Abstract
The role of generative artificial intelligence (GenAI) in the classroom has sparked divergent opinions among educators, especially in English classrooms. While these tools suggest substantive implications for content creation, educators question whether they belong in classrooms and raise concerns regarding academic integrity and plagiarism. However, GenAI can be a powerful tool for creating content in a classroom environment where students learn to interact with GenAI better to understand the limitations and possibilities of this medium. Substantively introducing GenAI in an English classroom comes with risks; however, not doing so may deprive students of skills needed for future careers. Since GenAI models seem poised to stay, faculty now must consider how we can teach students to use these tools ethically and functionally. If we introduce these models in the classroom, what are our expectations for how students interact with them? Is it acceptable for students to use GenAI for brainstorming and feedback rather than producing content? If a student collaborates with GenAI in some fashion to create content, are we abandoning critical thinking in the classroom? Are there any circumstances under which GenAI might be acceptable as a collaborator or co-creator of student content? I present a theoretical model for integrating GenAI into an English classroom.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Generative AI, English, Pedagogy
