Artificial Intelligence (AI) tools are software programs that utilize artificial intelligence techniques to perform specific tasks or solve particular problems. These tools use machine learning algorithms, natural language processing, computer vision, and other AI technologies to automate or enhance various aspects of work processes, from data analysis and decision-making to customer service and marketing. AI tools such as OpenAI’s ChatGPT and Google’s Bard have become game changers in technology for students and teachers.
ASM’s AI PHILOSOPHY AND POSITION by Division
US Student Handbook, ASM Philosophy on Academic Integrity
MS Student Handbook, Academic Integrity (pgs. 33-36)
As with other tools, ASM’s philosophy is not to ban but to teach how to use it appropriately. Inspired by Lincoln School draft philosophy and
practices statement.
We believe:
Schools must prepare students for the future with transferable skills, dispositions, and knowledge.
Generative AI tools will be an exciting part of this future.
As members of a learning institution, we should all be curious about the potential of these tools and how we can use them as resources within and outside the context of the school experience.
As a school, focused through our mission of empowering students to be lifelong learners who can care for others and build toward a better future, we embrace the opportunities provided by generative AI tools to support us in our goals.
We recognize potential conflicts:
Adaptation and evolution are the norm across both societies and education.
All learners, including students, teachers, and other community members, will adopt generative AI technologies at different times and rates.
Over-reliance on generative AI tools may create dependency and reduce critical thinking and problem-solving skills.
All members of the community will need to learn to be critical of the data outputted by generative AI due to its nature of drawing from all areas of the internet indiscriminately.
We will:
Develop practices that both embrace new technologies in positive ways and that also guide and teach all users how to make constructive use of them while avoiding the negative consequences of their adoption.
Take a collaborative approach as generative AI evolves by communicating policies, guidelines and learning opportunities with the ASM community.
Take an iterative approach to adapt to such technologies with educator training at the center.
Maintain transparency through policies, communication updates, and shared conversations.
Review and update our approaches on a regular and frequent basis
STUDENT PRACTICES (Taken from ChatGPT)
It's important for students to use ChatGPT appropriately and to understand its limitations. ChatGPT is an AI language model that relies on the data it was trained on, and it may not always provide accurate or appropriate responses. Therefore, students should use ChatGPT as a supplemental tool rather than a substitute for critical thinking, independent research, and the guidance of their teachers and mentors.
Students will:
Abide by all guidance on the processes they are to use that will support the authentication of their work.
When working independently (at home or on any assessment) all preparatory work must be completed in a Google document that will be made fully accessible to the teacher upon request.
Be able to explain to their teacher the development of their work throughout the creation process and oblige a request for an oral examination or interview.
Be transparent about when and how they use generative AI by clearly referencing AI tools in the body of their work and add it to the bibliography.
Use in-text citation and contain quotation marks using the appropriate referencing style and the citation should also contain the prompt. (According to ChatGPT, "insert the information you obtained from the chatbot here" (ChatGPT, 2023)..
RESOURCES CITED
OpenAI (2023), ChatGPT (3.5) [Software]. Retrieved from https://chat.openai.com/
ChatGPT (2023, April). [Conversation with user]. Message posted to https://chat.openai.com/
Lincoln School “DRAFT Philosophy & Practices Relating to the Use of Generative AI Tools in the High School at LCS”. 14 February 2023.
The growing importance and relevance of artificial intelligence (AI) to humanity is undisputed. However, AI does not seem to have a universally agreed definition, and different sectors of society use very different vocabulary to describe AI. Using AI to define AI, we were able to detect the relevant body of research, further structure it in sub-fields, and give a comprehensive overview of the research landscape. There are strong regional differences in AI activity:
• China aspires to lead globally in AI and focuses on computer vision. It shows a rapid rise in scholarly output and citation impact. A net brain gain of AI researchers to China also suggests an attractive research environment.
• Europe is the largest producer of AI scholarly output, but appears to be losing academic AI talent. The broad spectrum of AI research in Europe reflects the diversity of European countries, each with their own agenda and specialties. 2
• AI research in the United States is robust, both in terms of scholarly output and talent retention. The US benefits from a strong corporate sector. The corpus shows less diversity in AI research than Europe but more than China. A key area of further development in AI research worldwide is on ethical issues pertaining to AI. While a major topic in daily conversation, there is surprisingly little formal research published on AI ethics to date.
Source: https://library.ifla.org/id/eprint/2814/1/s02-2019-dekleijn-en.pdf
Industry races ahead of academia.
Until 2014, most significant machine learning models were released by academia. Since then, industry has taken over. In 2022, there were 32 significant industry-produced machine learning models compared to just three produced by academia. Building state-of-the-art AI systems increasingly requires large amounts of data, compute, and money, resources that industry actors inherently possess in greater amounts compared to nonprofits and academia.
New research suggests that AI systems can have serious environmental impacts. According to Luccioni et al., 2022, BLOOM’s training run emitted 25 times more carbon than a single air traveler on a one-way trip from New York to San Francisco. Still, new reinforcement learning models like BCOOLER show that AI systems can be used to optimize energy usage.
According to the AIAAIC database, which tracks incidents related to the ethical misuse of AI, the number of AI incidents and controversies has increased 26 times since 2012. Some notable incidents in 2022 included a deepfake video of Ukrainian President Volodymyr Zelenskyy surrendering and U.S. prisons using call-monitoring technology on their inmates. This growth is evidence of both greater use of AI technologies and awareness of misuse possibilities.
In a 2022 IPSOS survey, 78% of Chinese respondents (the highest proportion of surveyed countries) agreed with the statement that products and services using AI have more benefits than drawbacks. After Chinese respondents, those from Saudi Arabia (76%) and India (71%) felt the most positive about AI products. Only 35% of sampled Americans (among the lowest of surveyed countries) agreed that products and services using AI had more benefits than drawbacks.
Source: https://aiindex.stanford.edu/report/#individual-chapters
Source: https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-state-of-ai-in-2022-and-a-half-decade-in-review
