Artificial intelligence (AI) tools, such as OpenAI’s ChatGPT, have rapidly gained popularity for their ability to assist in writing, learning, and problem-solving. In schools, ChatGPT has sparked both excitement and controversy. According to a report from the Harvard Graduate School of Education, more than half of young people ages 14-22 reported using generative AI at some point, highlighting its widespread usage among students. AI is already shaping the educational experience at PHS, with teachers incorporating AI tools like ChatGPT to enhance learning and streamline instruction. While it has immense potential to transform teaching and learning, it also raises ethical and practical questions. Should ChatGPT be used at PHS? Let’s consider the pros and cons.
There are numerous benefits of ChatGPT to PHS students. ChatGPT can act as a virtual tutor, providing explanations for complex concepts and answering students’ questions. For example, a student struggling with calculus without access to help might use ChatGPT to break down a difficult problem step by step. Similarly, language learners at PHS can practice conversations and grammar rules. Christina Liapis, a Spanish teacher at PHS, has already seen the benefits of AI tools in her classroom.
“Given a prompt, students have been able to engage in Spanish conversations using ChatGPT, create unlimited practices before tests, and get immediate feedback,” Liapis said. “Students have also used the AI image generator to enhance classroom projects. Teaching students that AI is more than just a means to find answers, but rather a skill that could help students with so many of their academic and personal goals.”
This highlights the advantages of implementing ChatGPT to improve educational experiences for PHS students. Additionally, one of AI’s greatest advantages is its ability to personalize learning. ChatGPT adapts to individual students’ needs, providing tailored guidance. For students in underserved communities or with limited access to human tutors, it is an extremely valuable resource.
Moreover, teachers at PHS can leverage ChatGPT to create lesson plans, quizzes, or writing prompts. Rather than spend hours preparing materials, teachers can redirect their energy toward engaging students. At PHS, teachers have found ways to integrate ChatGPT into their instructional practices. Eric Millstone, an English teacher at PHS, noted that it has increased efficiency in his classroom.
“ChatGPT has been a good resource for some lesson plan ideas,” Millstone said. “I’ve used it a few times as a starting point and then modified what I’ve found to fit my interests and goals for the class.”
For example, Millstone used ChatGPT to generate slang passages for students to break down in order to prepare them for Shakespeare’s writing. This demonstrates how AI can assist in creating relevant content that resonates with students. On the other hand, there are some potential downsides of ChatGPT usage at PHS. One of the primary concerns is the potential for misuse. Students may use ChatGPT to write essays, solve math problems, or complete assignments without truly understanding the material. This raises questions about plagiarism and academic integrity.
Furthermore, there is a risk that students may become overly dependent on AI, limiting the development of essential skills such as problem-solving, critical thinking, and creativity. If students rely on AI for answers, they don’t go through the struggle and growth that comes from trial and failure. In addition, not all PHS students have equal access to technology. As a result, widespread usage of AI could worsen existing inequalities in schools, leaving some students at a disadvantage. PHS and other schools in the district must consider how to ensure equitable access to these resources to combat the digital divide.
At PHS, as well as other schools in District 211, AI tools like ChatGPT have raised discussions around proper usage. District 211’s AI policy guidelines stress that AI should be used with a clear educational purpose. For instance, it is acceptable to use ChatGPT for brainstorming ideas, generating practice questions, or exploring creative approaches to assignments.
However, students should not use AI to complete assignments like essays or solve math problems without understanding the material, as that could be considered academic dishonesty. Additionally, the District encourages students to critically assess AI-generated content for accuracy and avoid using it as a shortcut for genuine learning. As per the district guidelines, downloading material verbatim from ChatGPT or using its responses as your own work would be a violation of academic integrity.
To harness the benefits of ChatGPT while limiting its risks, PHS must provide students and teachers with training on responsible AI use, emphasizing it as a supplementary tool rather than a replacement for learning.
Alexander D. Larson, the head of the Technology Department at PHS, recognized the potential impact of ChatGPT early on and played a key role in helping District 211 approve its use. “AI is going to be a game changer for learning at PHS. In the next five years, I see it becoming a powerful tool to help students receive instant feedback, personalize their learning, and build critical thinking skills,” Larson said. “It can act like a tutor, providing explanations and practice while also making things more efficient for teachers, freeing up time for more one-on-one support and authentic learning experiences in the classroom.”
By clearly defining acceptable uses, such as research support or brainstorming, while discouraging misuse, PHS can uphold its high academic standards while integrating AI into the learning experience.
“The key is using AI in smart and responsible ways, with students and teachers in the loop to guide, question, and engage with the tool to enhance learning rather than do the work for them,” Larson added.
All together, ChatGPT has the potential to elevate education, supporting both teaching and learning at PHS. However, its implementation must be approached thoughtfully, with an emphasis on ethical use and equal access. By creating the right balance, PHS can harness the power of AI to enhance learning while preserving the values of education. As PHS and D211 consider these questions, one thing is clear: the conversation of AI is just beginning.
