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Linguistics
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Nov 24, 2024
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docx
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6
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Embracing Generative AI: Balancing Short-Term Convenience and Long-Term Growth
Introduction
Education is just one area where technology has made a dramatic impact. According to
CW. Howell's piece "To Educate Students about Al. Make Them Use It," Cal Baker, one of his
students, brought up an interesting and thought-provoking notion (Howell, 2020). According to
Baker, students will face problems in the long run if they depend too much on technology to
solve their immediate problems rather than investing in developing important skills for the future
workforce. Although this is a valid issue, finding a middle ground between making efficient use
of generative AI and neglecting the development of important abilities for overall progress is
critical. I agree with the student's concern regarding over-dependence on technology potentially
hindering long-term development. However, incorporating generative AI into educational
practices can enhance creativity, problem-solving abilities, and overall learning experiences.
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Supportive Argument
1.
Technology as an Essential Tool
According to CW. Howell's article "To Educate Students about AI, Make Them Use It,"
one of his classes had to write a short tale using generative AI software (Howell, 2020). Cal
Baker worries that the kids will be stifled in the long run if they put too much faith in technology.
However, Baker's view and opinion on Howell's assignment are completely at odds with mine. It
is safe to say that technology is quickly becoming an indispensable resource in the contemporary
world. Accepting and using it in the classroom can help students be more competitive in the
future job market, where AI will be more common. While reading the piece, Howell says, "Our
students will not just be using tech; they will be shaping it." Instead of only consuming
technology, students may take an active role by interacting with generative AI and learning about
its strengths and weaknesses. Additionally, the outcomes of Howell's task were original and interesting. With the help
of generative AI, students could delve into previously uncharted territory in terms of narrative. I
can attest from my experience as a writer to the usefulness of such resources in combating
writer's block and coming up with fresh ideas. I have occasionally used generative AI software,
and it is a great tool that helps, rather than hurts, my imagination. New insights and ideas that
challenge my preconceptions are what keep me going.
2. Fostering Creativity and Problem-solving Skills
One supportive argument for the assignment proposed by CW. Howell is that it fosters
creativity and problem-solving skills among students. As Cal Baker, one of Howell's students,
argues: "If they depend on technology that makes their lives easier in the short term, they will
fail to develop their abilities for future work." This statement highlights the importance of
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cultivating essential skills that will be valuable in the long run. The assignment allowed students
to explore generative AI and tap into their imaginations to create unique projects. This process
encourages creativity by challenging students to think critically and find innovative solutions to
problems. As Howell stated, "It is important for young designers not only to take advantage of AI
but also develop a questioning attitude toward it." Engaging with generative AI encourages
students to seek new possibilities and push boundaries. In my experience using generative AI, I
have found it both exciting and empowering. It opens up a world of endless potential where I can
experiment and create in ways I never thought possible. Through this technology, I have
discovered unique perspectives and solutions that were previously unexplored.
3. Promoting Collaboration and Critical Thinking
Cal Baker claims in the essay that pupils' future employability will suffer if they rely too
heavily on technology in the classroom. Baker makes a good point, but the assignment's usage of
generative AI helps students become better thinkers and team players. Collaborating on this
project allows students to share ideas and come to well-informed conclusions. Because of the
necessity to articulate their ideas clearly to one another, this encourages teamwork and helps
develop their communication abilities. In addition, students must critically consider how they
may creatively employ generative AI in their projects. They need to think about the solution's
possibilities and constraints to ensure it works for their goals. This method promotes creativity
and problem-solving abilities.
4. Preparing Students for Real-world Challenges
Technology plays a crucial role in today's fast-evolving society. Jobs are becoming
increasingly mechanized; thus, people need a wide range of skills. Howell is giving his pupils a
leg up in the employment market by integrating generative AI into the course material.
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Numerous industries, including healthcare, marketing, and finance, stand to gain from an
understanding of and proficiency with artificial intelligence. Students are also motivated to think
creatively and critically when they work with generative AI. Howell notes that the projects' end
products were one-of-a-kind artworks that demonstrated the pupils' capacity for creative
problem-solving. This exemplifies how creativity and originality can flourish when technology is
utilized. Working with generative AI has taught me a lot. Thanks to it, I have pushed the
envelope of what is possible and think creatively. It helps me see problems from other angles and
improves my problem-solving abilities, which I have seen personally.
Counter Argument:
1. Potential Stagnation of Creativity
Students' creativity could suffer if generative AI is overused (Howell). Technology could
impede critical thinking and idea generation by providing people with prefabricated answers
without teaching them the underlying processes.
2. Narrow Skill Set Development
Learning AI technologies has advantages, but more is needed to hone fundamental
abilities like analysis, critical thinking, and good communication (Baker). If students spend less
time with generative AI, they may miss opportunities to build the well-rounded skills they will
need for the future.
Personal Experience
For my part, I have had nothing but good luck using generative AI. As a computer science
major, I have worked with several parts of AI technology. My capacity to think creatively about
programming problems and understand complicated problem-solving strategies has been much
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improved by generative AI. My capacity to learn and solve problems has been enhanced by
including generative AI in my schooling rather than stunted.
Conclusion
Avoiding generative AI altogether would be detrimental to education, despite Cal Baker's
legitimate worries about the long-term effects of technological dependence. Finding a middle
ground between relying on technology as a supplementary learning tool and promoting
traditional skills is critical. Incorporating generative AI into the curriculum with care can help
students become more inquisitive and critical thinkers, serving them well. Generative AI can
guarantee a well-rounded education by improving students' creative capacities, problem-solving
skills, and learning experiences. Instead of being afraid of technology, let us welcome it as a
powerful force for progress and prosperity in the future.
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Work Cited
Howell, CW. "To Educate Students about Al, Make Them Use It." School Library
Journal, 7 Sept. 2020, www.slj.com/?detailStory=to-educate-students-about-ai-make-them-use-it
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