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Angela Yousif Professor Norwood
ENG 1520
18 February, 2024
Summary Response Essay 2
In Rohan Mehta's article, "Banning ChatGPT Will Do More Harm Than Good," Rohan Mehta delves into the impact of ChatGPT on education, specifically focusing on its potential benefits in K–12 settings. Mehta expresses concern about the unbalanced response in K–12 education compared to higher education, where ChatGPT is embraced with guidelines. The author argues that educators should actively engage with students to define new academic standards, asserting that ChatGPT, if used appropriately, could democratize and rejuvenate K–12
education.
Mehta supports his argument through personal experiences, citing the use of ChatGPT in college applications. Despite recognizing its limitations in offering creative advice, Mehta finds value in the tool as a real-time editor, emphasizing how the interaction aids in clarifying thoughts
and strengthening understanding across various domains. Additionally, he contends that ChatGPT, as a readily available personal tutor, could benefit students in large public school classrooms or underserved communities, providing assistance without the associated costs of private tutoring. While addressing concerns about potential negative impacts on critical thinking,
Mehta suggests ways to integrate ChatGPT into the classroom to enhance learning.
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Response
The article concludes with Mehta urging those in power to unblock and unban ChatGPT in schools. He advocates for a trusting approach, allowing students to experiment with the tool while providing guidance on its appropriate use. Mehta emphasizes the need for open discourse between students, teachers, and administrators to navigate the integration of ChatGPT and other generative AI tools into the educational landscape.
Agreeing with Mehta's assertion, I emphasize ChatGPT's potential role in improving educational access, particularly in resource-strapped public schools and underserved communities. The comparison to a personal tutor without associated costs holds weight, especially in the context of large class sizes and inadequate educational infrastructure. The suggestion that ChatGPT could have mitigated learning gaps during the pandemic adds thought-
provoking consideration. Stressing this perspective, I suggest that banning ChatGPT may inadvertently disregard its valuable contributions and opportunities for students.
Mehta's personal experience with ChatGPT in college applications highlights its potential
to enhance individual productivity and encourage self-reflection. Banning ChatGPT would limit access to this valuable educational resource and overlook its benefits in providing explanations, clarifications, and support for mental health challenges beyond academic purposes.
The AI, as mentioned by Mehta, acts as a personal tutor, offering explanations, clarifications, and guidance across various subjects. Additionally, Mehta highlights the potential for democratizing education through ChatGPT, making it relevant to consider its broader impact on educational access.
Mehta emphasizes the need for open discourse and thoughtful integration of ChatGPT into the educational landscape. This aligns with the idea that decisions regarding ChatGPT
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should be approached cautiously, striking a balance between utilizing AI technology and preserving the qualities of traditional education. The call for a measured response and collaborative definition of academic standards resonates with Mehta's suggestion.
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Works Cited Mehta, Rohan. “Banning ChatGPT Will Do More Harm Than Good.” MIT Technology Review
, 15 Aug. 2023, www.technologyreview.com/2023/04/14/1071194/chatgpt-ai-high-school-
education-first-person.