The Evolving Role of AI in Education: A Call for Human Connection

When generative AI tools like ChatGPT made their debut in late 2022, educators were primarily concerned about the potential for cheating. The rapid dissemination of knowledge about these technologies on platforms like TikTok revealed that students could use simple prompts to generate essays or complete homework in ways that would challenge teachers’ ability to detect academic dishonesty.

However, as the educational landscape continues to change, a new concern has emerged: the risk of diminished human interaction within schools and colleges, and the fear that AI might eventually be deployed to replace educators altogether.

This issue is resonating beyond classrooms; it is becoming a significant topic in education policy discussions.

Recently, a bill was passed in California that aims to ensure community college courses are taught by qualified humans rather than AI bots. The legislation has broad implications for how AI may be integrated into educational settings.

Assembly member Sabrina Cervantes introduced the bill with the intention of establishing “guardrails on the integration of AI in classrooms, ensuring that community college students are taught by human faculty,” as she articulated in a recent statement.

Importantly, there have been no formal proposals to substitute professors with generative AI tools like ChatGPT. Even the bill’s proponents acknowledge the potential for positive uses of AI in educational contexts, such as aiding with grading or curriculum development.

Yet, advocates of the legislation harbor concerns about potential future scenarios where AI could replace faculty. Earlier this year, a situation at Boston University ignited fears among striking graduate workers when a dean mentioned AI as a potential tool for managing classroom activities during their strike. This prompted reassurances from university officials that AI would not be used to displace graduate workers.

While California is setting a precedent, other states are also considering similar measures. In Minnesota, for instance, Rep. Dan Wolgamott proposed a bill to prevent using AI as the primary instructor for courses in the Minnesota State College and University System, although this initiative is currently stalled.

Concerns regarding AI displacing educators extend to K-12 institutions as well. The National Education Association, the largest teachers union in the U.S., recently issued a policy statement emphasizing the importance of maintaining human educators at the center of learning.

The reactions of educators underscore a complex mix of optimism and apprehension about generative AI technologies.

Precision in Dialogue

Education leaders advocating for safeguards against AI displacing educators are deliberate in their communication, expressing that they recognize AI’s potential benefits. For instance, the California bill initially faced opposition due to concerns about prematurely legislating a rapidly evolving technology.

An earlier version of the bill explicitly stated that AI “may not be used to replace faculty” and should only be a peripheral tool. Internal debates arose regarding the necessity of mentioning AI directly.

Brill-Wynkoop ultimately recommended a revised approach: omit explicit references to AI while ensuring that human instructors remain central in education. The final language of the legislation clearly stipulates that valid instructors for courses must be qualified individuals.

“Our intent was not to build a barrier against AI,” insists Brill-Wynkoop. “It’s a fast-moving train. We want to harness technology thoughtfully.”

Moreover, she acknowledges that there isn’t a conspiracy to replace faculty members with AI; however, California’s long-standing education funding deficits have made some wary of tech companies promoting efficiency as a cost-cutting measure.

Concerns about the rush to adopt AI technologies for cost efficiency resonate with thought leaders in education. University of Pennsylvania professor Ethan Mollick highlighted the danger of organizations prioritizing downsizing over innovative applications of AI in his recent newsletter. He argues that the focus should be on effectively leveraging AI capabilities rather than merely achieving cost savings.

Mollick’s own university’s new Generative AI Lab aims to explore the constructive use of AI while addressing potential pitfalls, and it is committed to sharing its findings with the larger educational community.

Emphasizing Human Engagement

A recent survey by the AI Education Project, a nonprofit dedicated to AI literacy, revealed that “a lack of human interaction” was the top concern among over 1,000 U.S. educators regarding AI’s influence in education.

This concern is likely compounded by recent developments from major AI companies like OpenAI, which announced advancements in voice-commanded AI capable of interacting with students. Sal Khan, the founder of Khan Academy, shared a prototype of a chatbot intended for personalized tutoring, though this technology is not yet available.

As AI tools proliferate, many emerging products aim to assist educators with tasks like creating lesson plans. These behind-the-scenes applications often go unnoticed by students.

During the recent ISTE Live conference in Denver, which attracted over 15,000 educators, various organizations showcased AI-driven utilities to support educators in their daily responsibilities. Interestingly, many teachers expressed confidence that their unique contributions to the classroom could not be replicated by technology.

“I’m not worried at all about being replaced, because what I offer is a human connection that AI can’t replicate,” stated Lauren Reynolds, a third-grade teacher from Oklahoma City.

Similarly, STEM teacher Christina Matasavage remarked that the pivot to virtual learning during the COVID-19 pandemic reaffirmed the irreplaceable role that teachers play in education.

Conclusion

While the debate surrounding AI’s role in education continues to evolve, it is clear that maintaining a human-centered approach to teaching is paramount. Striking a balance between embracing technology and preserving human interaction in education will remain a key challenge for administrators, educators, and policymakers alike.