The other day I had a friend, someone who knows my work, and who even works in education-adjacent spaces ask, “Have you written anything about that ChatGPT stuff?” Have I? It seems like that’s all I’ve been writing about, to the point where I purposefully go looking for any other topic for this space these days. When I consider what I want to write about, I sometimes imagine a reader who literally reads everything I post and then try to judge if they will feel like I’ve been repeating myself. For sure, there’s areas that I return to over and over, but I want that hypothetical reader to feel like they stand a decent chance of encountering an idea they hadn’t heard from me before. This also happens to be a good way to keep the work interesting for me . Writing is a tool for figuring out what I think and believe, and to endlessly go over old territory is fundamentally uninteresting. Most Popular But, in talking to this friend, and from a few other conversations I’ve had, it’s clear that even as ubiquitous as talk about the impact of generative artificial intelligence (AI) on education may seem to me, I think the reality is that most folks are too pressed to attend to what seems to be a rapidly evolving space. Going back through my archives, I have written a lot about the challenges of assigning, teaching and assessing writing in a world where ChatGPT (and other apps of that ilk) exist, but one of the things I realized in this archive review is that I think it is a mistake to see this as a rapidly evolving space. Yes, on the one hand, OpenAI seems to be regularly rolling out new capabilities for its technology. But the core problem people in education must grapple with hasn’t changed at all: How do we help students learn? In this case, I’m specifically focused on helping students learn to write. ChatGPT doesn’t alter the problem in the slightest. It may be part of the solution to this problem, but […]
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