By Samuel Wenck
Baltimore Watchdog Staff Writer
Although generative AI models like ChatGPT have been impacting education since its release in 2022, teachers and policymakers in Maryland are still trying to figure out how to adapt to the changing landscape in public schools.
“AI is developing so fast it’s hard to keep up,” said Jing Liu, an assistant professor in education policy at the University of Maryland. “Every month there is a new development in AI. This makes creating policies for AI incredibly difficult.”
Liu said that while state officials are learning about the AI world, they have made little progress developing universal policies governing how these large language models should be used in the schools.
Rauf Arif, a journalism professor at Towson University who has researched artificial intelligence, said programs like ChatGPT are different from most other technologies invented by humans.
“Generative AI is reactive AI and proactive AI,” he said. “It doesn’t need your commands; it acts on its own.” Arif said that whatever a user types into a generative AI prompt, the machine will come to its own calculated conclusion.
Some educators are optimistic and say AI can enhance learning experiences and provide ways for classrooms to evolve.
“I see certain districts and schools are eager to use and embrace it,” Liu said, adding that a few Maryland school districts are trying to adapt.
For example, Liu said Prince George’s County and the University of Maryland have developed AI policies while Montgomery County has taken its time, creating an action plan to slowly guide the use of AI.
The Baltimore city school system has issued an AI Guidance document that, among other things, spells out how generative artificial intelligence can be used responsibility in the classroom. The document states that AI can be used to spark creative discussions, encourage interactive dialogue, summarize class material to develop study aides, and provide one-on-one tutoring.
“AI is not a human replacement. It is a tool that humans may use to increase productivity, foster creativity and aid in the learning process,” the city’s guidance plan says. “The human element is essential to think critically about AI-generated answers or solutions to determine accuracy, bias and applicability.”
Baltimore County public school system does not have an AI policy per say, instead offering a website that explains what AI is as well as “5 big ideas of Artificial Intelligence.” In addition, the county highlights an AP program in AI offered at the Sollers Point Technical High School in Dundalk.
At the classroom level, some teachers view AI as a generally good thing that will help students learn.
“I see a really big opportunity for students with differentiating skills to present themselves,” said David Sobel, a music teacher at Homewood Center, a public secondary institution in Ellicott City. Sobel said he’s able to use generative AI to create specific ways for each student in his class to learn and thrive.
“My hope,” Sobel said, “is that AI can assist in creating success for all kinds of students.”
Sobel said that generative AI in juvenile educational settings can be used effectively to improve, for example, someone’s grammar. “For an emerging adult that can be good and enhance writing,” he said.
Other teachers are more suspicious of the technology. To them, generative AI in educational settings can restrict students in how they think for themselves creatively. In addition, they argue that generative AI is harming the work environment for faculty and their students alike.
“I don’t think the average person uses it in a very mature way,” said Mary Beth Stuller, an English teacher at Hereford High School in Parkton. “For naive students, they’ve been taught to trust it.”
She expressed concern over the stunting of growth in students’ creativity. “Not being able to think critically” is her biggest concern for students, Stuller said.
Shylee Floam, a psychology student at Towson, recognizes the pros and cons of generative AI.
“It helps me with work, almost too much sometimes,” Floam said. “I think students in high school are going to have a lot of trouble in college.”
“AI like ChatGPT helped me out with writing papers, but I think it can dumb down doing your work with how much it helps,” said John Poitras, an education student at Towson.
That is the question mark that some educators are asking. How will generative AI affect the current generation of students who enter the workforce? Will it limit how many of them are able to join the workforce?
“There will be a paradigm shift in human history, where jobs and economy will shift,” Professor Arif said. To help his students and alumni, he actively encourages them to use it.
“I found generative AI super helpful,” Arif said. “I found an opportunity for me and my students.”
Mike McGuire, the department chair of Towson’s Department of Computer and Information Sciences, said AI will evolve over time.
“The philosophy for AI has changed over the years,” McGuire said.
“Companies are now creating their own models,” he said, expressing concern over the future of the workforce. “If humans don’t work as much, how will it affect our economy?”
Those interviewed said it’s impossible to pinpoint exactly what affects generative AI will have on the workforce and education in the coming years. Labor jobs could be completely handed over to machines, as happened with Tesla’s Texas factory in Del Valle, which is made up of 60% non-human workers.
“In general, people misunderstand AI,” McGuire said. “There are more questions than answers in the next five years.”