Empowering Education: Potential of Generative AI Tools
31 JANUARY 2024
It is a futuristic topic about artificial intelligence in the education system.
There has been a growing debate about whether schools should completely ban the use of artificial intelligence and other generative tools for learning or opt instead for wider use by students.
We have understood from the rapid expansion of tools like ChatGPT, Bard that they are posing new challenges much faster than people had expected.
This society, in general, may not be ready to accept this capability of generative AI technologies.
On the other hand, experts are convinced that there are opportunities in this new technology that can guide young minds to understand their subjects better and motivate students for higher learning.
In our view, these generative technologies bring equality and equity in society concerning education. These technologies are now embedded into the education system and are virtually free.
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This society, in general, may not be ready to accept this capability of generative AI technologies.
Imagine the situation of the 18th century, where only the rich and powerful had a library of books in their homes.
Now, this is not a condition for the less privileged. It has created equality and opened doors for innovative thinking and the possibility of education for all.
Anyone in society with access to the Internet can access knowledge, and it will be available to the entire country’s population.
For example, children in remote African villages and outstanding British schools will access identical knowledge resources. Hence, it will be a strong proponent of the “No Child Be Left Behind” motto.
Currently, generative AI has raised pertinent questions about academic propriety and the disruptive effect it can bring to the status quo of the education system.
Times change, and so do the tools and methods of doing things. Of course, experts and governing bodies must care for the safety, security, and prevention of misuse.
The country, in general, and educational institutes need to have a stronger and robust cyberspace administration.
Hence, some informational controls have to be in place corresponding to the exposure to the age group.
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...children in remote African villages and outstanding British schools will access identical knowledge resources
So the question is not whether generative AI should be allowed in education but how safely and effectively it should be used as part of the modernization of society.
Certainly, there will be a misuse of the technology, like any other prevailing technology, and a good checkpoint would be if the use of tools continues to enhance the general abilities of these students.
We find the argument that the student’s mental abilities get constrained by the excessive use of tools.
When calculators were invented, the same argument was put forward: the natural ability to do mental arithmetic would decline drastically. We find those cases coming out to be true.
For basic calculations, too, people are using calculators instead of doing mental math.
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... there will be a misuse of the technology, like any other prevailing technology
The risk of losing natural abilities because of excessive use of tools has been there forever. On the other hand, tools are necessary for the productivity of society.
The challenge is balancing mental abilities and effectively using generative AI tools for the positive growth of an individual and society.
The use of generative AI in education may not be limited to the availability of knowledge or imparting knowledge.
It can also effectively manage pupils’ standards, progress, talent management, and general assessment. Indeed, it will allow teachers and instructors to understand students’ specific nature and requirements better.
There is caution, though; such deep knowledge and information about an individual may hamper privacy, leaks, bias, and profiling of an individual early on in life.
Tracking a student’s ability based on many more factors using generative AI may be risky to an individual in the job market and subsequently in their career.
Currently, the prevailing practice in the job market requires employers to see the track record of academic records, experiences, and achievements.
They also require knowing the strengths and weaknesses of a candidate before hiring. Today, this is a very generalized way of handling a recruitment process.
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The risk of losing natural abilities because of excessive use of tools has been there forever.
Considering that extensive information right from the childhood of a candidate is available, the employer may have a bias based on AI-generated analytics of an individual.
Consequently, with the changing society, the job market would also change. Hence, students must adjust their capabilities concerning the dynamic changes in the job market.
Generative AI cannot be restricted from general-purpose availability in society. It will be a sufficient and necessary condition for the survival of an individual and as essential as the Internet of the 21st century.
Therefore, it becomes imperative that this resource is utilized to the best of its abilities.
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Generative AI cannot be restricted from general-purpose availability in society
In general, the only difference students and society would face is the rate of change.
Earlier in the previous centuries, we have seen changes to the job market in a matter of decades. With the advent of generative AI, the change will be visible in a few months or a maximum of a year.
Of course, this is a challenge, but it is also unavoidable.
Thus, educational institutions must include methods to adapt to these changes to prepare the students and the younger generation for tomorrow.
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