about AI use. He doesn’t feel confident enough with the ever-growing technology of generative AI to use it outside of curriculum standards in a thoughtful, ethical, and academically minded way.\u003c/p>\n\u003cp>He said he has had one professional development session to address AI tools for educators, but the approaches he’s seen haven’t made him feel supported in implementing AI in the classroom because of broader implications.\u003c/p>\n\u003cp>What he’s looking for is to deepen the process of learning and isn’t sure the tools he’s seen accomplish that, but may favor a “shortcut towards efficiency.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We are still in the early days of understanding the promise and peril of using generative AI in education. Very few researchers have evaluated whether students are benefiting, and one well-designed study showed that using ChatGPT for math actually \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">\u003cspan style=\"font-weight: 400\">harmed student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first scientific proof I’ve seen that ChatGPT can actually help students learn more was posted online earlier this year. It’s a small experiment, involving fewer than 200 undergraduates. All were Harvard students taking an introductory physics class in the fall of 2023, so the findings may not be widely applicable. But students learned more than twice as much in less time when they used an AI tutor in their dorm compared with attending their usual physics class in person. Students also reported that they felt more engaged and motivated. They learned more and they liked it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchsquare.com/article/rs-4243877/v1\">\u003cspan style=\"font-weight: 400\">paper about the experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has not yet been published in a peer-reviewed journal, but other physicists at Harvard University praised it as a well-designed experiment. Students were randomly assigned to learn a topic as usual in class, or stay “home” in their dorm and learn it through an AI tutor powered by ChatGPT. Students took brief tests at the beginning and the end of class, or their AI sessions, to measure how much they learned. The following week, the in-class students learned the next topic through the AI tutor in their dorms, and the AI-tutored students went back to class. Each student learned both ways, and for both lessons – one on surface tension and one on fluid flow – the AI-tutored students learned a lot more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To avoid AI “hallucinations,” the tendency of chatbots to \u003ca href=\"https://www.kqed.org/mindshift/64532/researchers-combat-ai-hallucinations-in-math\">make up stuff that isn’t true\u003c/a>, the AI tutor was given all the correct solutions. But other developers of AI tutors have also supplied their bots with answer keys. Gregory Kestin, a physics lecturer at Harvard and developer of the AI tutor used in this study, argues that his effort succeeded while others have failed because he and his colleagues fine-tuned it with pedagogical best practices. For example, the Harvard scientists instructed this AI tutor to be brief, using no more than a few sentences, to avoid cognitive overload. Otherwise, he explained, ChatGPT has a tendency to be “long-winded.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The tutor, which Kestin calls “PS2 Pal,” after the Physical Sciences 2 class he teaches, was told to only give away one step at a time and not to divulge the full solution in a single message. PS2 Pal was also instructed to encourage students to think and give it a try themselves before revealing the answer. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unguided use of ChatGPT, the Harvard scientists argue, lets students complete assignments without engaging in critical thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin doesn’t deliver traditional lectures. Like many physicists at Harvard, he teaches through a method called “\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-college-students-often-dont-know-when-theyre-learning/\">\u003cspan style=\"font-weight: 400\">active learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” where students first work with peers on in-class problem sets as the lecturer gives feedback. Direct explanations or mini-lectures come after a bit of trial, error and struggle. Kestin sought to reproduce aspects of this teaching style with the AI tutor. Students toiled on the same set of activities and Kestin fed the AI tutor the same feedback notes that he planned to deliver in class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64698\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1.png\" alt=\"\" width=\"780\" height=\"638\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1-160x131.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1-768x628.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin provocatively titled his paper about the experiment, “\u003c/span>\u003cspan style=\"font-weight: 400\">AI Tutoring Outperforms Active Learning\u003c/span>\u003cspan style=\"font-weight: 400\">,” but in an interview he told me that he doesn’t mean to suggest that AI should replace professors or traditional in-person classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t think that this is an argument for replacing any human interaction,” said Kestin. “This allows for the human interaction to be much richer.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin says he intends to continue teaching through in-person classes, and he remains convinced that students learn a lot from each other by discussing how to solve problems in groups. He believes the best use of this AI tutor would be to introduce a new topic ahead of class – much like professors assign reading in advance. That way students with less background knowledge won’t be as behind and can participate more fully in class activities. Kestin hopes his AI tutor will allow him to spend less time on vocabulary and basics and devote more time to creative activities and advanced problems during class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, the benefits of an AI tutor depend on students actually using it. In other efforts, students often didn’t want to use earlier versions of education technology and computerized tutors. In this experiment, the “at-home” sessions with PS2 Pal were scheduled and proctored over Zoom. It’s not clear that even highly motivated Harvard students will find it engaging enough to use regularly on their own initiative. Cute emojis – another element that the Harvard scientists prompted their AI tutor to use – may not be enough to sustain long-term interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin’s next step is to test the tutor bot for an entire semester. He’s also been testing PS2 Pal as a study assistant with homework. Kestin said he’s seeing promising signs that it’s helpful for basic but not advanced problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The irony is that AI tutors may not be that effective at what we generally think of as tutoring. Kestin doesn’t think that current AI technology is good at anything that requires knowing a lot about a person, such as what the student already learned in class or what kind of explanatory metaphor might work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Humans have a lot of context that you can use along with your judgment in order to guide a student better than an AI can,” he said. In contrast, AI is good at introducing students to new material because you only need “limited context” about someone and “minimal judgment” for how best to teach it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about an \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-ai-tutor-harvard-physics/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI tutor\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">We are still in the early days of understanding the promise and peril of using generative AI in education. Very few researchers have evaluated whether students are benefiting, and one well-designed study showed that using ChatGPT for math actually \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">\u003cspan style=\"font-weight: 400\">harmed student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first scientific proof I’ve seen that ChatGPT can actually help students learn more was posted online earlier this year. It’s a small experiment, involving fewer than 200 undergraduates. All were Harvard students taking an introductory physics class in the fall of 2023, so the findings may not be widely applicable. But students learned more than twice as much in less time when they used an AI tutor in their dorm compared with attending their usual physics class in person. Students also reported that they felt more engaged and motivated. They learned more and they liked it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchsquare.com/article/rs-4243877/v1\">\u003cspan style=\"font-weight: 400\">paper about the experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has not yet been published in a peer-reviewed journal, but other physicists at Harvard University praised it as a well-designed experiment. Students were randomly assigned to learn a topic as usual in class, or stay “home” in their dorm and learn it through an AI tutor powered by ChatGPT. Students took brief tests at the beginning and the end of class, or their AI sessions, to measure how much they learned. The following week, the in-class students learned the next topic through the AI tutor in their dorms, and the AI-tutored students went back to class. Each student learned both ways, and for both lessons – one on surface tension and one on fluid flow – the AI-tutored students learned a lot more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To avoid AI “hallucinations,” the tendency of chatbots to \u003ca href=\"https://www.kqed.org/mindshift/64532/researchers-combat-ai-hallucinations-in-math\">make up stuff that isn’t true\u003c/a>, the AI tutor was given all the correct solutions. But other developers of AI tutors have also supplied their bots with answer keys. Gregory Kestin, a physics lecturer at Harvard and developer of the AI tutor used in this study, argues that his effort succeeded while others have failed because he and his colleagues fine-tuned it with pedagogical best practices. For example, the Harvard scientists instructed this AI tutor to be brief, using no more than a few sentences, to avoid cognitive overload. Otherwise, he explained, ChatGPT has a tendency to be “long-winded.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The tutor, which Kestin calls “PS2 Pal,” after the Physical Sciences 2 class he teaches, was told to only give away one step at a time and not to divulge the full solution in a single message. PS2 Pal was also instructed to encourage students to think and give it a try themselves before revealing the answer. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unguided use of ChatGPT, the Harvard scientists argue, lets students complete assignments without engaging in critical thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin doesn’t deliver traditional lectures. Like many physicists at Harvard, he teaches through a method called “\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-college-students-often-dont-know-when-theyre-learning/\">\u003cspan style=\"font-weight: 400\">active learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” where students first work with peers on in-class problem sets as the lecturer gives feedback. Direct explanations or mini-lectures come after a bit of trial, error and struggle. Kestin sought to reproduce aspects of this teaching style with the AI tutor. Students toiled on the same set of activities and Kestin fed the AI tutor the same feedback notes that he planned to deliver in class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64698\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1.png\" alt=\"\" width=\"780\" height=\"638\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1-160x131.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1-768x628.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin provocatively titled his paper about the experiment, “\u003c/span>\u003cspan style=\"font-weight: 400\">AI Tutoring Outperforms Active Learning\u003c/span>\u003cspan style=\"font-weight: 400\">,” but in an interview he told me that he doesn’t mean to suggest that AI should replace professors or traditional in-person classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t think that this is an argument for replacing any human interaction,” said Kestin. “This allows for the human interaction to be much richer.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin says he intends to continue teaching through in-person classes, and he remains convinced that students learn a lot from each other by discussing how to solve problems in groups. He believes the best use of this AI tutor would be to introduce a new topic ahead of class – much like professors assign reading in advance. That way students with less background knowledge won’t be as behind and can participate more fully in class activities. Kestin hopes his AI tutor will allow him to spend less time on vocabulary and basics and devote more time to creative activities and advanced problems during class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, the benefits of an AI tutor depend on students actually using it. In other efforts, students often didn’t want to use earlier versions of education technology and computerized tutors. In this experiment, the “at-home” sessions with PS2 Pal were scheduled and proctored over Zoom. It’s not clear that even highly motivated Harvard students will find it engaging enough to use regularly on their own initiative. Cute emojis – another element that the Harvard scientists prompted their AI tutor to use – may not be enough to sustain long-term interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin’s next step is to test the tutor bot for an entire semester. He’s also been testing PS2 Pal as a study assistant with homework. Kestin said he’s seeing promising signs that it’s helpful for basic but not advanced problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The irony is that AI tutors may not be that effective at what we generally think of as tutoring. Kestin doesn’t think that current AI technology is good at anything that requires knowing a lot about a person, such as what the student already learned in class or what kind of explanatory metaphor might work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Humans have a lot of context that you can use along with your judgment in order to guide a student better than an AI can,” he said. In contrast, AI is good at introducing students to new material because you only need “limited context” about someone and “minimal judgment” for how best to teach it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about an \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-ai-tutor-harvard-physics/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI tutor\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Does AI actually help students learn? A recent experiment in a high school provides a cautionary tale.\u003c/p>\n\u003cp>Researchers at the University of Pennsylvania found that Turkish high school students who had access to ChatGPT while doing practice math problems did worse on a math test compared with students who didn’t have access to ChatGPT. Those with ChatGPT solved 48% more of the practice problems correctly, but they ultimately scored 17% worse on a test of the topic that the students were learning.\u003c/p>\n\u003cp>A third group of students had access to a revised version of ChatGPT that functioned more like a tutor. This chatbot was programmed to provide hints without directly divulging the answer. The students who used it did spectacularly better on the practice problems, solving 127% more of them correctly compared with students who did their practice work without any high-tech aids. But on a test afterwards, these AI-tutored students did no better. Students who just did their practice problems the old fashioned way — on their own — matched their test scores.\u003c/p>\n\u003cp>The researchers titled their paper, “Generative AI Can Harm Learning,” to make clear to parents and educators that the current crop of freely available AI chatbots can “substantially inhibit learning.” Even a fine-tuned version of ChatGPT designed to mimic a tutor doesn’t necessarily help.\u003c/p>\n\u003cp>The researchers believe the problem is that students are using the chatbot as a “crutch.” When they analyzed the questions that students typed into ChatGPT, students often simply asked for the answer. Students were not building the skills that come from solving the problems themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>ChatGPT’s errors also may have been a contributing factor. The chatbot only answered the math problems correctly half of the time. Its arithmetic computations were wrong 8% of the time, but the bigger problem was that its step-by-step approach for how to solve a problem was wrong 42% of the time. The tutoring version of ChatGPT was directly fed the correct solutions and these errors were minimized.\u003c/p>\n\u003cp>A \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486\">draft paper about the experiment\u003c/a> was posted on the website of SSRN, formerly known as the Social Science Research Network, in July 2024. The paper has not yet been published in a peer-reviewed journal and could still be revised.\u003c/p>\n\u003cp>This is just one experiment in another country, and more studies will be needed to confirm its findings. But this experiment was a large one, involving nearly a thousand students in grades nine through 11 during the fall of 2023. Teachers first reviewed a previously taught lesson with the whole classroom, and then their classrooms were randomly assigned to practice the math in one of three ways: with access to ChatGPT, with access to an AI tutor powered by ChatGPT or with no high-tech aids at all. Students in each grade were assigned the same practice problems with or without AI. Afterwards, they took a test to see how well they learned the concept. Researchers conducted four cycles of this, giving students four 90-minute sessions of practice time in four different math topics to understand whether AI tends to help, harm or do nothing.\u003c/p>\n\u003cp>ChatGPT also seems to produce overconfidence. In surveys that accompanied the experiment, students said they did not think that ChatGPT caused them to learn less even though they had. Students with the AI tutor thought they had done significantly better on the test even though they did not. (It’s also another good reminder to all of us that our \u003ca href=\"https://hechingerreport.org/proof-points-college-students-often-dont-know-when-theyre-learning/\">perceptions of how much we’ve learned are often wrong\u003c/a>.)\u003c/p>\n\u003cp>The authors likened the problem of learning with ChatGPT to autopilot. They recounted how an overreliance on autopilot led the Federal Aviation Administration to recommend that pilots minimize their use of this technology. Regulators wanted to make sure that pilots still know how to fly when autopilot fails to function correctly.\u003c/p>\n\u003cp>ChatGPT is not the first technology to present a tradeoff in education. Typewriters and computers reduce the need for handwriting. Calculators reduce the need for arithmetic. When students have access to ChatGPT, they might answer more problems correctly, but learn less. Getting the right result to one problem won’t help them with the next one.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about using \u003c/em>\u003ca href=\"https://hechingerreport.org/kids-chatgpt-worse-on-tests/\">\u003cem>ChatGPT to practice math\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Does AI actually help students learn? A recent experiment in a high school provides a cautionary tale.\u003c/p>\n\u003cp>Researchers at the University of Pennsylvania found that Turkish high school students who had access to ChatGPT while doing practice math problems did worse on a math test compared with students who didn’t have access to ChatGPT. Those with ChatGPT solved 48% more of the practice problems correctly, but they ultimately scored 17% worse on a test of the topic that the students were learning.\u003c/p>\n\u003cp>A third group of students had access to a revised version of ChatGPT that functioned more like a tutor. This chatbot was programmed to provide hints without directly divulging the answer. The students who used it did spectacularly better on the practice problems, solving 127% more of them correctly compared with students who did their practice work without any high-tech aids. But on a test afterwards, these AI-tutored students did no better. Students who just did their practice problems the old fashioned way — on their own — matched their test scores.\u003c/p>\n\u003cp>The researchers titled their paper, “Generative AI Can Harm Learning,” to make clear to parents and educators that the current crop of freely available AI chatbots can “substantially inhibit learning.” Even a fine-tuned version of ChatGPT designed to mimic a tutor doesn’t necessarily help.\u003c/p>\n\u003cp>The researchers believe the problem is that students are using the chatbot as a “crutch.” When they analyzed the questions that students typed into ChatGPT, students often simply asked for the answer. Students were not building the skills that come from solving the problems themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>ChatGPT’s errors also may have been a contributing factor. The chatbot only answered the math problems correctly half of the time. Its arithmetic computations were wrong 8% of the time, but the bigger problem was that its step-by-step approach for how to solve a problem was wrong 42% of the time. The tutoring version of ChatGPT was directly fed the correct solutions and these errors were minimized.\u003c/p>\n\u003cp>A \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486\">draft paper about the experiment\u003c/a> was posted on the website of SSRN, formerly known as the Social Science Research Network, in July 2024. The paper has not yet been published in a peer-reviewed journal and could still be revised.\u003c/p>\n\u003cp>This is just one experiment in another country, and more studies will be needed to confirm its findings. But this experiment was a large one, involving nearly a thousand students in grades nine through 11 during the fall of 2023. Teachers first reviewed a previously taught lesson with the whole classroom, and then their classrooms were randomly assigned to practice the math in one of three ways: with access to ChatGPT, with access to an AI tutor powered by ChatGPT or with no high-tech aids at all. Students in each grade were assigned the same practice problems with or without AI. Afterwards, they took a test to see how well they learned the concept. Researchers conducted four cycles of this, giving students four 90-minute sessions of practice time in four different math topics to understand whether AI tends to help, harm or do nothing.\u003c/p>\n\u003cp>ChatGPT also seems to produce overconfidence. In surveys that accompanied the experiment, students said they did not think that ChatGPT caused them to learn less even though they had. Students with the AI tutor thought they had done significantly better on the test even though they did not. (It’s also another good reminder to all of us that our \u003ca href=\"https://hechingerreport.org/proof-points-college-students-often-dont-know-when-theyre-learning/\">perceptions of how much we’ve learned are often wrong\u003c/a>.)\u003c/p>\n\u003cp>The authors likened the problem of learning with ChatGPT to autopilot. They recounted how an overreliance on autopilot led the Federal Aviation Administration to recommend that pilots minimize their use of this technology. Regulators wanted to make sure that pilots still know how to fly when autopilot fails to function correctly.\u003c/p>\n\u003cp>ChatGPT is not the first technology to present a tradeoff in education. Typewriters and computers reduce the need for handwriting. Calculators reduce the need for arithmetic. When students have access to ChatGPT, they might answer more problems correctly, but learn less. Getting the right result to one problem won’t help them with the next one.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about using \u003c/em>\u003ca href=\"https://hechingerreport.org/kids-chatgpt-worse-on-tests/\">\u003cem>ChatGPT to practice math\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">One of the biggest problems with using AI in education is that the technology hallucinates. That’s the word the artificial intelligence community uses to describe how its newest large language models make up stuff that doesn’t exist or isn’t true. Math is a particular land of make-believe for AI chatbots. Several months ago, I tested Khan Academy’s chatbot, which is powered by ChatGPT. The bot, called Khanmigo, told me I had answered a basic high school Algebra 2 problem involving negative exponents wrong. I knew my answer was right. After typing in the same correct answer three times, Khanmigo finally agreed with me. It was frustrating.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Errors matter. Kids could memorize incorrect solutions that are hard to unlearn, or become more confused about a topic. I also worry about teachers using ChatGPT and other generative AI models to write quizzes or lesson plans. At least a teacher has the opportunity to vet what AI spits out before giving or teaching it to students. It’s riskier when you’re asking students to learn directly from AI. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Computer scientists are attempting to combat these errors in a process they call “mitigating AI hallucinations.” Two researchers from University of California, Berkeley, recently documented how they successfully reduced ChatGPT’s instructional errors to near zero in algebra. They were not as successful with statistics, where their techniques still left errors 13% of the time. Their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0304013#pone-0304013-t001\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was published in May 2024 in the peer-reviewed journal PLOS One.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the experiment, \u003c/span>\u003ca href=\"https://bse.berkeley.edu/zachary-pardos\">\u003cspan style=\"font-weight: 400\">Zachary Pardos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a computer scientist at the Berkeley School of Education, and one of his students, Shreya Bhandari, first asked ChatGPT to show how it would solve an algebra or statistics problem. They discovered that ChatGPT was “naturally verbose” and they did not have to prompt the large language model to explain its steps. But all those words didn’t help with accuracy. On average, ChatGPT’s methods and answers were wrong a third of the time. In other words, ChatGPT would earn a grade of a D if it were a student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Current AI models are bad at math because they’re programmed to figure out probabilities, not follow rules. Math calculations are all about rules. It’s ironic because earlier versions of AI were able to follow rules, but unable to write or summarize. Now we have the opposite.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Berkeley researchers took advantage of the fact that ChatGPT, like humans, is erratic. They asked ChatGPT to answer the same math problem 10 times in a row. I was surprised that a machine might answer the same question differently, but that is what these large language models do. Often the step-by-step process and the answer were the same, but the exact wording differed. Sometimes the methods were bizarre and the results were dead wrong. (See an example in the illustration below.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers grouped similar answers together. When they assessed the accuracy of the most common answer among the 10 solutions, ChatGPT was astonishingly good. For basic high-school algebra, AI’s error rate fell from 25% to zero. For intermediate algebra, the error rate fell from 47% to 2%. For college algebra, it fell from 27% to 2%. \u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT answered the same algebra question three different ways, but it landed on the right response seven out of 10 times in this example\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_64533\" class=\"wp-caption aligncenter\" style=\"max-width: 1050px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64533\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari.png\" alt=\"\" width=\"1050\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari.png 1050w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-800x813.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-1020x1037.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-160x163.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-768x780.png 768w\" sizes=\"(max-width: 1050px) 100vw, 1050px\">\u003cfigcaption class=\"wp-caption-text\">Source: Pardos and Bhandari, \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0304013\">“ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills,”\u003c/a> PLOS ONE, May 2024\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, when the scientists applied this method, which they call “self-consistency,” to statistics, it did not work as well. ChatGPT’s error rate fell from 29% to 13%, but still more than one out of 10 answers was wrong. I think that’s too many errors for students who are learning math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big question, of course, is whether these ChatGPT’s solutions help students learn math better than traditional teaching. In a second part of this study, researchers recruited 274 adults online to solve math problems and randomly assigned a third of them to see these ChatGPT’s solutions as a “hint” if they needed one. (ChatGPT’s wrong answers were removed first.) On a short test afterwards, these adults improved 17% compared to less than 12% learning gains for the adults who could see a different group of hints written by undergraduate math tutors. Those who weren’t offered any hints scored about the same on a post-test as they did on a pre-test.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those impressive learning results for ChatGPT prompted the study authors to boldly predict that “completely autonomous generation” of an effective computerized tutoring system is “around the corner.” In theory, ChatGPT could instantly digest a book chapter or a video lecture and then immediately turn around and tutor a student on it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before I embrace that optimism, I’d like to see how much real students – not just adults recruited online – use these automated tutoring systems. Even in this study, where adults were paid to do math problems, 120 of the roughly 400 participants didn’t complete the work and so their results had to be thrown out. For many kids, and especially students who are struggling in a subject, \u003c/span>\u003ca href=\"https://hechingerreport.org/what-aspects-of-teaching-should-remain-human/\">\u003cspan style=\"font-weight: 400\">learning from a computer just isn’t engaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-combat-ai-hallucinations-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI hallucinations\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">One of the biggest problems with using AI in education is that the technology hallucinates. That’s the word the artificial intelligence community uses to describe how its newest large language models make up stuff that doesn’t exist or isn’t true. Math is a particular land of make-believe for AI chatbots. Several months ago, I tested Khan Academy’s chatbot, which is powered by ChatGPT. The bot, called Khanmigo, told me I had answered a basic high school Algebra 2 problem involving negative exponents wrong. I knew my answer was right. After typing in the same correct answer three times, Khanmigo finally agreed with me. It was frustrating.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Errors matter. Kids could memorize incorrect solutions that are hard to unlearn, or become more confused about a topic. I also worry about teachers using ChatGPT and other generative AI models to write quizzes or lesson plans. At least a teacher has the opportunity to vet what AI spits out before giving or teaching it to students. It’s riskier when you’re asking students to learn directly from AI. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Computer scientists are attempting to combat these errors in a process they call “mitigating AI hallucinations.” Two researchers from University of California, Berkeley, recently documented how they successfully reduced ChatGPT’s instructional errors to near zero in algebra. They were not as successful with statistics, where their techniques still left errors 13% of the time. Their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0304013#pone-0304013-t001\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was published in May 2024 in the peer-reviewed journal PLOS One.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the experiment, \u003c/span>\u003ca href=\"https://bse.berkeley.edu/zachary-pardos\">\u003cspan style=\"font-weight: 400\">Zachary Pardos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a computer scientist at the Berkeley School of Education, and one of his students, Shreya Bhandari, first asked ChatGPT to show how it would solve an algebra or statistics problem. They discovered that ChatGPT was “naturally verbose” and they did not have to prompt the large language model to explain its steps. But all those words didn’t help with accuracy. On average, ChatGPT’s methods and answers were wrong a third of the time. In other words, ChatGPT would earn a grade of a D if it were a student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Current AI models are bad at math because they’re programmed to figure out probabilities, not follow rules. Math calculations are all about rules. It’s ironic because earlier versions of AI were able to follow rules, but unable to write or summarize. Now we have the opposite.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Berkeley researchers took advantage of the fact that ChatGPT, like humans, is erratic. They asked ChatGPT to answer the same math problem 10 times in a row. I was surprised that a machine might answer the same question differently, but that is what these large language models do. Often the step-by-step process and the answer were the same, but the exact wording differed. Sometimes the methods were bizarre and the results were dead wrong. (See an example in the illustration below.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers grouped similar answers together. When they assessed the accuracy of the most common answer among the 10 solutions, ChatGPT was astonishingly good. For basic high-school algebra, AI’s error rate fell from 25% to zero. For intermediate algebra, the error rate fell from 47% to 2%. For college algebra, it fell from 27% to 2%. \u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT answered the same algebra question three different ways, but it landed on the right response seven out of 10 times in this example\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_64533\" class=\"wp-caption aligncenter\" style=\"max-width: 1050px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64533\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari.png\" alt=\"\" width=\"1050\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari.png 1050w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-800x813.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-1020x1037.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-160x163.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/pardosbhandari-768x780.png 768w\" sizes=\"(max-width: 1050px) 100vw, 1050px\">\u003cfigcaption class=\"wp-caption-text\">Source: Pardos and Bhandari, \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0304013\">“ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills,”\u003c/a> PLOS ONE, May 2024\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, when the scientists applied this method, which they call “self-consistency,” to statistics, it did not work as well. ChatGPT’s error rate fell from 29% to 13%, but still more than one out of 10 answers was wrong. I think that’s too many errors for students who are learning math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big question, of course, is whether these ChatGPT’s solutions help students learn math better than traditional teaching. In a second part of this study, researchers recruited 274 adults online to solve math problems and randomly assigned a third of them to see these ChatGPT’s solutions as a “hint” if they needed one. (ChatGPT’s wrong answers were removed first.) On a short test afterwards, these adults improved 17% compared to less than 12% learning gains for the adults who could see a different group of hints written by undergraduate math tutors. Those who weren’t offered any hints scored about the same on a post-test as they did on a pre-test.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those impressive learning results for ChatGPT prompted the study authors to boldly predict that “completely autonomous generation” of an effective computerized tutoring system is “around the corner.” In theory, ChatGPT could instantly digest a book chapter or a video lecture and then immediately turn around and tutor a student on it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before I embrace that optimism, I’d like to see how much real students – not just adults recruited online – use these automated tutoring systems. Even in this study, where adults were paid to do math problems, 120 of the roughly 400 participants didn’t complete the work and so their results had to be thrown out. For many kids, and especially students who are struggling in a subject, \u003c/span>\u003ca href=\"https://hechingerreport.org/what-aspects-of-teaching-should-remain-human/\">\u003cspan style=\"font-weight: 400\">learning from a computer just isn’t engaging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-combat-ai-hallucinations-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI hallucinations\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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},
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"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"meta": {
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"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
},
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"meta": {
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
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"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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