Artificial Intelligence Applications to Support Teachers and Teaching

 


Murphy has already explored the idea of using artificial intelligence in education back in 2019. While he could not have seen the emergence of ChatGPT, he already talked about research into the effectiveness of intelligent tutoring systems (which first appeared the 1980s!) used in “math, physics, computer science, language, and literacy”. Based on research reports from 2014 “scores on standardized or researcher-developed tests, ITS-based instruction resulted in higher test scores than did traditional formats of teacher-led instruction and non-ITS online instruction and produced learning results similar to one-on-one tutoring and small-group instruction” (p.5). This in itself points to a topic that is worth exploring.

He mentions automated essay scoring as an option, especially since using some sort of automation can save tremendous amounts of time. He also touches upon the challenges presented by these systems. One of these is learned bias, which is proving to be one of the main challenges that we need to deal with in the case of ChatGPT as well. And of course there is what he calls the “Transparency and the Trust Problem” by which he does not mean cheating but rather the questions of how much we can trust the responses of AI. This is particularly important today, when we are dealing with AI hallucinations and fabrications.

 

If you’d like to read the whole article, it is available for free, with open access here: Artificial Intelligence Applications to Support K–12 Teachers and Teaching: A Review of Promising Applications, Opportunities, and Challenges

References: 

Murphy, Robert F. Artificial Intelligence Applications to Support K–12 Teachers and Teaching: A Review of Promising Applications, Opportunities, and Challenges. RAND Corporation, 2019. JSTOR, http://www.jstor.org/stable/resrep19907


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