RAB Source Entry 2 – Savion

My research question is How is artificial intelligence changing education?

Source Entry #2:

Part 1 – MLA Citation

Levine, Sarah, and Sarah Beck. “Schooling Teachers on How AI Can Be More than Just a “Cheatbot.”” usnews.com, 5 Sept. 2023 https://www.usnews.com/opinion/articles/2023-09-05/schooling-teachers-on-how-ai-can-be-more-than-just-a-cheatbot

Part 2 – Summary

            In the article. “Schooling Teachers on How AI Can Be More than Just a “Cheatbot.” Sarah Levine and Sarah Beck explored how AI can help students improve their writing skills. Beck and Levine partnered with a high school teacher and some of his students to see how they used ChatGPT for different kinds of writing. Beck and Levine went on to analyze students’ work and found that students rejected the opportunity to just copy and past from ChatGPT. Instead, they ask for ideas for stories, outlines, first line hooks, and arguments. Beck and Levine found that the students weren’t using ChatGPT as a cheating resource, but as writing partner or a coach. Students mention how ChatGPT responses seem very boring and mechanical but give good ideas to start writing with. Beck and Levine also mention how ChatGPT can be used effectively by teachers. Despite teachers’ skills and dedication, they just wouldn’t have the bandwidth to play all the roles of a writing partner for a classroom full of students. Students and teachers need to learn how to use ChatGPT strategically as it can be used in many ways to improve, not just cheat.

Part 3 – Reflection

            After reading this article it helped me realize that AI isn’t just a cheat tool. But something that just wants to help. We just use it as a cheat tool. If all students were able to learn how AI can be used to help and not cheat it would be able to help many students improve and learn from their own writing. I also agree with many of the points Beck and Levine mentioned. They mentioned how ChatGPT’s responses sound very robotic and boring. I can also notice this myself when playing with ChatGPT. The writing sometimes seems very mechanical and unhuman. I don’t really see how it can be used to just copy and paste straight word for word without easily being noticed.  But I see how students would be able to use it to spark ideas. I used ChatGPT to help outline a speech for my public speaking class. I asked ChatGPT to write me an outline about AI and its different uses. I was able to come up with 3 main points for my speech and I knew exactly what I needed to do my research on. I still had to search for credible sources to find my information but at least it helped me know where to start. Schools just need a fresh start with AI. Sure, it can be used to cheat. But those students will just be cheating themselves.

Part 4 – Rhetorical Analysis

            Sarah Beck and Sarah Levine are both former English educators. Sarah Beck is an assistant professor of English education at New York University’s Department of Teaching and Learning. She’s also the author of “A Think-Aloud Approach to Writing Assessment.” Sarah Levine is an assistant professor at Stanford’s Graduate School of Education. Her research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools. Beck and Levine used pathos to persuade how AI isn’t just a ‘cheatbot’ and can be used in an effective way. The genre for this article is an opinion piece. This was an effective choice because they show how students can use ChatGPT in beneficial ways. The U.S.News is a credible source because they use world-class data and technology to publish independent reporting, rankings, journalism and advice that has earned the trust of their readers and users for nearly 90 years. Sarah Beck and Sarah Levine are also credible sources because they are both past educators and have experience in researching our educational system.

Part 5 – Notable Quotables

“With students rejoicing as they used it to write their essays on “The Great Gatsby.” Now, schools realize that ChatGPT and its generative AI relatives – Bard, Bing, DALL-E and others – are here to stay. Teachers are exploring how to use ChatGPT creatively and effectively and asking, “How can we help students use ChatGPT to develop writing skills, not cheating skills?”” (Beck and Levine)

“In analyzing students’ work, we found that students rejected opportunities to simply copy and paste from ChatGPT. Instead, they asked ChatGPT to give them ideas for stories, outlines for arguments or first lines to hook a reader. They treated ChatGPT not as a cheating resource, but as a writing partner or a coach.” (Beck and Levine)

“For instance, we asked students to use ChatGPT to write letters to their administration arguing for a new school mascot. Students mostly prompted ChatGPT for ideas about different mascots. A junior, Xavier, asked the bot, “Give me all of the characteristics of a warrior.” ChatGPT returned a long list of characteristics, including “disciplined, adaptable and honorable.” Xavier selected some characteristics from that list, added some of his own, and then wrote the first sentence of his argument: “The mascot that would best reflect our school is the warrior, because they are disciplined, resilient and adaptable.”” (Beck and Levine)

“In using ChatGPT in these ways, we think students can learn new words, clarify their own arguments, consider others’ perspectives, and maybe even change their own minds. Does it count as cheating to get ideas, outlines, or even complete sentences from ChatGPT? As long as students acknowledge ChatGPT’s contribution to their work, we don’t think so.” (Beck and Levine)

“We think this tool can be useful for all students, but especially those who don’t already have a network of writing support. Now, those students also have access to a co-author, debate partner, editor, and translator. Just as important, ChatGPT can support teachers who – despite their skill and dedication – simply don’t have the bandwidth to play all these roles for their students.” (Beck and Levine)

“Students appreciated ways that ChatGPT could help them write, but they also recognized its limits. Many students found ChatGPT’s writing to be mechanical and uninspired, and in turn, they rejected its editing suggestions. One student said, “ChatGPT makes writing sound distant and robotic.” Another described its output as “too perfect.” In fact, ChatGPT seemed to help students value their own voices.” (Beck and Levine)