Michael Zwaagstra: How Schools Can Adapt to New AI Reality

A teacher works with her students in a science class in a high school in Homestead, Fla., on March 10, 2017. Rhona Wise/AFP via Getty Images

Commentary

Microsoft co-founder Bill Gates recently made a bold prediction. He said artificial intelligence (AI) will replace teachers within 10 years.

Obviously, Gates doesn’t really believe that schools and teachers will literally disappear. But he does think AI will take over some of the tasks currently performed by teachers. This could change teaching jobs in a significant way.

In fact, AI is already having a profound impact on schools. Using programs such as ChatGPT, students can get entire essays written for them in a few seconds. To avoid getting caught, students just tell ChatGPT to make the essay look like it was written by a high school student. AI programs can also create poetry, analyze scientific data and solve complex mathematical equations. Anytime a student hands in an assignment, there’s a real possibility it was done with the help of AI. And as AI becomes more sophisticated, it’s increasingly harder for teachers to detect it.

Fortunately, one form of assessment remains immune to AI’s influence—written tests. Because tests are written in class under teacher supervision, students cannot use AI to answer questions, so tests remain the best way for teachers to find out whether students know the material or not. This is true regardless of the subject.

Of course, progressive educators have long criticized tests. They argue that tests cause undue stress to students and capture only a snapshot of their understanding. As a result, over the years many teachers have generally reduced their reliance on tests, while some have got rid of them altogether.

However, the growing influence of AI means that teachers no longer have the luxury of using alternative evaluation systems. Having students do projects and/or group work might look like a good way to engage students in the learning process, but it’s nearly impossible to stop students from using AI to do the work for them. Clearly, requiring students to write regular tests is the best way to ensure students are being fairly assessed on their own work, rather than on work done by AI.

This doesn’t mean tests should be the only form of assessment. It’s still important that students learn how to answer questions orally and complete assignments, particularly since time management is an important skill in any job. But teachers should make their assignments as AI-proof as possible. For example, instead of having students write a report summarizing the career of a Canadian prime minister (something ChatGPT can easily do), get students to write a short essay where they give their opinion about a key decision that prime minister made while in office. While this assignment isn’t completely AI-proof, it at least forces students to personalize their answers. A teacher could also have the student present the report in class and answer questions from other students.

Teachers could also have students complete assignments during class time rather than at home. And any assignment requiring the use of a computer should be done on a school-provided device. That way school boards can install tracking software that blocks students from accessing AI programs.

Finally, while students must know that they can’t cheat their way through school, there’s nothing wrong with students using AI for some of their work. Just as we allow students to use calculators when solving algebraic equations, it makes sense to let students use AI when drafting cover letters and resumes. Whether we like it or not, AI is here to stay so we’d better show students how to use these programs appropriately and make sure they’re not graded on things they did not do.

The best way to deal with AI is to be honest with students about its advantages and disadvantages. Contrary to what Bill Gates said, we’ll need teachers for many years to come. But it’s on the school system to adapt to this latest technological challenge.

Michael Zwaagstra is a public high school teacher and a senior fellow with the Fraser Institute.

Views expressed in this article are opinions of the author and do not necessarily reflect the views of The Epoch Times.