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Artificial intelligence (A.I.) is reshaping the educational landscape, introducing transformative possibilities for students of all ages. In this digital age, high school students, in particular, are experiencing the profound influence of A.I. in their learning journeys. With A.I., educators have access to invaluable data-driven insights that help tailor teaching strategies, making education more effective and responsive. The integration of chatbots and virtual assistants has created a new world of support, offering students an AI-driven, round-the-clock study companion.

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In fact, artificial intelligence has become so advanced that it was able to write that entire introduction from only a single prompt. It took only a few seconds to write a comprehensible and sophisticated response with little help. 

This free A.I. chat service (I used Chat GPT) is very accessible. There is both a browser version and a web version, meaning everyone is just an Internet connection away from being able to use artificial intelligence for nearly whatever purpose they wish. This tool in the world of education is more often looked at as a deterrent, or a distraction rather than a helpful accessory. 

Furthermore, of the students who answered a Crimson Aviator online survey, only 25% said they used A.I. for educational purposes. Of that 25% only 4% said they used it often. Additionally, 58% of the students surveyed felt negatively about using artificial intelligence for educational purposes. 

Implementing artificial intelligence in the classroom is going to be a big help for teachers. Whether assisting with lesson plans, or helping students to gain more knowledge in a more efficient manner, artificial intelligence will be able to complete these tasks with ease. 

As the technology is fairly new, most teachers are not currently using it. In fact, the scarcity of knowledge in this new subject has struck fear into the minds of the teachers. 

English class contains the most speculation with students using the A.I. for malicious purposes. 

“The English Department right now completely forbids using artificial intelligence,” Mrs. Hawley, a veteran English teacher, said. “But we’re waiting for some help to be able to learn how to effectively use it, to be able to help students use it because it’s going to be a part of our lives moving forward.” 

The English department is fully aware that students are using it – some for help, but some for direct cheating. 

English teacher Mrs. Yang spoke on the coming implementations. 

“We are looking into it, and we’re being more diligent with the whole writing process and making sure that students are showing us their work ahead of time,” Mrs. Yang said. “Then producing that final product at the end to match what they’ve been doing.”

It is clear that artificial intelligence and the related technology are to be beneficial in the future. 

Unfortunately, that day is not today. 

There are simply no applications for it at the moment. The technology is here, but has not yet been adapted. 

Teachers and staff are already beginning to find useful implications for artificial intelligence. 

For example, Mrs. Hornseth and several other English teachers went to a program recently at the Neville Public Museum for Green Bay Area teachers called Teaching with A.I, in order to learn more. 

“It’s so powerful,” Mrs. Hornseth said. “It can be very helpful, and I think the more teachers use it, the more we understand how to confidently and competently talk with our kids about it.”

This is a common case when new technology comes about. Math teacher Mr. McGill said that his biggest concern is the enormity of it. 

“Look at all the current technology,” Mr.McGill said. “We have slideshows. All this helps me teach, but it’s also a hindrance because now it’s 80 more things we actually need to get ready and deal with every day. It’s the old double-edged sword.”

For the students, on the other hand, it may not be as prominent as the teachers think. 

The most common answer for why students use AI was to get grammar and content suggestions on their English papers. Is this considered cheating to have a program proofread writing for students? Or is this the same as getting a teacher’s feedback, just more efficient? 

The second most common answer was to get simpler definitions and explanations. 

So is A.I. as worrying and prominent as is sometimes made out to be? Probably not, at least not right now. But it is certain that the future is artificial.