I’ve been thinking a lot about what it means to be a courageous educator. Courage isn't defined only by grand gestures. It's found in the silent moments, everyday decisions, and our unwavering commitment to growth and change.
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I asked a few teachers what they needed generative AI to help them with when it comes to report writing. The unanimous response was “templates.” AI is all about modifying and simplifying tasks down to their most central and human core.
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Ask3 B4 Me is a great way to empower students to be self-sufficient, self-efficacious, and develop a growth mindset towards problem-solving, but ChatGPT can really take it to the next level by providing personalized assistance and guidance.
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ChatGPT isn’t some panacea. Students still need to learn how to evaluate the credibility of the information that it churns out. In this sense, ChatGPT should be seen as a valuable resource, but not a substitute for developing critical thinking and digital literacy skills.
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When it comes to ChatGPT – and related generative AI applications – our duty of care is to provide students with opportunities for experimentation within a clearly defined framework, thus fostering a learning environment that balances play with structure.
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As administrators, we should be seeking to empower teachers to accurately assess their own practice and self-diagnose areas of growth with an eye towards optimizing what they’re already doing well. One way to achieve this is through the use of the WEI and the principle of appreciative inquiry.
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It’s my belief that the shift from "Google it" to "ChatGPT it" could be the key to providing students with the accurate and reliable information they need to succeed in our classrooms and more generally in today's digital age.
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The potential for Chat GPT to transform education is vast and varied, but ultimately its impact will depend on how and whether we all choose to introduce this technology in our classrooms. We’ll never know its capabilities if we don’t begin to experiment.
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