There is currently an effort in education to teach teachers how to catch students using AI to write their assignments. This is the wrong direction. Discouraging students from using AI in their writing process is like insisting they use a manual typewriter to ensure they don’t use spell check and learn to use a physical dictionary to look up words.

Using AI is similar to using Microsoft Word’s grammar check or the Grammarly app. These tools can be incredibly useful. For students with learning disabilities, they can provide personalized advice and support. AI platforms like ChatGPT can serve as brainstorming partners, editors, and research assistants. Using AI, students can ask for feedback on improving their essays, seek ideas on new angles to explore, or get research recommendations that might otherwise be overlooked.

Teachers should encourage the use of AI, raising the standards for what constitutes good writing. Grammar and mechanics, which can be perfected through AI, should no longer be the primary focus of grading. Instead, assessment should focus on abstract qualities such as the student’s voice, tone, curiosity, and creativity. Teachers can place greater emphasis on originality of ideas, authenticity of voice, and depth of analysis.

For example, if an assignment asks students to write about George Washington’s crossing of the Delaware and a student simply asks AI for a 500-word essay on the topic, stopping there would warrant an “F.” This approach would be no different than copying a Wikipedia entry and handing it over. Creativity is essential; students should learn to thoughtfully engage with AI.

What if you asked AI to help you brainstorm ideas? First brainstorming question: Given the logistical complexity of passage, what were George Washington’s other options? I received five options with the pros and cons of each. I asked the AI ​​to rank the options from riskiest to least risky. I then asked military history to provide examples of similar strategies and what the outcome was. My next question was: “Was it ethically correct for Washington to choose the riskier option given that human lives were at stake?” »

I wrote this research in one paragraph and asked AI to make it the opening paragraph of an essay. What the AI ​​produced was good, but I wanted to change it. Here is the result:

“When George Washington decided to cross the Delaware River in a surprise counterattack, he evaluated at least five other strategic options, each with distinct advantages and disadvantages. In the end, he chose the riskiest plan with the highest reward potential. Military history offers comparable examples of high-risk, high-reward decisions, including Hannibal’s crossing of the Alps in 218 BCE, Caesar’s crossing of the Rubicon in 49 BCE, the daring Inchon landings during the Korean War in 1950, the Allies’ D-Day. the 1944 invasion and the Tet Offensive during the Vietnam War. Each of these operations carried significant risks but aimed to obtain a decisive advantage. This essay will explore why Washington’s decision was not only a brilliant military maneuver, but also consistent with the dominant ethical perspectives of its time, balancing courage and duty in a complex war context.

I could never have produced this in such a short time.

To demonstrate a different line of thinking and curiosity, I asked, “In what ways could Washington have used women during his crossing of the Delaware River?” And received the following.

“Women could have played several strategic roles in supporting George Washington’s crossing of the Delaware River. . . based on the contributions of women throughout the Revolutionary War. .. Providing intelligence as spies, spreading disinformation among British troops, supporting morale and logistics, and providing medical assistance.

I asked: Given the potential benefits of using women, why didn’t Washington do it? Each student exploring their own interest would be expected to produce a very different response, none of which could be created by simply submitting a single prompt and putting it back.

AI makes mistakes, and I think part of the learning is learning to fact check. Examples from military history are analyses, not facts, so the student should examine them and not blindly take AI’s word for it. Responsible use of AI involves understanding its limitations. The student is always responsible for proper citations and possible plagiarism. This is all part of good writing.

Avoiding AI in the classroom is neither realistic nor productive at a time when it is an integral part of many industries. Equipping students to use AI effectively and ethically prepares them for real-world applications. Employers increasingly value tech-savvy employees who know how to leverage tools like AI productively. Educators who encourage responsible use of AI can help students become valuable contributors in future workplaces, while those who neglect these tools risk leaving students unprepared in a technology-driven job market .

Ed Gaskin is executive director of Greater Grove Hall Main Streets and founder of Sunday Celebrations.