دانلود کتاب اصول و گام‌های عملی هوش مصنوعی با نیت برای معلمان و مدیران مدارس

In his book Here Comes Everybody, Clay Shirky (2008) argued that “Communications tools don’t get socially interesting until they get technologically boring” (p. 96). With the release of ChatGPT 3.5 in November 2022, generative artificial intelligence (AI) suddenly became technologically boring. Not only did this AI tool respond to conversational language and generate meaningful text, but no special programming language was necessary. All that was required was access to the internet. In the months that followed, it became clear that students and educators found AI to be incredibly interesting. Students realized that these new AI tools were adept at answering homework questions or writing essays. Unsure of what these tools were capable of, administrators scrambled to block students’ access. Articles with titles such as “The End of High School English” (Herman, 2022) and “I’m a Student. You Have No Idea How Much We’re Using ChatGPT” (Terry, 2023) went viral. Some educators embraced the potential of AI tools to create effi ciencies in teaching or to support students’ learning. Others responded by modifying their school’s or course’s plagiarism policy by adding “including the use of AI” . . . and then went back to teaching as usual. Since then, new AI models have been developed that further improve the capacity, accuracy, fl uency, modality, and reliability of these tools. It is clear that these powerful tools will be everywhere all the time. Like smartphones and the internet, they will be ubiquitous. While much of the initial hype and urgency around AI has settled, we’re in the infancy of a new era. When transformative tools are suddenly available, there are always more questions than answers. But the questions we ask often reveal less about the transformative nature of the tools than of what we value in the existing system. For example, as I engage in dialogue with educators or look through social media posts in various AI for Teachers user groups, the two questions that I see and hear most often are some forms of the following: • Help! I’m drowning! Is there an AI tool that can . . . (create tests, quizzes, lesson plans, slide presentations, projects, rubrics; write letters of recommendation; score student writing; etc.)? • Help! My students are using AI to do their . . . (homework, reading, writing, math, essays, research, projects, presentations, etc.)! These are important questions. When they are placed in sequence, the irony is obvious. Yet I don’t think any hypocrisy should be inferred here. These questions speak to the fact that teachers and students are overwhelmed by the amount of information and the number of expectations they face every day. Both groups are looking for ways to use AI tools as all tools have been used in human history: to accomplish work of value more effi ciently.