Research-Practice Webinar, December 12 | Possibilities and Problems of Generative AI as a Resource for Learning

Possibilities and Problems of Generative AI as a Resource for Learning (21CSLA Webinar)

Thursday, December 12, 2024, 4:00–5:00 pm PT
Free and open to the public

In this webinar, school leaders and researchers discuss how educational leaders can ensure that writing and other forms of meaning making are benefitted rather than harmed by Generative AI.

Webinar Highlights

Research Perspective

Drs. Sarah Beck and Sarah Levine’s research focuses on the ways generative AI (GenAI) tools like ChatGPT can support student writing, examining both its possibilities and problems. According to Dr. Beck, educators worry that “students won’t need to learn…to write [and] that they will stop using their own words and developing their own voice” as GenAI tools become more common. To test this, Drs. Beck and Levine conducted a study at a California charter high school that serves predominantly Black, Latinx, and Asian American Pacific Islander (AAPI) students from low socioeconomic backgrounds. They watched students use ChatGPT to write a typical set of high school-level argumentative essays to examine what kind of planning, composing, and revising they did.

Contrary to educators’ worries, they found that students mostly asked for planning help and rarely used ChatGPT’s words. In some cases, they rejected ChatGPT’s revisions in favor of their own voices because they found them too generic. Students were still in charge of their learning, using ideas they already developed independently to evaluate ChatGPT’s responses and determine what was salient, relevant, and what they wanted to dismiss. Notably, ChatGPT helped students identify that they have a voice of their own and that their voices are valuable. Seeing ChatGPT's potential to enhance student learning, Dr. Levine explained, “We should explore what AI can and can’t do, without punishment for use, focusing instead on its potential to enhance student learning.” Additionally, both researchers cautioned that these tools can exacerbate equity gaps between low- and high-resourced schools.

Intersection of Research and Practice

Practitioner panelists Kunal Dalal and Joshua Harris emphasized the importance of trust, student-centered approaches, and cultural responsiveness when considering AI implementation. They advocated moving past initial fears of cheating toward implementation that builds trust, particularly for marginalized students.

Key insights from their ground-level experience included:

Highlighting the importance of viewing AI as a collaborative learning tool that teachers and students explore together.
Using AI to create culturally responsive curricula while recognizing its embedded biases.
Addressing equity concerns around resource disparities between schools and protecting students from biased AI detection tools.

Both practitioners highlighted how AI tools may not reflect students’ cultural backgrounds which makes it imperative to check for biases and examine whose voices and perspectives are missing. Kunal Dalal explained that equity involves not only inclusion but also student centrality and thinking about how to grow and learn together. Joshua Harris added that school leaders need to always think about purpose when implementing AI tools.

Researcher and practitioner panelists acknowledged the detrimental effects of AI on the environment and its implications for climate justice, particularly for low-income communities. They called for educators and students to be informed about AI’s environmental footprint and to set limits on AI use.

Discussion/Reflection Questions

As an educational leader, what actions might you take to begin a shift from a “policing” mindset around AI to creating transparent, collaborative learning environments for teachers and students?
What steps can you take to ensure that AI implementation doesn’t widen existing equity gaps in your school and/or district? Consider specific policies or practices that could support these efforts in your context to center the needs of marginalized students.
The researcher panelists found that students used ChatGPT as a writing coach to learn vocabulary and refine ideas without surrendering their creativity. What spaces exist in your current context to leverage AI as a collaborative tool to enhance student learning while maintaining student voice and originality?

Speakers

Jabari Mahiri

Professor and Faculty Director, BSE Leadership Programs; Chair, 21CSLA Leadership Board

Sarah Levine

Assistant Professor, Stanford University Graduate School of Education

Sarah Beck

Professor of English Education, NYU Steinhardt

Kunal Dalal

Administrator of AI and Innovation, Orange County Department of Education

Joshua Harris

Administrator of EdTech and IT, Buena Park School District

Speaker bios

Jabari Mahiri (Professor and Faculty Director, BSE Leadership Programs; Chair, 21CSLA Leadership Board) is the author of Deconstructing Race: Multicultural Education Beyond the Color-Bind, as well as host of podcast Equity Leadership Now!

Dr. Sarah Levine (Assistant Professor, Stanford University Graduate School of Education) studies teaching and learning of literary interpretation and writing in urban high schools, with an emphasis on the links between in- and out-of-school practices.  She also studies ways that students can use text-based AI as a support for writing.

Dr. Sarah Beck (Professor of English Education, NYU Steinhardt) is a former teacher of English and writing at both the high school and college levels. She obtained her doctorate in Human Development and Psychology with a focus on language and literacy development from the Harvard Graduate School of Education in 2002, where she also worked in HGSE’s Teacher Education Programs as supervisor and instructor of student teachers. Since coming to NYU, she has conducted research with NYC public school students and teachers on the teaching and learning of subject-specific literacy, and the nature of academic writing. Her research interests include writing instruction and assessment, adolescent writing development, urban education, and the development of knowledge for teaching among in-service and pre-service teachers.

Kunal Dalal (Administrator of AI and Innovation, Orange County Department of Education) began his career as a wilderness guide for youth in lockup, driven by a deep commitment to education and transformative experiences. Later, he taught and served as principal at alternative and continuation schools in Berkeley and San Francisco, creating opportunities for students in challenging circumstances. After transitioning into tech, Kunal spent eight years as often the sole educational professional in SF-based companies, bridging education and technology. The advent of generative AI with ChatGPT’s release reignited his passion for public education, leading to his book The AI Parent, where Kunal shares how AI enhances his parenting journey everyday.

With 25 years of experience in education, Josh Harris (Administrator of EdTech and IT, Buena Park School District) is a passionate advocate for student equity and digital innovation. He has served as a Teacher, TOSA, district-level leader, and consultant; he’s provided professional development to educators worldwide on effectively leveraging technology. Currently, he's focused on guiding his school district in the creative, ethical, and responsible use of generative AI.