Mr. Gustavo Páez, the Principal of the International Programs at WASS, will share insights on harnessing the power of Artificial Intelligence (AI) in learning. According to him, AI can be a valuable tool to make learning more engaging and effective for WASSers.
Last month, we reflected on the importance of fostering the spirit of inquiry – an essential value and attitude to expand one’s knowledge and thirst to understand the whys and wherefores of the things that surround us.
While it is a skill that we must inculcate and develop, we must be consistent with the current challenges facing generations of students and people’s lifestyles. With the advent of Artificial Intelligence (AI), it is increasingly becoming a tool that simplifies problem-solving, shortens execution times, and models better practice.
With our focus on connecting globally to make a difference, it is our responsibility to provide relevant information to be part of this digital collectivity that involves the entire planet, but also poses challenges for its proper application.
I share an excerpt from the article “Students Are Using AI Already. Here’s What They Think Adults Should Know” by Ryan Nagelhout:
“The world is changing.”
That’s the big takeaway from a new report on Teen and Young Adult Perspectives on Generative Artificial Intelligence (AI), co-authored by the Center for Digital Thriving, one of the Ed School’s emerging research and innovation labs. According to the report, students have quickly developed habits, concerns, and opinions about AI and how its use impacts learning and the world at large.
For the report, Teen and Young Adult Perspectives on Generative AI, written in partnership with Common Sense Media and Hopelab, two different studies were conducted and used: the first was a large national survey of digital technology and youth mental health.
The report’s second survey included an open-ended question asking more than 1,500 teens ages 13 to 17 to describe one thing they wanted adults – both parents and teachers – to know about how teens use AI. Some major areas were highlighted in their responses, listed below, including their concerns about the technology and its impact.
“AI is not only used to cheat.”
Of the teens surveyed, many admitted to using AI to cheat on assignments, homework, or tests. However, while academic integrity remains a concern for both adults and teens alike, many study participants highlighted positive academic experiences they’ve had with Generative AI. AI was called “the modern approach to learning”, while other teens surveyed pointed out that “not all kids use it to cheat in school”.
Reflecting on insights heard from teens and young adults about their excitement for the future of generative AI, teens also wanted adults to know they can be trusted to, as one participant wrote, “use it in a good way”, such as asking for help starting papers or to create an individualized learning plan.
That is why our effort at WASS promotes inquiry as a mechanism to meet the generational challenges of the reality we are facing and the dizzying changes that technology is bringing. I invite you all to initiate conversations within your homes and families, to analyze different perspectives on the mental exploration capabilities of each individual, and the advantages of the complementary use of artificial intelligence.
