Elsa Angel Rose
From postgraduate students and college graduates to middle school students, learners are relying on AI for work that is meant to enhance their research skills, problem solving, critical thinking skills, and more. Not necessarily, the use of AI can be presented as a trouble. Using the fake intelligence to its maximum potential is a coveted skill, honestly. The target batch for teachers is children who are in their major developmental stages, those who are still growing up. For them, it would be obliterating if they are not able to use their brains to appreciate beauty, to solve basic math, to decipher basic languages and scripts, to ponder on ideas, to write about them, to solve day-to day problems, and more.
AI USE AMONG YOUNG CHILDREN
Rhea Rodrigues is a middle and high school teacher based in Porvorim. According to the educator, a moderate to high ranking is given for AI use in the schoolwork of middle school children. Assignments or school work that is not done in class contain more AI content in it. Rhea said, “Parents and educators who have observed the usefulness of AI in education, especially the fact that it is time-saving and grammatically fluent, may encourage their children to use AI in their work, in order to submit assignments of a better quality.” However, she added, “Middle school students should, ideally, refrain from using AI to help out with their assignments. While the content provided is easier, it hinders the development of spoken language and critical and creative thinking.” At times, answers provided by AI turn out to be wrong when proper fact-checking is done. Hence, when students turn to AI for a quick fix, it not only hinders their intellectual growth in the long run but also messes up their present assignments when the content is not cross-checked. Rhea said, “AI engines still have a long way to go when it comes to reliability and correctness of the answers it provides – something that middle school students are not yet prepared to tackle. It would be better for students in this age group to completely stay away from AI-generated content till they are capable of independent thought and critical thinking.”
WHEN TEACHER-STUDENT RELATIONSHIPS BECOME NON-EXISTENT
Well-drafted and informative assignments sadly do not offer room for teachers to point out or correct any mistakes, because the assignments are visibly perfect. This, in turn, is taking a toll on student teacher dynamic. Gone are the days when a kid used to approach a professor or a teacher with a doubt in any particular topic, and they would either explain it in the best way possible, followed by some additional information, or the student might get an earful for not paying attention during class. Although one might ponder why there is any need to listen to someone yell at you or give advice, the most important part overlooked here is a teacher’s right to scold if needed, to advise, and to help the student correct mistakes. In this AI era, such a dynamic, to a great extent, is not developing. Dr Aida Dourado, a sociology educator from Nuvem who is teaching 11th and 12th grades, opined, “There is no scope for mistakes. Thus, the kind of relationship the teacher and child share becomes somewhat artificial. As there is little scope for interaction between the teacher and the student, the bonds that were once very close begin to loosen.” Students mostly use AI to clarify academic concepts, generate responses for fact-finding or essay-type assignments, and to revise before exams. Students are transitioning into experts in using AI to their stride, and teachers are on par with them. Jude Fernandes said, “There are many giveaways for AI-generated responses, such as the automated diction, American English spellings, Oxford commas and niche examples provided.” Jude is an assistant professor of English at Don Bosco College. He added, “I know my students and the answers they are capable of producing.” To the question, what role do teachers play in mitigating the negative effects of AI or over reliance on AI by students, he replied, “Teachers can and should mitigate the negative effects of the overdependence on AI by assigning tasks that ensure human thinking. For instance, asking students to write an essay in class, or have a debate, role play or group discussion without referring to gadgets.
HIGH-QUALITY WORK THAT LACKS ORIGINALITY
The quality of assignments or homework has improved tremendously, but that is not their work, but of AI. So the originality is lacking, which has led to fewer applications and creativity. “Problem-solving is at its lowest, whereas today’s students need it the most,” Aida shared. Like students teacher also use AI for improving the efficiency of their work. Aida said, “Teachers do use ChatGPT for drafting creative application questions to frame quizzes, general knowledge questions, summary of the text and other similiars.” Learning is not merely about producing flawless assignments, but about making mistakes, asking questions, thinking independently and growing through guidance. Jude shared, “Merely copy-pasting AI generated responses without bothering to read how the problem can be resolved isn’t going to enhance a student’s critical skills. The onus is on students to read, cross-check, add original inputs and be the final decision-maker.” While artificial intelligence has undoubtedly introduced efficiency and convenience into the academic world, its unchecked use among younger students raises serious concerns. The challenge, therefore, lies not in rejecting AI altogether, but in using it responsibly and age appropriately. Teachers, parents and institutions must work together to ensure that AI remains a supportive tool rather than a substitute for human thought.
