As the summer unfolds, many teachers and professors are delving into the realm of AI tools to enhance their teaching materials and streamline their preparation processes. The emergence of new tools incorporating ChatGPT has piqued the interest of educators, prompting them to explore the possibilities they offer.

While the utilization of generative AI in creating teaching resources is on the rise, a pertinent question arises – should educators disclose this to their students?

Marc Watkins, a lecturer at the University of Mississippi, believes transparency is key. As he gears up to teach a digital media studies course, Watkins intends to educate his students about his use of AI in class preparation. He stresses the importance of setting an example by openly showcasing the integration of AI tools in the educational process.

Despite the logical rationale behind educators disclosing their AI usage, the practice isn’t as straightforward due to ingrained habits of borrowing materials without attribution in academic settings. Watkins notes the prevalent culture of sourcing materials from various sources without explicitly informing students of their origins.

Reflecting on his interactions with a learning management system’s developers, Watkins highlights the challenges of advocating for transparent AI usage. The reluctance of developers to incorporate features that indicate AI involvement underscores the need for a broader conversation on disclosure norms.

While opinions on AI disclosure vary among educators, the consensus leans towards assessing the nature of AI utilization to determine the need for disclosure. For instance, using AI in grading assignments might warrant acknowledgment, whereas employing it for drafting tasks might not necessitate explicit disclosure.

Leading By Example

Alana Winnick, an educational technology expert, emphasizes the significance of transparently communicating AI use to colleagues to foster awareness and acceptance. She envisions a future where AI integration becomes commonplace, requiring minimal disclosure as the practice becomes ingrained.

Jane Rosenzweig, director of the Harvard College Writing Center, recognizes the need for disclosure based on the type of AI application. Feedback generated using AI platforms should be clearly marked to ensure students are aware of the technological assistance employed.

Notwithstanding the evolving landscape of AI ethics, educators are grappling with the ethical dilemmas surrounding AI disclosure in educational settings. Pat Yongpradit, chief academic officer for Code.org, underscores the importance of clear policy guidelines to navigate the complexities of AI integration in teaching.

Seeking Policy Guidance

With the surge in AI adoption in educational institutions, the need for comprehensive policies addressing AI usage disclosure has become apparent. Educators are urged to consider the implications of AI integration and determine the extent to which disclosure is warranted based on the context.

As the educational community navigates the ethical terrain of AI utilization, fostering transparency and open dialogue are essential to uphold academic integrity and promote responsible AI integration.