There’s no doubt in my mind that artificial intelligence is a godsend for teachers. If you’ve taken the time to learn a bit about how it works, which is nothing magical, its limitations, errors, and biases, as well as the ethics of its use, you already have a solid foundation for using it critically and effectively. If, on top of that, you’ve spent a few hours interacting with it and have training in pedagogy and curriculum design (which, if you’re a teacher, you should have), it becomes a fantastic tool to help you (yes, I said help you, not do the work for you) set learning objectives, define assessment criteria, and plan activities. It will also be very useful for creating resources, scaffolding, and assessment tools, as well as for making adaptations for students with diverse characteristics or functional diversity.
But when we talk about students’ use of it, things change. There’s a lot that could be said, but in this article I’d like to focus on just one specific point: homework.
Continue reading “Welcome to AI. Now what do we do about homework?”
