Ask Andrew Maynard if he believes that educators are staying behind when it comes to the use of ai in teaching, and the answer is a resonant yes.
“If you had asked me last week, I would have said: 'Yes', and this week, we have seen another change in the abilities,” says Maynard, professor at the Arizona State University School for the future of innovation in innovation in The Society and Director of the Future Initiative of the University of Human.
This change of step is courtesy of the new developments in ai in recent weeks, such as <a target="_blank" data-analytics-id="inline-link" href="https://www.tomsguide.com/ai /i-tested-chatgpt-vs-deepseek-with-7-prompts-heres-the-surprising-winner” target=”_blank” data-url=”https://www.tomsguide.com/ai /i-tested-chatgpt-vs-deepseek-with-7-prompts-heres-the-surprising-winner” referrerpolicy=”no-referrer-when-downgrade” data-hl-processed=”none”>Veteran
“We have seen this appearance of very accessible ai models, which leads us far beyond the idea that it only gives the generative notice and provides text,” he says. These ai reasoning models are capable of a deeper analysis that can feed students learning so that educators just begin to explore, adds Maynard, who in addition to teaching writes. The future of being a human bulletin
But he also recognizes that staying up to date with the vertiginous rhythm of ai in education is not easy for classroom educators and musicians. He shares tips on how educators can better handle where ai is and where it could be, how and when they could use their students, and how and when they could prevent their students from using inappropriate.
<h2 id="1-forget-about-ai -and-focus-on-learning-objectives-3″>1. Forget about ai and focus on learning objectives
Maynard's first suggestion to teach with ai is to initially forget and focus on his learning objectives.
“Ask what you are trying to achieve in that learning environment and think about the purpose and learning process,” he says. “Then, start thinking about how you use different tools and ask if your current approaches to create that learning experience are still valid or if you need to change.”
He adds: “If you go back to 10, 20, 30 years, writing well -formatted and well thought out trials were considered a strong pedagogical tool. The question is, does that still take your students where they need to be in an era of ai ? “
Sometimes, the answer is, yes, but in other cases, that will not be the case.
Once you know what your learning objectives are, you want to think about the type of activities in which students must participate and what tools there are to support them.
“If you are trying to teach chemistry, it is ridiculous to have a test format where you try to teach students how to write in a particular format, usually using the APA style, when this is not the point of the class,” Maynard says. “The point is to learn chemistry, not learn to write anachronisticly.”
On the other hand, Maynard adds, in other classes, you will want students to develop critical thinking skills and learn how to channel and form their thinking through the writing process. In those cases, the writing generated by humans would be an integral part of the learning process.
3. Experiment, experiment, experiment
Educators should not be forced to stay up to each and every new tools, but Maynard says that spending time interacting and experimenting with a generative the ai model here and that there is probably the most efficient way of understanding technology and how It could affect teaching.
“It is almost impossible to give formal guidelines on how to think and use generative in the classroom because things change very fast,” says Maynard. “The easiest thing is to get your hands dirty and experience these platforms. Most of them are free and easy to access, and learn much more in five minutes to get your hands from what you will do in five hours to read other people's reports. “
4. Rethink our academic integrity approach
Although Maynard is excited about ai 's potential in the classroom, he also recognizes that there are times when educators do not want students to use it, and do so is a form of deception or plagiarism. The problem is to prevent the use of unauthorized to be complicated.
“Things move so fast that no one has a good response to how to address academic integrity and cheat or plagiarism effectively, and if someone says it, I can guarantee that they are wrong,” says Maynard.
However, he believes that the response on how to protect academic integrity in the ai era will imply reformulating the current approach.
“The idea of cheating comes from a way of thinking about education in terms of punishment. More than rewarding students, you punish them for doing the wrong, and that is not really a very good pedagogical approach, “he says.
Instead, we should create exercises that move students towards the desired behavior without the need for punishment by eliminating incentives to cheat, add Maynard. He acknowledges that this is not always easy, but it is not that it is a decent objective.
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