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COMP170: Research Essay – Draf
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
Navigating the Educational Landscape:
Unraveling the Impact of ChatGPT
COMP 170: College Communication 2
Summitted to
Professor Jason DeNicolais
Nguyen Khoi, Phan
Dec 9
th
, 2023
2
COMP170: Research Essay – Draf
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
danger
of
misusage
of the tool
but also uncovers a notable shif 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).
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.
3
COMP170: Research Essay – Draf
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
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 swif 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, 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 crafed strategy to harness its full potential without
comp
romising 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 w
hen considering the potential social and cultural biases that maybe
embedded in AI systems,
impacting the educational experiences of diverse student populations.
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4
COMP170: Research Essay – Draf
Navigating the Educational Landscape: Unraveling the Impact of ChatGPT
Conclusion:
In conclusion, the landscape of education is undergoing a transformative shif 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.
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.
5
COMP170: Research Essay – Draf
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