That sounds incredibly backwards to me.
How about accepting new realities and changing homework assignments instead?
How about accepting new realities and changing homework assignments instead?
But you cannot unironically think we can substitute fundamental skills like essay writing and critical thinking for a degree in 'prompt engineering'?
Personally, I don't think that. However, I also think it's logical and good for a child to consider the task at hand and select the most efficient tool available.
I am not this girl's parent, and I'm not sure how I would have handled the situation if I was. However, I worry that simply taking away her phone may have been counterproductive. I would have erred toward some sort of open conversation about the purpose of the assignment and what she is hoping to learn.
Phone is her currency.
A warning on losing it will usually fix any behavior problems.
After one really bad episode of mouthing off to her mother, it sat in the blender for a week.
There was a firm understanding that it was being turned on if she didn’t correct herself.
She’s still a mouthy teenager, but she’s learned to keep it at a playful level and not getting out of hand.
Critical thinking is still a skill, but even there GPT-4 is great at giving suggestions and ideas when you're not sure what to do. I got into a long recurring argument with extended family members at an event last month. I pulled out my laptop and dropped in everyone's complaints into GPT and asked the best way to move forward. An argument that normally would have gone on for hours was over in 20 minutes, and we actually felt a sense of mutual understanding for once.
The world is changing very rapidly right now.
Suggestions for how to change homework assignments? It seems like a difficult problem, so reverting to hand writing things with no phones is probably the best option for now...in my opinion.
2. Consider making it non-graded (optionally providing feedback if desired that will not be counted in course grading.)
3. Require oral/in-person explanation of homework to paid peer assistants recruited from the previous cohort.
4. For writing, change to a writing workshop model where ChatGPT is a permitted tool that is incorporated into the workshop and students can learn how it can be helpful and how it can run astray. Help students to find and write in their own distinctive voice, even if they are assisted by ChatGPT.
What does someone learn from doing this? What happens when they actually have to use their brain to do something hard?
At this point, why bother?
I don't think Google in 2024 is guaranteed to be the critical-thinking tool that 2004 Google might have been.
Of course! How to apply the calculator to problems, and how to discern if a problem is calculator-solveable. We've decided as a society it's better for students to use calculators as a tool in mathematics, why is chatGPT different in literature?
E.g., we could not use a calculator at all when learning arithmetic.
Once we learned arithmetic and were learning (say) algebra, we could use the calculator to do arithmetic, but not to compute the algebra for us.
While learning trigonometry, we could use the calculator for arithmetic, but not for computing sines and cosines.
While learning calculus, we could use the calculator for arithmetic and sines and cosines, but we could not use it to perform integration or differentiation for us.
And so on.
You have to understand the problem and how to use the tool.
If one's understanding of how to use the tool is limited to "access the tool and dump in the question, then blindly paste the response into my homework document", I'd say you are not learning much. It's obvious that every contemporary teenager can learn that in a few minutes. That's not giving us the capabilities to move forward as a society.
But we can? Students using ChatGPT to get homework answers is the whole thing we are talking about.