It’s good to ask whether generative AI is good or bad for students, instructors, or education, but it’s arguably more important for ed. stakeholders to ask who else generative AI is good or bad for. Edtech needs to pay more attention to broader contexts.
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Slowly realizing that I have no choice but to make generative AI one of the themes of my content management class in the fall.
Heading into finals, campus sent out a message about AI detection tools maybe not being trustworthy, which is great. However, this is in the context of these tools being wrapped into plagiarism detection software we already have access to, so they should say the same about it, too.
The desire to “enhance” or “improve” learning is a noble one, but I’m increasingly convinced it gets too much attention—and distracts us from as (or more) important questions about education and technology.
Canvas: “You can draw conclusions about student participation with our analytics!” Also Canvas: “Mobile page view data aren’t exact, and our analytics only update every 24 hours, so don’t draw too many conclusions, lol.”
Survey respondent mistyped “Infinite Campus” as “Infinite Camus,” and now I’m looking for a French existentialism punchline.
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