Month: December 2022

AI Is Here!

AI [Artificial Intelligence] has the potential to impact teaching writing in a number of ways. For example, AI-powered writing assistants can help students improve their writing skills by providing real-time feedback and suggestions on grammar, spelling, and style. AI-powered tools can also help teachers grade written assignments more quickly and accurately, freeing up time for other activities such as providing individualized feedback to students. Additionally, AI can be used to create personalized learning plans for students, helping them to progress at their own pace and improve their writing skills more effectively.

While AI has the potential to greatly improve the teaching of English, there are also some potential dangers to consider. For example, relying too heavily on AI-powered tools could lead to students becoming overly reliant on technology and losing their ability to think and write independently. Additionally, AI tools are only as good as the data they are trained on, so if they are not trained on a diverse range of writing styles and voices, they may not be able to accurately assess or improve students’ writing. Finally, the use of AI in education raises concerns about privacy and the potential for bias in the technology. It is important for educators and policy makers to carefully consider these potential dangers and take steps to mitigate them when using AI in the teaching of English.

Bet you thought I wrote those first two paragraphs. Nope! I asked open-source artificial intelligence [https://chat.openai.com/chat] to write them. The prompt for the first was “how will ai impact teaching writing” and the second, “the dangers of ai for teaching English.” Both paragraphs are well written and informative. How many students would offer a more clear and effective expression of the issues?

What does this mean for education? Because each generated block of text and image is unique, plagiarism becomes impossible to identify through an internet search. Students can turn in essays and submit college essays written by AI, and no one would know the difference. What do schools do to adjust to this new reality? Making all writing happen within the classroom period penalizes students who take time with their writing process and prevents true polishing of written drafts. We need to rethink how we teach and evaluate writing.

Artificial intelligence now can also generate unique, free, uncopyrighted images with Dall-E. To make Dall-E work, researchers feed images to a computer, matching them with word descriptors. AI is trained to make connections and then use them to produce new images, but the images are only as good as the input and training. “Bias found on the internet can show up in results, such as a prompt for a “CEO” that produces only white men” [washpost.com].Researchers then overlay “noise” in terms of visual static and teach AI to remove the noise to reveal a clear image. AI generates the images based on the words used as input. Dall-E generated the image accompanying this blog after I requested “a water color image of a computer screen with AI generated images” [https://labs.openai.com]. As a blogger, I no longer have to pay to use images or worry about avoiding copyright issues. Where, though, does that leave visual artists?

Wael Abd-Almageed, a professor at the University of Southern California’s school of engineering, warns that “Once the line between truth and fake is eroded, everything will become fake. We will not be able to believe anything” [washpost.com2]. Such image generation poses clear risks. “Each evolution of image technology has introduced potential harms alongside increased efficiency. Photoshop enabled precision editing and enhancement of photos, but also served to distort body images, especially among girls, studies show” [Ibid.]. AI can generate the kind of “deep fakes” that have been misused politically. Companies that offer and use AI have struggled to build in safeguards, but the technology is progressing more quickly than those efforts. AI researcher Maarten Sap said “asking whether OpenAI acted responsibly was the wrong question. ‘There’s just a severe lack of legislation that limits the negative or harmful usage of technology. The United States is just really behind on that stuff’” [Ibid.].

Hand wringing won’t help. Teachers need to focus on process more than output. New Zealand education technology expert warns that AI will transform teaching: “it’s going to require an awful lot of work from teachers and institutions. Teaching that looks at a completed product only – an essay for example – is finished” [the spinoff]. And, since “AI doesn’t know or care about truth” [Ibid.], educators will need to find strategies to evaluate for truth and teach students those strategies.

Whether we like the advent of AI or fear it, we need to figure out how best to work with it. AI does provide opportunities. For example, “teachers could generate a set of AI ‘essays’ on a topic, then set students (individually or in groups) to critique them and write their own better version” [Ibid.]. AI may even prompt long overdue changes in pedagogy. Perhaps we will finally focus on “better ways to assess for learning, such as constructive feedback, peer assessment, teachback” [Ibid.].

This is all fairly new to education. In the summer of 2020, OpenAI began offering limited access to a new program called Generative Pre-Trained Transformer 3 [GPT-3]. Even if “GPT-3 seems to be manipulating higher-order concepts and putting them into new combinations, rather than just mimicking patterns of text” [nytimes.com], we face a sea change in communication and education. We are behind the 8 ball in thinking about how to adapt and even thrive with this new world order and how to regulate it fairly and effectively. But we must, for a continuously increasing ability of computers to generate text and images is already happening. AI is here now.

The Kids Are Not All Right

The stats are in and confirm what we already knew: academic achievement is in trouble.  This crisis parallels the mental health crisis students face.

We already knew that student mental health struggles dramatically increased during the pandemic; I’ve written about this often enough. Suicidal ideation and completed suicide rates have both risen. New data from the National Center for Health Statistics, part of the Centers for Disease Control and Prevention, show that suicide is the second leading cause of death for people aged 10 to 34, and the rate for people aged 15 to 24 rose 8 percent. Last July nationwide hotline for mental health emergencies experienced  a 45 percent increase in calls, texts and chats in its first month after changing to a simpler phone number [washingtonpost.com]. The stats from the Center for Disease Control offer little hope:

  • From February to March 2021, the number of hospital emergency room visits for suspected suicide attempts jumped by 51 percent for girls and 4% for boys compare to that period in 2019.
  • Provisional data for 2021 showed an increase in the national rate from 2020 to 2021, especially for people ages 15 to 24.
  • Nearly 45 percent of high school students were so persistently sad or hopeless in 2021 they were unable to engage in regular activities.
  • Almost 1 in 5 high school students seriously considered suicide.
  • 9 percent of teenagers surveyed by the CDC tried to take their lives during the previous 12 months.
  • The percentage of gay, lesbian, bisexual, other and questioning students reporting a suicide attempt is even higher.
  • Nearly 30 percent of students said an adult in their home had lost a job, and 24 percent said they went hungry for a lack of food.
  • More than 230,000 U.S. students under 18 are believed to be mourning the ultimate loss: the death of a parent or primary caregiver in a pandemic-related loss, according to research by the CDC, Imperial College London, Harvard University, Oxford University, and the University of Cape Town.
  • The loss for Black and Hispanic children was nearly twice the rate of White children.
  • Schools don’t have enough mental health professionals. Professional organizations recommend one school psychologist per 500 students, but the national average is one school psychologist per 1,160 students, with some states approaching one per 5,000, well below the recommended rate of one for every 500 students. Similarly, the recommended ratio of one school counselor per 250 students is not widespread. [washingtonpost.com]

Now layer that with the disappointing test results for academic achievement. The National Educational Assessment of Progress scores released in April show stark declines, especially in math. “Math scores for eighth grade fell by eight points, from 282 in 2019 to 274 this year, on a 500-point scale, and in fourth grade, by five points — the steepest declines recorded in more than a half century of testing.” These declines come on the heels of a pre-pandemic decline in both math and reading for 13-year-olds [washingtonpost.com]. Many 2019 scores were bad, and current scores are even worse. And the declines play favorites: low-income students and students of color fared far worse [nytimes.com]. Older students – with less time left in their public education to make up learning losses – are recovering more slowly than younger children [washingtonpost.com]. Support for virtual learning during the pandemic varied dramatically among communities, and students who were in virtual learning longer fared worse as well [Ibid.]. I live in Illinois, where schools were closed for a long time. That choice may have supported how much better Illinois did with Covid than many states, but our state’s children now pay the price.

Expressions of concern and hand-wringing over troubling scores will not move us off the dime. I support the call for a historic investment in education published by leading educators in an opinion piece for the Washington Post entitled “To help students shoot for the moon, we must think bigger and bolder” [washingtonpost.com]. Their metaphor of a moonshot is apt; we must support a major effort to address these losses that is both immediate and effective. Under President Kennedy, NASA realized they would need a much bigger rocket to reach the moon than we’d ever built, and major investment allowed the development of the Saturn V that took us to the moon. Research offers several solutions to our current crisis in education:

  • Providing students with three hours of tutoring, with three or fewer students per teacher — each week can produce a year’s worth of additional growth.
  • Summer school provides an academic quarter of growth.
  • One additional period of algebra instruction can teach a semester’s worth of algebra [Ibid.].

 I would add a number of other strategies:

  • Offer classroom teachers more support and professional development.
  • Offer parents/guardians specific work that they might help their students accomplish.
  • Increase the teacher pipeline so we don’t have classrooms being combined and supervised by non-teachers, a serious problem now. We need teachers to feel valued and supported, not exhausted.
  • Increase mental health services on site for both students and faculty/staff.
  • Increase the mental health pipeline.
  • Find a way to limit political attacks on school board members so that they can focus on the urgent issues we all face.

None of this will be inexpensive. As a nation, though, we need a 21st century work force of critical thinkers, collaborative workers, and quality producers. We need a comprehensive approach to mental health issues, behavior, and academics. That won’t happen unless we seize this opportunity for another “moonshot.”