Abstract
The
purpose
of
this
practice
paper
is
to
highlight
the
role
generative
AI
tools
such
as
ChatGPT
in
increasing
equitable
access
education
classrooms.
Over
past
few
years,
development
and
proliferation
like
at
every
level
Internet
users
has
also
found
its
way
into
educational
contexts.
High
schools,
colleges
universities
are
being
faced
with
navigating
challenges
that
usage
brings
context.
Most
arguments
space
have
been
using
for
coursework
veers
dangerously
close
academic
dishonesty
bring
up
questions
about
plagiarism
whereby
students
would
use
it
write
their
essays
writing
assignments
them,
resulting
policies
instituted
by
instructors
ban
classrooms
or
set
affordances
detect
ChatGPT-produced
assignments.
While
we
recognize
merits
argument
other
research
field
on
Western-centric
approaches
takes,
well
harms
causes
negative
biases
stereotypes
propagates,
present
an
important
tool
creating
access,
especially
international
traditionally
marginalized
identities
engineering
education.
We
from
positionalities
student
educators
courses
reading
components
US
having
relied
machine
translation
own
experiences.
draw
upon
epistemic
experiences
instances
where
used
content
comprehension
summarization,
synthesizing
a
titles
generating
outlines,
translate
English
readings
languages
they
more
comfortable
in,
many
others.
conclude
recommendations
framing
conversation
around
classes,
ensuring
do
not
violate
integrity
while
course
content.
Advances in educational marketing, administration, and leadership book series,
Год журнала:
2024,
Номер
unknown, С. 70 - 100
Опубликована: Фев. 12, 2024
Generative
artificial
intelligence
(GenAI)
is
transforming
the
education
landscape,
with
ChatGPT
emerging
as
a
pervasive
force
in
student
engagement
and
pedagogical
methods.
A
systematic
rapid
review
of
43
studies
dissects
ChatGPT's
nuanced
role
education,
highlighting
its
capacity
to
transform
passive
learning
into
an
interactive
engaging
process.
The
analysis
ventures
dark
side
from
perspectives
educators
students,
concerns
about
academic
misconduct,
reliability
information
provided
by
ChatGPT,
digital
safety,
bias,
data
privacy,
integrity,
threats
traditional
online
assessments,
potential
erosion
critical
thinking
skills.
To
responsibly
integrate
AI
educational
frameworks,
chapter
delineates
strategic
recommendations
that
ensure
technological
advancements
align
safeguarding
standards
fostering
secure
environment.
This
offers
guide
for
institutions
harness
AI's
while
mitigating
risks
ethically.
SSRN Electronic Journal,
Год журнала:
2024,
Номер
unknown
Опубликована: Янв. 1, 2024
This
study
explores
how
Generative
Artificial
Intelligence
(AI)
can
assist
educators
in
grading,
especially
authentic
assessments
within
economics
education.
Authentic
assessments,
crucial
for
developing
21st-century
skills,
often
involve
complex,
take-home
assignments
that
challenge
students
to
apply
theoretical
knowledge
practical
situations.
These
assignments,
though
essential,
pose
grading
challenges
due
time
constraints
and
potential
biases.
Addressing
this,
the
introduces
a
framework
assess
AI's
effectiveness
using
tools
like
ChatGPT4.
The
involves
comparing
human
expert
evaluations
with
those
generated
by
AI,
across
various
cognitive
levels
of
Bloom's
taxonomy.
research
specifically
examines
ability
grade
text
data
analysis
questions,
its
consistency
markers,
while
also
considering
biases
halo
confirmation
effects.
findings
indicate
ChatGPT4
aligns
closely
lower-level
tasks
text-based
it
falls
short
higher-level
tasks.
not
only
highlights
AI
enhancing
efficiency
reducing
higher
education
but
points
out
limitations,
offering
insights
policymakers.
Education Sciences,
Год журнала:
2024,
Номер
14(5), С. 531 - 531
Опубликована: Май 14, 2024
Interdisciplinary
teaching
approaches
have
gained
significant
importance
in
today’s
educational
landscape.
Among
these
approaches,
decision-making
competence
plays
a
pivotal
role
by
nurturing
critical
thinking
and
problem-solving
skills.
Focusing
on
the
process
regarding
sensibility
of
using
sugar-substitutes,
this
study
addresses
three
key
questions.
(1)
Do
chemistry
sports
health
students
differ
evaluation-competence?
(2)
What
criteria
do
they
use
evaluating
problem?
(3)
How
ChatGPT
(OpenAI,
San
Francisco,
CA,
USA),
an
AI
tool,
decision-making?
Through
surveys,
revealed
two
evaluation-competence
factors,
identified
criteria,
analyzed
querying
behavior
ChatGPT.
The
results
nuanced
differences
between
student
groups
factors
evaluation-competence.
While
both
showed
improvements
recognizing
moral
dimensions
considering
alternatives,
displayed
enhanced
abilities
establishing
evaluation
empathetic
thinking.
Furthermore,
emerged
selected
for
behavior,
indicating
varying
engagement
with
This
offers
insights
into
enhancing
interdisciplinary
education
underscores
need
tailored
interventions
to
address
diverse
needs.
Advances in higher education and professional development book series,
Год журнала:
2024,
Номер
unknown, С. 244 - 265
Опубликована: Июнь 28, 2024
In
the
rapidly
evolving
landscape
of
higher
education,
advent
Artificial
Intelligence
(AI)
and
specifically
emergence
language
models
like
ChatGPT
have
sparked
a
transformative
dialogue
across
academia.
Released
in
November
2022,
immediately
became
focal
point
both
admiration
scepticism,
illustrating
polarised
perspectives
on
AI's
role
education.
This
chapter
will
explore
multifaction
seeks
to
navigate
intricate
relationship
between
AI
technologies
with
particular
focus
teaching
learning,
leadership
by
drawing
upon
wide
range
academic
literature
highlight
current
developments,
future
trends,
practical
advice
for
leaders
field,
through
critical
examination
challenges
opportunities
presented
AI.
discussion
aims
provide
valuable
insights
guidance
navigating
complexities
transnational
education
era.
Abstract
The
purpose
of
this
practice
paper
is
to
highlight
the
role
generative
AI
tools
such
as
ChatGPT
in
increasing
equitable
access
education
classrooms.
Over
past
few
years,
development
and
proliferation
like
at
every
level
Internet
users
has
also
found
its
way
into
educational
contexts.
High
schools,
colleges
universities
are
being
faced
with
navigating
challenges
that
usage
brings
context.
Most
arguments
space
have
been
using
for
coursework
veers
dangerously
close
academic
dishonesty
bring
up
questions
about
plagiarism
whereby
students
would
use
it
write
their
essays
writing
assignments
them,
resulting
policies
instituted
by
instructors
ban
classrooms
or
set
affordances
detect
ChatGPT-produced
assignments.
While
we
recognize
merits
argument
other
research
field
on
Western-centric
approaches
takes,
well
harms
causes
negative
biases
stereotypes
propagates,
present
an
important
tool
creating
access,
especially
international
traditionally
marginalized
identities
engineering
education.
We
from
positionalities
student
educators
courses
reading
components
US
having
relied
machine
translation
own
experiences.
draw
upon
epistemic
experiences
instances
where
used
content
comprehension
summarization,
synthesizing
a
titles
generating
outlines,
translate
English
readings
languages
they
more
comfortable
in,
many
others.
conclude
recommendations
framing
conversation
around
classes,
ensuring
do
not
violate
integrity
while
course
content.
