View in EDS

When You Come to a Fork in the Road, Take It, and the Future Ain't What It Used to Be: Lessons in Living with ChatGPT

Saved in:
Bibliographic Details
Title: When You Come to a Fork in the Road, Take It, and the Future Ain't What It Used to Be: Lessons in Living with ChatGPT
Language: English
Authors: Bruce A. Craft
Source: Research Issues in Contemporary Education. 2024 9(2):125-138.
Availability: Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Natural Language Processing, English Instruction, Writing Instruction, Student Research, Technology Uses in Education, Ethics, Teaching Methods, Freshman Composition, Higher Education, Literature, Technology Integration
ISSN: 2690-9251
Abstract: This paper addresses the pedagogical implications of incorporating ChatGPT into the college English classroom specifically and, more broadly, into any college course with a focus on writing and research. Historically, advances in technology in the college classroom have characteristically promoted two juxtaposed reactions: relief and anxiety. Students customarily exhibit relief that a new technology will lessen their workload and embrace it wholeheartedly. Conversely, faculty often experience anxiety at how some newfangled computerized application will impact student learning. This juxtaposition creates barriers to an effective integration of new technology into the classroom. What students view as a cool new tool faculty see as a platform that promotes student slacking or, at worst, cheating. Such is the case with ChatGPT. I review generally the ethics of using ChatGPT as a classroom tool to conclude that the potential for advancing educational equity among students outweighs any potential for misuse of this quickly evolving technology. Relying upon established principles of classroom instruction as well as significant trial-and-error experience, I propose a pedagogical framework that allows for limited application of ChatGPT in selected scaffolded assignments. I further offer specific lesson plans to show how incorporation of ChatGPT into the college composition classroom can align with universally accepted goals, objectives, and student learning targets in both freshman composition and traditional literature courses, all while removing barriers and promoting equity. This paper provides faculty who are not already well-versed in ChatGPT with information to evaluate its efficacy for their courses and a flexible framework to include into their pedagogy easily modifiable ChatGPT-based lesson plans that present challenging yet fun scaffolded assignments for any writing or research curriculum.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435768
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1435768
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1435768
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: When You Come to a Fork in the Road, Take It, and the Future Ain't What It Used to Be: Lessons in Living with ChatGPT
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bruce+A%2E+Craft%22">Bruce A. Craft</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Research+Issues+in+Contemporary+Education%22"><i>Research Issues in Contemporary Education</i></searchLink>. 2024 9(2):125-138.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+Language+Processing%22">Natural Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Freshman+Composition%22">Freshman Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2690-9251
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper addresses the pedagogical implications of incorporating ChatGPT into the college English classroom specifically and, more broadly, into any college course with a focus on writing and research. Historically, advances in technology in the college classroom have characteristically promoted two juxtaposed reactions: relief and anxiety. Students customarily exhibit relief that a new technology will lessen their workload and embrace it wholeheartedly. Conversely, faculty often experience anxiety at how some newfangled computerized application will impact student learning. This juxtaposition creates barriers to an effective integration of new technology into the classroom. What students view as a cool new tool faculty see as a platform that promotes student slacking or, at worst, cheating. Such is the case with ChatGPT. I review generally the ethics of using ChatGPT as a classroom tool to conclude that the potential for advancing educational equity among students outweighs any potential for misuse of this quickly evolving technology. Relying upon established principles of classroom instruction as well as significant trial-and-error experience, I propose a pedagogical framework that allows for limited application of ChatGPT in selected scaffolded assignments. I further offer specific lesson plans to show how incorporation of ChatGPT into the college composition classroom can align with universally accepted goals, objectives, and student learning targets in both freshman composition and traditional literature courses, all while removing barriers and promoting equity. This paper provides faculty who are not already well-versed in ChatGPT with information to evaluate its efficacy for their courses and a flexible framework to include into their pedagogy easily modifiable ChatGPT-based lesson plans that present challenging yet fun scaffolded assignments for any writing or research curriculum.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1435768
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1435768
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 125
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Natural Language Processing
        Type: general
      – SubjectFull: English Instruction
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Student Research
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Freshman Composition
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Literature
        Type: general
      – SubjectFull: Technology Integration
        Type: general
    Titles:
      – TitleFull: When You Come to a Fork in the Road, Take It, and the Future Ain't What It Used to Be: Lessons in Living with ChatGPT
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bruce A. Craft
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2690-9251
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Research Issues in Contemporary Education
              Type: main
ResultId 1