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I have not given, received, or used any unauthorized assistance. This work is mine.

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I have not given, received, or used any unauthorized assistance. This work is mine.

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journal article published August 6 by ELSEVIER Computers and Education:  Artificial Intelligence

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journal article published August 6 by ELSEVIER Computers and Education:  Artificial Intelligence

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"Concerns have been raised about ethical implications, such as the potential for misuse by cheating, reducing independent learning, plagiarism, or bypassing the intended learning process (Adeshola & Adepoju, 2023; Ayman et al., 2023; Cotton et al., 2024; Nguyen et al., 2024; Qadir, 2023). Additionally, concerns have been raised that reliance on ChatGPT may encourage passivity among students (Lai et al., 2023), potentially leading to overdependence on its responses and hindering the development of critical thinking and independent problem-solving skills" (Cooper, 2023; Lee et al., 2024; Lo et al., 2024; Sallam, 2023). This stood out to me, and I think that when talking to other students who use ChatGPT, they are also contributing to these problems.

"Usage varied based on student demographics and institution type, with older students and non-native English speakers using it more frequently, particularly for assistance with writing."

I found this interesting because I had never considered the uses for non-English speakers, but I am glad that there are some, and I thought it would be good to point them out to people.

"Based on the first hypothesis, it can be said that students’ perceptions of ChatGPT influence their engagement in online learning environments. In fact, viewing ChatGPT as a helpful tool increases students’ motivation and reduces frustration, making the learning process more enjoyable and meaningful (Fredricks et al., 2004; Skinner et al., 2008). This finding aligns with the broader body of research that underscores the importance of technology acceptance in educational settings. It t essential to highlight the positives but keep in mind that there are negatives to using ChatGPT, and it's necessary to inform people of both sides.

Factors such as ease of use, perceived importance, and acceptance of ChatGPT significantly influence students’ intention to use the tool frequently. The confirmation of this hypothesis highlights the potential of ChatGPT to support and enhance students’ academic achievements, reinforcing the importance of integrating such technologies into educational practices. However, despite all the evidence highlighting students’ awareness of ChatGPT,

"which can negatively impact students’ performance. For example, a study by Sila et al. (2023) revealed that while students recognized the benefits of ChatGPT—such as enhancing their learning experience and saving time—they also expressed concerns about the reliability and accuracy of the information provided. Another study by Mezzaro et al. (2024) revealed that integrating a GPT-based smart assistant (AI Defenders) into a software testing learning environment showed potential benefits but also resulted in mixed learning outcomes. Many students developed unrealistic expectations of the assistant, unquestioningly trusting its outputs and using it to shortcut their learning rather than as a supplementary tool. This reliance impaired learning, as students who frequently used the assistant produced 8.6 % fewer valid tests, and 78 % of those tests were ineffective." I highlighted this because I value people being taught by others and believe that AI makes it particularly challenging to distinguish between good and bad information.

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journal article 1 Oct 2023 by NCTE Invited Response: Promise and Perils of Gen AI in English Education: Reflections from the National Technology Leadership Summit

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journal article 1 Oct 2023 by NCTE Invited Response: Promise and Perils of Gen AI in English Education: Reflections from the National Technology Leadership Summit

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One of the first dangers the authors highlight is the environmental cost of LLMs, emphasizing the vast amounts of energy required to train them. Another attendee at the summit shared how, in Prince William County (Virginia), people who moved there for peace and tranquility were outraged when a data center was built in an adjacent field. Where once they gazed at rolling fields and listened to birdsong, they now saw windowless gray walls and heard an incessant hum.

I thought this was an insightful thought. Although the primary focus of the article is on education, it is also interesting to consider the other impacts this could have on society.

"However, participants raised troubling questions about even this early iteration, not least of which being how predictive AI might already be used in school systems to sort students into 'at-risk' categories. So, while AI may not be intelligent, strictly speaking, it’s crucial for us as English educators to consider the potential uses and abuses of GenAI—the ways it can be used variously to disrupt or reify larger systems of power." I found this interesting because you don't realize that a new technology could be holding onto old ideas until you recognize that the new tech was trained on those old ideas.

"More immediately, as teachers decide whether and how to use GenAI in place of peer or instructor feedback, they have to ask themselves: What are we losing when we substitute machine responses for imperfect human conversations? When peer feedback works well, it builds community by helping students engage with one another’s work, expanding students’ notions of what they can write about based on what other people their age find interesting." I found this to be an enjoyable thought process because I wondered if it could help ease the gap between students who dislike sharing their work with others, but also because it's a part of life that you have to get accustomed to.

"How are they using it with their own students in helping them to become critical readers, writers, and producers of text? Furthermore, we also hope that future studies explore how youth are conceptualizing and using these GenAI tools." I found this interesting because it highlighted the need for more long-term research into AI to gain a deeper understanding of it.

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Timeline 2024-09-02 History Timeline: a history of AI in education History Timeline and Biographies

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Timeline 2024-09-02 History Timeline: a history of AI in education History Timeline and Biographies

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"In the 1960s, the concept of computer-assisted instruction (CAI) emerged, with early systems like PLATO developed at the University of Illinois. This marked the beginning of a history of AI in education, where computers were used to deliver educational content and assess student performance." I chose this because I thought it would be beneficial for the reader to see how AI has evolved from a tool for teachers to one that now creates problems for them.

The emergence of e-learning platforms in 2005, such as Moodle and Blackboard, incorporated AI elements to enhance user experience and facilitate personalized learning paths. This integration marked a crucial development in the history of AI in education, making learning more accessible and tailored to individual needs.

I chose this section because I think it highlights the shift when AI became more all-inclusive in the classroom.

In 2019, companies such as DreamBox and Carnegie Learning began utilizing AI to create highly personalized learning experiences for students, adapting in real-time based on their performance. This marked a further evolution in the history of AI in education, emphasizing the importance of tailored educational experiences." I chose this because, while I do think some of this stuff has been around for a while, I wonder how well it was used.

"By 2023, discussions surrounding the ethical implications of AI in education became prominent, focusing on data privacy and bias. This reflection on ethics highlighted the importance of responsible AI integration in the history of AI in education, ensuring equitable access and outcomes for all learners." I think this is the first time you've seen pushback on AI when it starts taking the place of actual learning.

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The history of AI in education traces the development and integration of artificial intelligence technologies into educational settings, transforming teaching and learning processes. From early computer-assisted instruction to sophisticated adaptive learning systems, AI has continually evolved to enhance educational outcomes. This timeline highlights significant milestones in the history of AI in education, illustrating how these innovations have shaped pedagogical approaches and personalized learning experiences over the years.

Creation Time:2024-09-02

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a history of AI in education History Timeline and Biographies | History Timeline Generator

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The history of AI in education traces the development and integration of artificial intelligence technologies into educational settings, transforming teaching and learning processes. From early computer-assisted instruction to sophisticated adaptive learning systems, AI has continually evolved to enhance educational outcomes.

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article The New York Times Dec. 7, 2024 Artificial intelligence goes to school

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article The New York Times Dec. 7, 2024 Artificial intelligence goes to school

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A.I. Can Transform Teaching and Learning - The New York Times

"For teachers like me, this means dismissing doomsday predictions and reframing our mindset: A.I. isn’t here to replace us; if used responsibly, it’s here to help us become 'superteachers.”I think this important mindset to maintain and highlight because I think when talking about AI, people tend to go to extremes.

"These tasks can be automated. For centuries, we’ve relied on large lecture halls and rigid curricula, assuming that all students learn the same way. A.I. offers a pathway out of the box, giving us the chance to create classrooms where learning is personalized and dynamic." I thought this was an interesting take to have thought it was in tresing how they dove in to how more AI would hlep teachers have more time.

"In these A.I.-enhanced classrooms, we can spot when a student is struggling and provide the support they need in real time, long before they consider dropping out." I thought this was interesting because wonder how you can predict that with AI and I think that will be an insterin thing to consder in project.

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Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT - ScienceDirect

I thought this was interesting because it shows that since AI has emerged, students are more comfortable with other forms of cheating.

I also found it interesting that most students consider AI helping people with their homework to be cheating, suggesting the idea of what is and isn't cheating has shifted.

I also think it's interesting that many students no longer make the excuse of needing extensions, and I wonder if it's because they use AI to write it for them.

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article September 19, 2025 Harvard Gazette "How AI could radically change schools by 2050"

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article September 19, 2025 Harvard Gazette "How AI could radically change schools by 2050"

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How AI could radically change schools by 2050 — Harvard Gazette

"After that, teachers who functioned more as coaches would expose students to activities that would challenge their thinking, expose them to ideas, and guide them toward professions that excite them. “I don’t think going to school for 10 or 15 years as we’ve done it makes sense,” said Gardner, the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education."

I found this interesting, seeing someone discuss this issue and form perceptions about how teachers' roles will change and I think it will be good for my paper to expoler opions that cater to AI .

"A later contribution, “Five Minds for the Future” (2005), posited five kinds of minds that education policy should aim to develop: the disciplined mind (learning subjects like history, biology or math); the synthesizing mind (putting strands of thought together in sensible ways); and the creating mind (“This is one we’re all interested in but it’s rare: It’s coming up with something new which actually sticks,” Gardner said). Two other modes — the respectful mind and the ethical mind — help us deal with other people and with complex societal problems." I think this is interesting. The idea that we shape minds for tech is scary to me, but it also makes some sense, as they will be using it extensively in their future. However, it is still somewhat creepy.

"Roberts said that she was compelled to put her academic books back on the shelf and start building AI tools after a younger colleague developed a “Robo-Anthea” that could converse fluently from her perspective." I thought this was a weird thing to do to your colleague: make an AI chatbot that talks like them instead of talking to them I think it hightls how people can overuse AI.

“You become the director of the actor, you become the coach of the athlete, and you become the editor of the writer,” she said. “It requires actually having powerful faculties in terms of how you’re engaging.”  I thought it was interesting because they're talking as if they're controlling another person, but they're not; they're controlling a machine .

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Science & Tech

Sy Boles

4 min read

In Ed School panel, Howard Gardner says tech could make 'most cognitive aspects of mind' optional for humans

By 2050, education will look radically different than it does now, according to psychologist and social scientist Howard Gardner - the originator of the theory of multiple intelligences - and Anthea Roberts, a visiting professor at Harvard Law School and founder and CEO of the AI tool Dragonfly Thinking.

Gardner, speaking during a forum Wednesday at the Harvard Graduate School of Education, called AI as fundamental a change to education as the world had seen in 1,000 years - and even said it may render obsolete many of the forms of mind he is famous for describing.

"The need to have everybody in the class doing the same thing, being assessed in the same way, will seem totally old-fashioned," he said.

The forum, titled "Thinking in an AI-Augmented World," took place in Longfellow Hall and was hosted by Martin West, academic dean and Henry Lee Shattuck Professor of Education.

"AI is already shaping the future of education in ways that everyone in the sector, from policymakers and leaders to teachers, parents, and students, needs to understand," West said.

Gardner and Roberts offered distinct perspectives of an AI-augmented education system.

In Gardner's view, by about 2050, every child would need a few years of schooling in the Three R's: "Reading, 'riting, 'rithmetic, and a little bit of coding," he said. After that, teachers who functioned more as coaches would expose students to activities that would challenge their thinking, expose them to ideas, and guide them toward professions that excite them. "I don't think going to school for 10 or 15 years as we've done it makes sense," said Gardner, the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education.

Roberts offered another vision. Where previously knowledge production was "the actor on the stage, the athlete on the field, the writer of the book," the next generation must be trained to orchestrate a team of AIs. "You become the director of the actor, you become the coach of the athlete, and you become the editor of the writer," she said. "It requires actually having very strong faculties in terms of how you're engaging."

Gardner said artificial intelligence has him rethinking some of his previous ideas on essential cognitive abilities. Gardner's theory of multiple intelligences, first published in the 1983 book "Frames of Mind," outlined distinct types of intellectual competency: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal.

A later contribution, "Five Minds for the Future" (2005), posited five kinds of minds that education policy should aim to develop: the disciplined mind (learning subjects like history, biology or math); the synthesizing mind (putting strands of thought together in sensible ways); and the creating mind ("This is one we're all interested in but it's rare: It's coming up with something new which actually sticks," Gardner said). Two other modes - the respectful mind and the ethical mind - help us deal with other people and with complex societal problems.

Artificial intelligence, Gardner said, may soon displace three of the five.

"I think most cognitive aspects of mind - the disciplined mind, the synthesizing mind, and the creative mind - will be done so well by large language machines and mechanisms that whether we do them as humans will be optional," he said. "On the other hand, I don't believe for a minute that aspects of respect - how we deal with other human beings - and ethics - how we deal with difficult issues as citizens, as professionals - can or should be consigned to even the most articulate and multifaceted, intelligent machines."

The panelists acknowledged concerns that students might offload cognitive labor to AI, decreasing their critical reasoning skills.

"You absolutely will have the chance to cognitively offload," Roberts said. "And you absolutely will have the chance to cognitively expand. Our duty as individuals and as educators is to try to work out how we do that expansion rather than that replacement. There isn't a clear answer to that yet."

Roberts said that she was compelled to put her academic books back on the shelf and start building AI tools after a younger colleague developed a "Robo-Anthea" that could converse fluently from her perspective.

"I now spend almost all my time in constant dialogue with LLMs," said Roberts, who is also a professor at the School of Regulation and Global Governance at the Australian National University. "In all my academic work, I have Gemini, GPT, and Claude open and in dialogue. ... I feed their answers to each other. I'm constantly having a conversation across the four of us."

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How AI could radically change schools by 2050 - Harvard Gazette

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In Ed School panel, Howard Gardner says tech could make "most cognitive aspects of mind" optional for humans.

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Video Ted talk 2023 September 24: AI and the changing landscape of education 

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Video Ted talk 2023 September 24: AI and the changing landscape of education 

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Blocking ChatGPT and similar AI applications won't work it'll only make the programs more intriguing for students who won't who wouldn't want to explore the secrets this technology holds it has caused an adverse reaction amongst their teachers plus we can't control what students do outside of the classroom and school buildings it is all too easy for students to pull up this program on the phone when they go to the bathroom or simply access it on a different device when they're working the the uh when when they're completing school work at home.

I think this is good because I don’t think entering a tech battle with students is a way to go because they will always be looking for ways to get around the rules, but if we work with them, we could better help them understand why integrity in what they're learning is essential.

What if, instead of signing worksheets and essays, we encourage more collaboration in the classroom, project-based, student-directed learning? I have always been a proponent as an educator. I think this is good because project-based learning is also more engaging to students than other types of learning.

Our students need to be trained to interact with the world around them through the technology at their disposal, safely, and who will teach them these skills if teachers don't? I think I agree with this because I was mainly trained on Google products, and when I got to college, I was forced to use Microsoft Word, which was completely different than Google and had a huge learning curve.

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Should we let students use ChatGPT? | Natasha Berg | TEDxSioux Falls

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journal article December2024 Knowledge Management & E-"Learning Embracing generative artificial intelligence: The perspectives of English instructors in Thai higher education institutions"

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journal article December2024 Knowledge Management & E-"Learning Embracing generative artificial intelligence: The perspectives of English instructors in Thai higher education institutions"

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“Since it was introduced to me, I have used it every day. I’m using it mostly in my

writing research. It helps me paraphrase sentences, cut some words, and clarify my

sentences." This seems like an example of AI overuse to me, which is why I chose the quote to illustrate how AI can be misused, even by teachers.

"Focus on how to use AI

effectively… learn how to write proper prompts… and double-check everything," I think this is a more responsible take on AI because it acknowledges the imperfections while still being willing to learn about the technology.

"T3 and T5 noted that it will be necessary to adjust teacher training programmes to

ensure that teachers can utilize and evaluate AI tools. As T3 explained, ‘Teacher educators

should make adjustments to their teaching practices to include these tools in a way that

improves student learning and engagement.’ To complement this, T5 advised showing

teachers how to detect whether AI did student work. Moreover, T11 commented that

‘teachers will need regular training as AI technology rapidly evolves." I chose this because I think it is interesting to see how teachers are aware that things are changing and that they will have to adapt to use AI responsibly.

"‘digital divide’ in Thailand. T4 insisted that ‘all students should have equal

access to these tools regardless of their socio-economic status’. T15 added ‘It’s not just

about access, but also about providing training and support to all students to use AI." I found this interesting because it highlighted how financial differences can influence how people utilize AI and their understanding of it.