Ian Cho ‘26
(Image generated using ChatGPT 4o with the prompt “create an image of students using AI tools in classrooms”)
Since the increased popularity of AI language models such as Open AI’s ChatGPT a few years ago, AI has permeated into our lives, especially in the classrooms. AI tools in education have the potential to revolutionize learning positively. However, careless AI usage without proper discourse can be detrimental to students’ learning. Amid the excitement and concerns surrounding AI in education, how are students currently using AI at St Mark’s? (The interviews are presented anonymously to ensure the authenticity of the responses and students’ privacy).
The usage of AI tools for assignments is highly prevalent throughout the community. AI language models have become the predominant search engine or source of information for some students. A student noted that contrary to her freshman year, “instead of searching on Google, I use ChatGPT first.” Another student commented that he “use[s] AI for [his] assignments, and among [his] friends, [he doesn’t] know anyone who doesn’t use AI in some shape or form.” The use of AI tools varies among the students. Some students use AI tools for brainstorming ideas, summarizing texts, or having the AI language models act as tutors. Most students revealed that they use AI tools to study for tests. Students were generally impressed by the AI tool’s ability to synthesize and summarize the key concepts. When AI tools are used after a conversation and confirmation with a teacher and used without hindering a student’s independent thinking, it can significantly increase the efficiency of the student by eliminating tedious tasks.
However, other students admitted to using AI in less responsible ways, such as having AI language models write significant portions of assignments. Some students expressed frustration for the unaccountable use of AI tools in classrooms: “I don’t use AI, or at least I don’t have AI write my essays for me, but I see other students in my classes having AI write their essays for them… and they get better grades than me.” Therefore, many face a dilemma where their responsible use of AI tools puts them at a disadvantage over students who may be academically dishonest; the current landscape and environment around AI tools essentially punish students for maintaining academic integrity in certain classes.
The consequences of the AI tools are also demonstrated by students’ learning experiences when excessively using AI tools: “I don’t think anymore. I feel like I just go to ChatGPT for help all the time.” Since AI language models such as Open AI’s ChatGPT can generate responses to questions immediately, students are often stripped of the thought processes that facilitate learning, understanding, and improvement. Other students voiced similar experiences. A student revealed that “because I use ChatGPT so much, it leads to a lack of confidence, and I always worry whether I used AI too much or if I did not use AI enough.” Because the student had developed a habit of always having AI tools to assist in assignments, the student did not feel confident and comfortable completing specific tasks without AI. Students are also confused regarding the boundary between academic dishonesty and leveraging AI tools to enhance learning. Furthermore, students noted that they were unsure how to cite AI usage.
When asked about the effect AI had on classroom interactions, a student replied, “I don’t really ask questions to my teachers anymore because I have gotten so used to having ChatGPT teach me… it’s just quicker and easier.” The statement significantly deviates from “St. Mark’s mission to St. Mark’s remains committed to prioritizing human inquiry and relationships” (Guidelines for Students: Artificial Intelligence in Academics (24-25)). The lack of communication between students and faculty is also highlighted in students’ reluctance to talk to teachers about using AI for assignments. Students gave examples of times they asked teachers whether they could use AI to create images for a mascot or AI voiceovers for a video project. Students also expressed interest in the AI image-generating assignment for the Survey of Literary Genres last year. On the other hand, when it came to AI use in writing assignments, students revealed that they were less willing to ask the teachers. Students attributed the reluctance to the preconception that teachers believe using AI is immoral: “I feel like teachers have the stereotype that AI provides incorrect information.” Other students simply refrain from communicating with teachers despite knowing that their use of AI is irresponsible because AI can save them time. The current use of AI significantly deviates from St. Mark’s Guidelines for Students: Artificial Intelligence in Academics, which encourages students to ask teachers questions and set common boundaries for AI use, as each teacher and class has different expectations and tolerance for AI use.
A student described St. Mark’s current AI policy statement as a “strong policy” but added, “We are lagging behind in acting on it and actually addressing how important AI is to our future.” The majority of the students interviewed were not even aware that there was an AI student policy statement or had never read it.
On April 19th, 2024 (AI Literacy Day), St. Mark’s hosted a symposium on Artificial Intelligence in Education: New Trends in Teaching and Learning. The symposium provoked discussion between faculty from various schools and departments on ensuring AI literacy and the responsible use of AI in classrooms. Dr. Russo shared, "We have to talk about [AI in education]… This is a conversation that is so much bigger. It really will change the landscape of teaching and learning.” “Academia tends to lag behind these innovations,” added Mr. Spalletta. “Let’s get ahead of it!”
The current student use of AI tools and adherence to the AI policy statement begs the need for further discourse. Faculty should be proactive in facilitating discourse on properly using AI tools in a class, such as by introducing and demonstrating the proper use of AI tools to the students. Students should recognize the consequences of using AI tools irresponsibly and reach out to teachers when unsure whether AI is allowed. The rapid advancement of AI presents many opportunities when used responsibly, but it also presents various challenges that may significantly hinder learning. Students and faculty must constantly communicate to ensure that students at St. Mark’s can leverage AI tools effectively and responsibly to lead lives of consequences.