{"id":67414,"date":"2023-03-07T00:47:40","date_gmt":"2023-03-07T05:47:40","guid":{"rendered":"https:\/\/world.edu\/?p=67414"},"modified":"2023-03-07T00:47:40","modified_gmt":"2023-03-07T05:47:40","slug":"should-ais-be-kicked-out-of-schools","status":"publish","type":"post","link":"https:\/\/world.edu\/should-ais-be-kicked-out-of-schools\/","title":{"rendered":"Should AIs be kicked out of schools?"},"content":{"rendered":"

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The introduction of a new technology generally arouses very clear-cut reactions, between enthusiastic receptions and stubborn reluctance.\u00a0<\/span>Artificial intelligence (AI)<\/span><\/a>\u00a0is no exception to the rule and raises dilemmas.\u00a0However, rather than wondering whether to welcome it or banish it from the education system, shouldn’t we first start from the postulate of educability\u00a0<\/span>dear<\/span><\/a>\u00a0to Philippe Meirieu and ask ourselves how to support each learner towards the learning that is theirs? necessary to find one’s place in the world of tomorrow?<\/span><\/p>\n

So let’s ask the question again: “How to integrate AI into our school curricula to better support each learner towards the excellence that is their own?”\u00a0Given the constant evolution of technology, it is essential to weigh the concerns raised by the use of AI, but also to see how it could promote access to quality education by re-examining the pedagogical practices and the posture of the teacher, thus being part of a revolution in teaching methods that are more than a century old.<\/span><\/p>\n

The emergence of\u00a0<\/span>artificial intelligence (AI)<\/span><\/a>\u00a0in the education system is a double-edged sword.\u00a0On the one hand, AI can be used as an effective tool to help pupils and students by providing them with personalized learning materials and instant feedback on their work.\u00a0On the other hand, if AI is used carelessly, it can have detrimental effects on their performance and job readiness.<\/span><\/p>\n

The recent example of ChatGPT<\/a>\u00a0shows us that some institutions have banned it for fear that this tool facilitates cheating and lowers academic standards, while others have welcomed it into their classroom because it seemed impossible to them. to fight against these technologies \u2013 and wage a losing war.\u00a0Both positions defend themselves.\u00a0Institutions that have blocked access to these technologies are well aware that, if a learner’s work is relegated 100% to technology, there is no longer or little learning, which is moreover at a key period. of\u00a0adolescent development<\/a>\u00a0.<\/p>\n

However, this ban has proven to be relatively ineffective, with students easily circumventing it by using 4G connections from their mobile phones, thus proving the supporters of their integration right.\u00a0How, then, can we best support learners, but also teachers in the use of AI?<\/p>\n

Institutional frameworks<\/strong><\/h4>\n

The European Commission has been considering for several years the integration of digital technology in education, from elementary to higher education.\u00a0To ensure that teachers and students benefit from the potential of AI for learning, it released the Guidelines for the Ethical Use of AI and Data in Education and, on September 30, 2020 , it thus approved the\u00a0action plan for digital education 2021-2027<\/a>\u00a0.\u00a0These guidelines aim to provide support at all levels \u2013 from teaching to the administrative tasks associated with it \u2013 so that everyone can benefit from an optimal learning experience.<\/p>\n

In France, at the end of January 2022, the Minister of National Education Pap Ndiaye presented a digital strategy for education 2023-2027, the aim of which is to strengthen students’ digital skills and accelerate the use of digital tools. for student success.\u00a0The various axes and measures are presented in a 41-page report which develops in particular the points of a “reasoned, sustainable and inclusive” digital offer for the benefit of an educational community and to “enable students to become enlightened citizens in the ‘digital age’.<\/p>\n

The reflection undertaken goes well beyond the framework of the school or the university and requires the mobilization of all educators, parents, teachers, to support the new generations in the uses of these technologies which come to upset the uses pedagogical, particularly in the context of school and university.<\/p>\n

The ChatGPT Turn<\/strong><\/h4>\n

The ChatGPT technology, which has been in the headlines since its launch on November 30, 2022, is now known to everyone.\u00a0Many middle and high school students and students have tried to delegate their duties to AI.\u00a0And many teachers have expressed their helplessness, as it is difficult to detect whether an essay is written by a student or by the AI, and this all the more so since it is possible to ask ChatGPT to adapt writing according to status, whether a college student or a student preparing a dissertation, for example.<\/p>\n

OpenAI, the company that built ChatGPT, and others have promised to produce scripts to differentiate between human writing and AI writing.\u00a0Today, it works quite well on English texts.\u00a0However, out of the ten tests that we carried out on French texts with plagiarism detection software, the results show that, on texts written by an AI, in 60% of cases, the software detects the AI \u200b\u200band so in 40% of the cases, he thinks it’s a human being.<\/p>\n

In addition, we were also able to observe that, for the texts generated by the AI, it was enough to replace two or three words in each sentence for the control software to think that the writing came from a human being.\u00a0The only alternatives that work to date and which are imposed on teachers are written evaluations on the table, without Internet access, and oral evaluations.\u00a0However, universities do not have all the technical and\/or logistical means to organize all face-to-face exams.\u00a0And the evolution of AI is exponential.
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