Hilary Douwes, a passionate language arts and English teacher, shared her experience with ChatGPT as she sought to understand its capabilities and limitations during a prominent遇见 AI Webinar. As a middle school teacher in Wilmington, Delaware, Alyssa Lucadamo incorporated ChatGPT prompts to assess students’ writing prompts. However, she soon discovered the ethical and головրผลกระทบ of using such tools in her class. Her students, in turn, took a leap into using ChatGPT for a seventh-grade writing project, which eventually fueled a.full bolt of concern.
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zurück to Douwes, she delved deeper into the topic of artificial intelligence and its potential for enhancing human capabilities. Her goal was to foster a more critical understanding of AI beyond its hiveness. She turned to professional development as a means to learn more about AI, focusing on its applications in education, marketing, and policy-making. This led her to attend a year-long seminar hosted by UD’s Delaware Teachers Institute (DTI). The seminar, titled “Combatting Distraction and Disinformation,” provided a comprehensive framework for addressing both online distractions and the rise of misinformation in a digital age.
impacting how intellect is gathered and how authority is defined, which changes everything about how we view social media platforms. Students at P.S. duPont Middle School in Wilmington were likened to theogs of the web, their world constantly filled with engaging videos, memes, and trends that could be easily accessed by whoever decided to use them. Douwes observed how some students, led by furious cohorts of teenagers, 서비스確實 were mining sites like YouTube rabbit holes to avoid negative prompts. This experience was unsettling. “I have seen students come into school exhausted because they were up late getting sucked down a YouTube rabbit hole or playing a game,” she recalled. “This seminar helped me understand how those systems are designed to maximize engagement.”
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Buttering into the depths of a year-long professional development program, the seminar was designed to provide teachers with a deeper understanding of AI and its ongoing evolution. It emphasized the need to act critically about tools that influence our lives. Participants explored the evolution of AI in education, the role of generative AI in malfunctioning as a weapon, and how it created burdens on educators and learners alike. The seminar’s focus on fostering democratic inquiry and critical thinking cultivated a strong community among the educator participants, helping them navigate today’s fast-paced digital landscape more effectively.
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Understanding the boundaries of AI’s potential, Douwes wanted to empower her students to think like adults and creators. She revealed thatrys, from Newark Charter Junior High School, observed the impact of chatGPT on her和支持 for not just ignoring negative news but taking proactive steps to consume, filter, and combat information effectively. Douwes pulled in a co-participant, Matt Kinservik, who previously conducted workshops at UD to deepen educators’ understanding of AI’s ethical uses and potential dangers. This collaboration ensured that the seminar was not only rigorous but also transformative, laying the groundwork for a new generation of teachers educated in the rights and responsibilities of facilitating a digital world. The results were clear. By attending the seminar, Alyssa emerged from the experience with a deeper appreciation for the power of AI to influence public discourse and a renewed respect for creating a more ethical and equitable digital environment.
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For accommodations, inclusions, and meaning-making beyond the one-size-fits-all approach, the seminar’s participants collaborated to create curricula that drew inspiration from AI, media analysis, and critical thinking. The teachers learned how to identify generating points, misleading visuals, and ways to measure impact, among other essential skills. Their collective effort transformed the seminar into a collaborative learning experience where both instructors and students learned to grapple with capitulti늙igela beyond the books. The result was a classroom environment where teachers felt not only knowledgeable about AI but also prepared to harness its potential for education and research while avoiding systems that could further exacerbate harm.
To ensure that these tools contribute positively to the future of society, Douwes emphasized the importance of balancing free tool use with equitable digital experiences. She advocated for educators, parents, and communities to foster a culture that expects critical evaluation and accountability in the design and use of new technologies. The article by Douwes serves as a reminder that education is more than a subject in the classroom but a crucial voice in shaping the world. Through the lens of AI and disinformation, we can see that the future of language, learning, and freedom for adults is inextricably linked to the ethical practices of its creators and users. This is not just about machines but about the entire community that relies on them. The next time a student cords them for a YouTube rabbit hole, theAssistant’solar panel should not be turned off, but rather left to at least think and make an informed decision.