This is a helpful post, Brett, even though I work with university and post graduate students (college and grad school in USA-speak). The examples you contrast here vis "using" AI are clarifying. thanks
This is really great! I particularly noticed the student disclosure that mentioned they didn’t use AI but asked mom.
Asking other people for help with school work has always been common, as well as parents who do the work instead.
So yes, teachers definitely need to give kids ways to disclose AI use in a way that opens the process to scrutiny so the teachers can guide them in using the technology appropriately.
Do you happen to know what younger people think about “using” something that produces human language? Does it make them uncomfortable or are they not thinking that way?
Thanks Clayton! In each chapter of my book, student interviews are central. I love the conversations this technology has invited. To answer your question, like adults they are divided. Some are uncomfortable with it, while others don’t give it a second thought! I’m careful never to pressure kids into using AI or imply that they’re missing out. In fact it’s the students who misuse or overuse it who really miss out.
Thanks for this post! I particularly liked your first timing example regarding how to use it vis-a-vis brainstorming. I do struggle with grammar checkers, however, because I teach ELL at the college and graduate level and I’m not at all sure they ARE “experiencing the choices writers have always made.” In fact, it is often the tip off when I get a paper with perfect grammar and advanced vocabulary that does not reflect their linguistic abilities (in English) otherwise. So, in the case of word choice, I tell them they must be able to provide an organic definition (not just a synonym) for ANY word they use in a paper, as part of a larger discussion on “ownership” and “voice”. I’m thinking about getting hyper-specific with the disclosures as well: if you used Grammarly or some other grammar-checker, please list up to three mistakes you found that you will now try not to repeat in the future.
It’s funny…that last part mirrors one of the lessons in my book in the chapter on diction and syntax. If we are going to learn anything from grammar checkers, we need to slow down and pay attention to the difference between what we wrote and what it recommends and think about it more. Writing about it by hand gives us a chance to do that..
This is a helpful post, Brett, even though I work with university and post graduate students (college and grad school in USA-speak). The examples you contrast here vis "using" AI are clarifying. thanks
This is really great! I particularly noticed the student disclosure that mentioned they didn’t use AI but asked mom.
Asking other people for help with school work has always been common, as well as parents who do the work instead.
So yes, teachers definitely need to give kids ways to disclose AI use in a way that opens the process to scrutiny so the teachers can guide them in using the technology appropriately.
Do you happen to know what younger people think about “using” something that produces human language? Does it make them uncomfortable or are they not thinking that way?
Thanks Clayton! In each chapter of my book, student interviews are central. I love the conversations this technology has invited. To answer your question, like adults they are divided. Some are uncomfortable with it, while others don’t give it a second thought! I’m careful never to pressure kids into using AI or imply that they’re missing out. In fact it’s the students who misuse or overuse it who really miss out.
Thanks for this post! I particularly liked your first timing example regarding how to use it vis-a-vis brainstorming. I do struggle with grammar checkers, however, because I teach ELL at the college and graduate level and I’m not at all sure they ARE “experiencing the choices writers have always made.” In fact, it is often the tip off when I get a paper with perfect grammar and advanced vocabulary that does not reflect their linguistic abilities (in English) otherwise. So, in the case of word choice, I tell them they must be able to provide an organic definition (not just a synonym) for ANY word they use in a paper, as part of a larger discussion on “ownership” and “voice”. I’m thinking about getting hyper-specific with the disclosures as well: if you used Grammarly or some other grammar-checker, please list up to three mistakes you found that you will now try not to repeat in the future.
It’s funny…that last part mirrors one of the lessons in my book in the chapter on diction and syntax. If we are going to learn anything from grammar checkers, we need to slow down and pay attention to the difference between what we wrote and what it recommends and think about it more. Writing about it by hand gives us a chance to do that..
Thank you for this -- I will share it with teachers I work with. I also cited it in a post I wrote on student "use" -- link is here: https://jstrainor.substack.com/p/how-are-students-using-genai