Comment Re:Shift to in school work (Score 1) 191
I find this situation and interesting contrast to what I faced when I was in high school. Back then I was taking computer programming, math, and physics classes at the same time. I'd learn the basic concepts and then write a program to answer my physics/math homework for me.
Technically it might have been cheating, but I had to know the basics well enough to teach the computer how to answer my homework questions. (This was pre-WWW so I couldn't just go on-line and look up how to code the solution.) So I got to learn how to code practical solutions, my homework got done, and I had to understand the concepts in my courses. It seemed like a win-win-win.
In contrast, these days a student can go home, ask AI to write answers to its questions and (apart from the occasional hallucination) the student can pass in functional answers without learning anything - not the concept, not the steps required, and without putting in effort.
It's easy to see the short-term appeal from the student's point of view, but the long-term effects might be regrettable. This feels different from kids having calculators in schools in the 90s. This isn't just a shortcut or a faster way to solve an equation that they need to know how to input. This is the machine providing the logic, equation, and answer all at the same time. I don't like the idea of students graduating and having all the "answers", but without any idea of how they go them or which answers to trust.
Technically it might have been cheating, but I had to know the basics well enough to teach the computer how to answer my homework questions. (This was pre-WWW so I couldn't just go on-line and look up how to code the solution.) So I got to learn how to code practical solutions, my homework got done, and I had to understand the concepts in my courses. It seemed like a win-win-win.
In contrast, these days a student can go home, ask AI to write answers to its questions and (apart from the occasional hallucination) the student can pass in functional answers without learning anything - not the concept, not the steps required, and without putting in effort.
It's easy to see the short-term appeal from the student's point of view, but the long-term effects might be regrettable. This feels different from kids having calculators in schools in the 90s. This isn't just a shortcut or a faster way to solve an equation that they need to know how to input. This is the machine providing the logic, equation, and answer all at the same time. I don't like the idea of students graduating and having all the "answers", but without any idea of how they go them or which answers to trust.