Should ChatGPT be Banned at Schools? Organizing Visions for Generative Artificial Intelligence (AI) in Education
Kishore, Shohil; Hong, Yvonne; Nguyen, Andy; Qutab, Saima (2023-11-15)
Association for Information Systems
15.11.2023
Kishore, Shohil; Hong, Yvonne; Nguyen, Andy; and Qutab, Saima, "Should ChatGPT be Banned at Schools? Organizing Visions for Generative Artificial Intelligence (AI) in Education" (2023). Rising like a Phoenix: Emerging from the Pandemic and Reshaping Human Endeavors with Digital Technologies ICIS 2023. 5. https://aisel.aisnet.org/icis2023/learnandiscurricula/learnandiscurricula/5
https://rightsstatements.org/vocab/InC/1.0/
© 2023 The Authors.
https://rightsstatements.org/vocab/InC/1.0/
© 2023 The Authors.
https://rightsstatements.org/vocab/InC/1.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202312053515
https://urn.fi/URN:NBN:fi:oulu-202312053515
Tiivistelmä
Abstract
Several sectors, including education, have experienced rapid growth in the utilization of artificial intelligence (AI). The emergence of generative AI (GAI) models, such as GPT-4, hold the potential to transform teaching and learning. However, GAI in education presents unique challenges and risks, such as potential violation of academic integrity, negative effects on critical thinking skills, and propagation of biases and inaccuracies. This study examines organizing vision functions in the digital world to explore the opportunities and threats posed by GAI, specifically ChatGPT, in education. By identifying the main actors contributing to the early development of organizing visions of ChatGPT in education, we aim to provide valuable insights into the shared visions concerning ChatGPT in education. Understanding these implications will be crucial for educational stakeholders and society at large as they navigate the complex challenges associated with GAI in education.
Several sectors, including education, have experienced rapid growth in the utilization of artificial intelligence (AI). The emergence of generative AI (GAI) models, such as GPT-4, hold the potential to transform teaching and learning. However, GAI in education presents unique challenges and risks, such as potential violation of academic integrity, negative effects on critical thinking skills, and propagation of biases and inaccuracies. This study examines organizing vision functions in the digital world to explore the opportunities and threats posed by GAI, specifically ChatGPT, in education. By identifying the main actors contributing to the early development of organizing visions of ChatGPT in education, we aim to provide valuable insights into the shared visions concerning ChatGPT in education. Understanding these implications will be crucial for educational stakeholders and society at large as they navigate the complex challenges associated with GAI in education.
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