Chat GPT

Implementing ChatGPT in the classroom

Teachers are mediators between environments, tools, content, technologies, and those who are going to learn.

The inescapable responsibility we must address is, first of all, to have a thorough understanding of the ChatGPT system and generative artificial intelligence technologies. We cannot avoid them, and despite attempts to overcome them with high vigilance and low pedagogy, we will not be able to sustain them over time.

Some authors (Webb, 2023) suggest the need to adapt, and to rethink our educational and evaluative actions. But what we propose in this book is a step further. We mean integrating these generative IAs into processes that are learning-oriented, learner-centred, and ensure formative assessments as part of the learning process.

In a very direct way, our action must be oriented towards education, not mere control, if this is simply to monitor whether or not and to what extent students use AI tools. Because when monitoring what the learner does not serve to ensure that learning takes place, monitoring is useless. And this forces us to focus on the problem, when we need to focus on the opportunity.

The strategies proposed are based on a clear vision of rethinking how we learn and what we learn. Understanding students’ processes, designing meaningful, contextualised and complex tasks that force the construction of knowledge. Understand assessment as part of the process and as an opportunity to learn. Consider ethical issues, both as a team of teachers and with our students. And adopt a hacker attitude by using and experimenting with tools, sharing and collaborating for effective and productive use.

Today, many challenges are facing and this has only just begun. The automation and technologisation of education is a never-ending path, with major problems related to ethics, the commercialisation of education, the homogenisation of knowledge, … And in the face of this situation, teachers must adopt an active, participatory attitude. It is critical today to know the system in order to be able to make pedagogical and educational policy decisions in our institutions.

Clearly, this is a disruptive change, but it certainly opens the door to unique educational opportunities.