GPT Chatbots and Academic Integrity: Why Generative AI Should be Allowed in the Classroom

The International Baccalaureate, a prestigious college prep organization, recently allowed students to use ChatGPT on the IB exam as long as they do not claim it as their work. This surprising development is the latest in the string of headlines related to generative AI. Many school systems have already banned ChatGPT out of fear of academic dishonesty. Turnitin has announced the development of an AI-detection software that will be rolling out in April. Generative AI has made many rapid improvements, but students will not completely forego traditional learning in favor of bot-generated responses. Educators should integrate AI into the classroom so students know how to use the developing technology effectively and ethically.

Limitations with AI

An educator’s biggest fear is that students will use ChatGPT to do their work for them. While this is a valid fear it is often exagerrated. Olya Kudina’s students were tasked with comparing their assignments with an AI generated assignment. They were initially blown away by “how quickly the chatbot rendered information into fluid prose;” that is until they reread the bot’s work. The students realized that the bot was using incorrect information and it was unable to provide sources for the things it was claiming . Kudina’s students concluded that “copying from ChatGPT wouldn’t actually net them a good grade.”

On the other hand, Pieter Snepvangers received a passing grade on a 2,000 word essay that was written by AI. While AI generated work is passable at first glance, it fails to produce high quality academic work. Snepvangers’ essay was very generalized and didn’t include any citations. The lecturer grading the essay said it had “fishy language.”

Many teachers are horrified at the thought that students will be able to type an essay prompt into an AI generator and submit a paper in about 20 minutes; however it is not always that simple. ChatGPT can only produce up to 365 words, meaning that the student must ask the AI multiple questions to meet a higher word count. Snepvanger asked ChatGPT ten different questions related to the essay prompt. After receiving the paragraphs, Snepvanger selected the best ones and “copied them in an order that ‘resembled the structure of an essay,’”  Even when trying to use Chat GPT, students must use fundamental writing skills to create a coherent paper.

An AI is unlikely to do well on any assignment that requires anything more than a surface-level understanding of the material.  AI can’t properly source an article, and it doesn’t tell its users where its information came from. Any analysis produced by AI will be far too shallow to receive a good grade because the AI is unable to understand the deeper themes of texts or form original perspectives.

AI and Academic Integrity

Many institutions are grappling with the ethics of allowing AI in the classroom. Some are simply requiring that students state when they are using AI generated text. Others are claiming that use of AI in any form is plagiarism. Kalley Huang equates the current status of ChatGPT to Wikipedia in the early 2000’s, which educators also saw as the end of traditional education. Villanova University’s Chair of the Academic Integrity Program, Alice Dailey, believes that schools should allow AI, but they should develop a blanket policy that covers a wide range of circumstances. The advancement of AI technology is going to force educators revolutionize the way they evaluate student progress.

Many schools are moving away from take home essays and are using “in-class assignments, handwritten papers, group work and oral exams” to combat AI plagiarism. Stephen Marche claims that the essay is the “way we teach children how to research, think, and write.” Though these skills are important, there are better ways to teach them in an AI world. Antony Aumann is requiring students write their first draft in the classroom and explain each revision. This method of teaching is not only teaching the students how to write an essay, but is also forcing them to think critically about why they are writing it in this way.

AI in the Classroom

Instead of banning ChatGPT because of its risk to academic integrity, educators should use it as a tool in the classroom. The technology is not going away and students will be unprepared for the future if they are not taught how to use AI efficiently and ethically.

Students can only know the limitations of AI by using it. Ethan Mollick is not only allowing AI in his classroom, but he is mandating it. Mollick’s AI policy requires students to assume the AI is wrong, adding that students will be responsible for errors and omissions on behalf of the AI. Mollick also requires his students to include a paragraph at the end of their work disclosing the use of AI, as well as the prompts used.

Contrary to popular belief, turning in a research paper is not the height of academic evaluation. According to Kathy-Hersh Paseck, it is more important that students develop writing skills, like how to write a thesis and support it, rather than turning in a paper. Students are able to learn these necessary skills by interacting with AI.

Donnie Piercey’s fifth grade class plays a game of “find-the-bot,” which asks students to pick the AI summary out of a lineup with peers’ work.  The students said that the exercise helped them identify proper capitalization and punctuation, as well as how to correctly summarize information. This exercise also led to a discussion on writing voice, and why the AI text sounds “stilted.”

AI text generators are tools that should be embraced in the classroom. Like other technology that was new for its time, AI will not go away. The best thing educators can do for their students is to teach them efficient and ethical ways to use AI text generators while still honoring academic integrity and learning essential writing skills.  

Changing the World with Worldreader

Image of Myia Fitzgerald

Worldreader, the lovechild of Amazon and higher education, gained three million new users in 2018, bringing the total number of individuals the company has reached to 10 million according to Publishers Weekly’s Ed Nawotka.

Worldreader, a charitable organization that promotes literacy and learning through technology, was founded by David Risher, previously both a general manager at Microsoft and Amazon’s senior vice president for Retail and Marketing, and Colin McElwee, the first Director of Marketing at ESADE Business School in Barcelona. As an AllAfrica article on Worldreader explains, Risher and McElwee’s initiative  “provides people in the developing world with free access to a library of digital books via e-readers and mobile phones.”

Worldreader intends to bridge the gap in education that permeates developing nations. According to CIO’s article “Worldreader Launches E-reading Program in Rabai,” “only one in nineteen African countries has anything close to adequate book provision in schools.” To change that, Worldreader gives away Kindles and Tablets, loaded with e-books, to disadvantaged peoples in Africa, Asia, and the Americas.

What Worldreader has to Offer

Worldreader re-evaluates its e-book catalog each year based on reading levels and gauged interest. The 35,000 works that it offers fit all different categories to engage readers fully – AllAfrica says the e-books are “texts for all ages; books that are supplementary reading for education; vocational books; books for low literacy adults; and basic books to get parents to tell stories to kids.”

Worldreader offers three different apps so that readers can access the e-books on mobile devices. The regular Worldreader app enables users to set and track reading goals through gamification and supports offline reading, which the frequently low-fi status of the villages necessitates. The unique language support feature contributes the most to Worldreader’s success: the app supports all modern written languages from Hindi to Arabic.

The organization also offers a “Worldreader Kids” app. Like the original app, it enables offline reading – however, the child-friendly app includes personalized avatars to entertain young ones while they read the illustrated children’s e-books.

The “Worldreader Student” app works on Android devices and supports reading level analysis as well as other insights to help the organization tailor the program for students.

Worldreader also offers a product it calls a BLUE Box, which the charity designed for schools and libraries. The BLUE Box costs $15,000 per package and consists of 5,000 e-books pre-loaded onto 50 Kindles (sometimes donated Android tablets) with full Worldreader operational support. The products Worldreader supports feed directly into its established programs.

Moreover, the charity boasts an incredible range of partners, donors, and patrons. Worldreader is partnered with publishers such as Pearson, Penguin Random House, and Rosetta Books, and supported by organizations like EBSCO, Google, LinkedIn, and the UN. Additionally, Amazon, Samsung, and Microsoft all make products for Worldreader at low cost.

Worldreader’s Reading Programs

Worldreader outlines four major reading programs: Pre-Reading, School Reading, Library Reading, and Lifelong Reading. The “Worldreader Kids” app feeds into the Pre-Reading program, which aims to get parents and teachers reading with young children to establish the importance of literacy young. Worldreader’s 2018 Annual Report says that learning to read at a young age dramatically increases a child’s earning potential which “increase(s) their chance of breaking the cycle of poverty and create(s) inner capacity to build healthier and more equitable societies.”

The School Reading program correlates with the student app and BLUE Box to provide material to both student and teacher. UNESCO states that “an astonishing 617 million children and adolescents worldwide are not reaching minimum proficiency levels in reading. A lack of books prevents literacy acquisition and learning, blocking students from reaching their full potential.” Worldreader challenges this problem by providing students access to online textbooks through their program.

Worldreader has several initiatives in both the Library Reading and Lifelong Reading programs: the Library Reading program has LOCAL (Local Content for African Libraries) and LEAP (Libraries, E-Reading, Activities, Partnerships) which engage the public in e-book consumption. The Lifelong Reading program has AvanzaLee, a Latin American initiative focused on Mexican e-books, and Anasoma, an initiative geared toward gender equality.

Why E-readers instead of Print Books

Donating e-readers makes more sense than providing print books in an environment where scarcity oppresses. As Linendoll from CNN explains,

Carrying heavy loads of books is not practical for Kenyan students who often have to walk miles to and from school. E-readers, however, are a different story. They’re lightweight and portable and give students access to entire libraries, including books from African publishers.

The e-readers also allow for more technological intervention – between being data-driven and fully supported remotely, e-readers encourage more engagement in continents like Africa by supporting African languages. The technological literacy the readers attain also promotes the use of e-readers.

The founders, Risher and McElwee, explain that the previous favor print books held counteracts the goal of the charity,

Donating paper books to a place like Africa is well-intentioned, but it’s actually ill-informed. You can’t actually get the right books to the people you want to get to, at the time they need it. It’s very expensive and highly inefficient.

The expense of sending print books would be astronomical – the cost of production and shipping alone would already eat through Worldreader’s funds, and e-readers contain more content in half the size for pennies on the dollar. The volume and versatility of e-readers make them the clear choice for an operation of this size.

Some might worry though about the danger of theft when using tools so valuable; as Linendoll expresses, “The students, after all, go home to a community filled with poverty.” However, less than a single percent of e-readers has disappeared, which indicates the absences can likely be attributed to other factors, such as moving. “Books and education are really the way out of this, and people take great care of books and education,” McElwee stated.

Worldreader has pushed literacy through e-books with great results on four continents. Though the charity currently boasts 10 million users, Nawotka’s article “Worldreader Added 3 Million Users” reports that, “The stated goal for the group is to ultimately reach one billion readers.” These results should come as great news for e-book authors as Worldreader has expanded the digital publishing universe by opening up audience demographics that were previously left untouched. All an author has to do is write something worth reading.