Research Essay_Final Submission_KhoiP_301255007
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COMP170: Research Essay – Final
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
Navigating the Educational Landscape:
Unraveling the Impact of ChatGPT
COMP 170: College Communication 2
Professor DeNicolais, Jason
Nguyen Khoi, Phan
December 9
th
, 2023
2
COMP170: Research Essay – Final
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
Introduction:
The integration of artificial intelligence (AI) in education has sparked profound discussions, with
OpenAI's ChatGPT emerging as a central player in this transformative narrative. As educators grapple
with the potential benefits and challenges presented by this advanced language model, our analysis
seeks to comprehensively explore the diverse perspectives outlined in Perna's (2023) research, Heaven’s
(2023) retrospective, Waxman’s (2023) practical insights, and Roose's (2023) socio-cultural analysis. This
examination aims to provide an in-depth understanding of ChatGPT's implications for the educational
landscape.
Summary:
In Perna's (2023) exploration of AI's potential in education, a wave of optimism enters the
narrative. The article highlights the personalized learning experiences that AI promises, emphasizing the
significance of relieving administrative burdens on educators. The vision presented is one where AI
facilitates tailored instruction, meeting various needs of students. The vision presented is one where AI
facilitates tailored instructions, meeting various needs of students. The reasoning here is rooted in the
efficiency gains that AI can provide in terms of administrative tasks, allowing educators to focus more on
personalized teaching. Heaven's (2023) retrospective introduces a reflective lens, revisiting the initial
apprehensions that surrounded ChatGPT's introduction. The article not only highlights concerns about
potential misusage of the tool but also uncovers a notable shift in educators' perceptions over time. The
evolution from skepticism to a nuanced understanding forms a crucial backdrop for assessing ChatGPT's
role in education. New technologies may initially face resistance but can adapt to find acceptance and
understanding is evident in the changing perceptions described by Heaven (2023).
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COMP170: Research Essay – Final
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
Roose's (2023) socio-cultural analysis dives into the broader implications of AI in education,
exploring the social and ethical dimensions. The article underscores the need for a comprehensive
understanding of how AI, including ChatGPT, interacts with the socio-cultural fabric of educational
institutions. AI’s impact extends beyond the technical role and seeps into the cultural and social aspects
of education. Waxman's (2023) contribution takes the discourse beyond theoretical considerations,
offering a practical lens into how educators are actively incorporating ChatGPT into their classrooms.
From generating math raps to translating Shakespeare’s work, teachers are showcasing the tool’s
versatility and creativity if utilize correctly. However, amidst the creative endeavors lies a palpable
undercurrent of concern. The fear of students exploiting AI for shortcuts and disengagement serves as a
reminder of the delicate balance educators must strike in leveraging these technological advancements.
Critical Response:
Responding critically to Perna's optimistic outlook, it becomes imperative to recognize the
potential benefits AI can bring to education. The streamlining of administrative tasks and the provision of
personalized learning experiences align with the evolving needs of modern education. However,
Heaven's (2023) cautionary stance prompts a meticulous examination of the challenges that unfolded
post-ChatGPT's introduction. The swift dismissals by some educational institutions underscore the
necessity for a balanced approach—one that acknowledges the tool's potential while actively addressing
the valid concerns that arose. Roose’s (2023) socio-cultural analysis adds a layer of complexity to the
discourse, emphasizing the societal implications of integrating AI into education. The exploration of how
ChatGPT influences cultural attitudes towards learning and knowledge acquisition broadens the
conversation. New educational technology, such as ChatGPT, is not a neutral force; it actively shapes the
cultural dynamics of learning. Waxman’s (2023) article adds a layer of practicality to the discourse,
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COMP170: Research Essay – Final
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
showcasing how educators are not merely contemplating but actively experimenting with this new
technology in their classrooms. The creative endeavors, such as students generating math raps and
translating Shakespeare, illustrate the tool's adaptability. Nevertheless, the acknowledgment of
widespread panic among educators reveals a deeper issue: the need for a structured approach to
integrating AI into education. The very real concerns of misuse and disengagement necessitate a
proactive response from educational institutions. The integration of AI in education requires a carefully
crafted strategy to harness its full potential without compromising the educational integrity.
Despite the positive applications highlighted by Perna (2023) and Waxman (2023), the concern
voiced by Heaven (2023) regarding cheating and potential misuse is a critical reminder of the ethical
considerations surrounding AI. Educators and policymakers must grapple with questions of fairness, bias,
and the impact on students' learning experiences. Roose's socio-cultural analysis reinforces the need for
a comprehensive understanding of AI's impact on the societal and cultural dimensions of education. The
fairness element comes into play when considering the potential social and cultural biases that maybe
embedded in AI systems, impacting the educational experiences of diverse student populations.
Conclusion:
In conclusion, the landscape of education is undergoing a transformative shift with the advent of
AI, exemplified by ChatGPT. Perna's optimism, Heaven's caution, Roose's socio-cultural insights, and
Waxman's practical insights collectively paint a complicated picture. As schools navigate this difficult and
uncharted territory, a symbiotic relationship between human-driven pedagogy and AI-powered tools is
not just desirable, but essential.
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COMP170: Research Essay – Final
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
The promise of personalized learning experiences and creative engagement should not
overshadow the need for meticulous planning and ethical considerations. Policymakers, educators, and
technologists must collaboratively establish guidelines that address concerns surrounding bias,
inequities, and the preservation of genuine human connections in the learning process.
While new AI technologies have the potential to enhance education, it is imperative to approach
its integration with a discerning eye. A balanced, informed, and proactive approach will pave the way for
a harmonious coexistence of AI and traditional educational practices, ensuring that the future of
education remains firmly rooted in ethical and effective pedagogy.
6
COMP170: Research Essay – Final
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
References
Heaven, W. D. (2023, April 6),
ChatGPT is going to change education, not destroy it | MIT Technology
Review
Perna, M. C. (2023, July 11),
Why Education Needs To Lean Into ChatGPT—Instead Of Trying To Ban It
(forbes.com)
Roose, K. (2023, March 12),
Don’t Ban ChatGPT in Schools. Teach With It. - The New York Times
(nytimes.com)
Waxman, O. B. (2023, August 8),
How Teachers Are Using AI Like ChatGPT in Schools | TIME
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