The ChatGPT (Chat Generative Pre-trained Transformer) is a prototype of a chatbot that uses generative artificial intelligence, a subfield of artificial intelligence that focuses on creating algorithms and systems capable of generating new and original content, such as text, images, music, and video—all of which are trained to use information to generate new content. 

Developed by OpenAI, ChatGPT isn’t the first “intelligent” chatbot. Also in 2022, Google unveiled LaMDA, which didn’t reach the general public but raised concerns after one of the company’s engineers claimed the system had developed consciousness. Although it changed course following the ChatGPT boom, Google recently (February 2023) introduced Bard, its AI-powered conversational service.

There is still a lot of controversy surrounding ChatGPT—and the same will be true for Bard and others—especially when its use in education comes up for discussion. One might imagine that fear of the unknown world of generative artificial intelligence would lead to an outcry regarding its role in financial systems, governments, or healthcare systems. But no, because education is the first step toward everything—even toward creating generative artificial intelligence.

But what impact will ChatGPT have on education?

According to Dora Kaufman, a professor and researcher at PUC-SP, teachers and the education sector need to determine how to integrate new digital technologies into educational practices. 

"The problem must be addressed appropriately. Any disruptive technology that challenges established procedures and behaviors in human society and education—such as artificial intelligence—calls on us to review and improve standards for assessing learning, teaching methodologies, the teacher-student relationship, the very role of the teacher, and peer-review procedures in academic publications,” says the researcher.

Kaufman also argues that banning AI is not the solution and that AI models—whether predictive or generative—need to be tested. “AI is, in fact, still in its infancy, particularly generative AI (the first model was GAN in 2014, but the ‘boom’ occurred in 2022). Only then will it be possible to identify in which contexts and for which functions they add value, as well as the potential harms and ways to mitigate those potential harms,” says the researcher.

Teachers and other educational stakeholders should not be concerned about how systems evolve. When the web became widespread—even before Google existed—processes and procedures were accelerated; now we have an even more refined search standard, with a new type of tool.

“To interact with AI—which is already part of our daily lives through Alexa, Siri, and image and music services—the key may lie in knowing how to ask questions, because someone who asks simple questions will get simple answers, while someone with a broader repertoire and strong cognitive skills will be able to get more out of it,” explains Francisco Tupy, who holds a master’s and a doctorate in Video Games in Education and in Communication from USP, the first #mieexpert fellow in Latin America and an international authority in the field of ICT (Information and Communication Technology).

Tupy also points out that perhaps the role of education is precisely to consider these existing soft skills in light of other skills (human abilities and competencies) and ChatGPT, which are serving to demonstrate what lies ahead. 

In this regard, Adriana Martinelli, Director of Content at Bett Brasil, agrees with Tupy. The educator notes that if the mindset is limited to simply delivering content, we will need to rethink the role of the educator and how they will use these technologies to get the most out of them.

"We need to rethink the process and approach to teaching and learning. When a student is motivated and knows how to ask questions to conduct research, this can be considered a major step forward in their ability to deepen their knowledge of subjects that interest them. It is undeniable that Artificial Intelligence has a significant impact on various fields, including education. Given this, before making a critical assessment, educators should take advantage of this opportunity to experiment with this and other technological innovations, as they will certainly continue to evolve,” says Martinelli. 

As Content Director of Bett Brasil, Martinelli emphasizes that the 2023 edition of the event, to be held May 9–12 in São Paulo, will focus extensively on the new demands of technology in education. Bett Brasil will be the first major event in Latin America to bring together experts and educators to discuss and share teachers’ experiences and daily practices with ChatGPT in their classrooms, schools, and higher education settings. 

ChatGPT and Ethics

An educator, journalist, writer, host of the program *Idade Mídia* on Canal Futura, and co-chairman of the UNESCO MIL Alliance, Alexandre Le Voci Sayad is a keen observer of educational technologies and their intertwined relationship with ethics. Not surprisingly, he believes that AI will challenge the learning and assessment processes, likely breaking the cycle of Cartesian learning, rote memorization, and “cramming.” “No one learns by making simple connections between subjects. We need to refine those connections and relate facts to one another.”

ChatGPT will force educators to ask for different things, different outcomes, and new assessment models, moving away from purely essay-based responses. Elements such as creativity will be increasingly valued. “An AI lacks consciousness, emotion, and creativity. In other words, learning processes and assessments must indeed undergo transformations,” points out Sayad, who has just written his new book, “Artificial Intelligence and Critical Thinking,” published by Instituto Palavra Aberta, with a release scheduled for Bett Brasil 2023.

According to the co-chair of the UNESCO MIL Alliance, education must embody the spirit of the times (Zeitgeist), and this is a positive thing because it calls for transformation in education and ethical responses from society. 

“An AI that is fed Eurocentric data, with a purely white perspective, could generate racism in its responses. This is where teachers come in to educate society about the algorithm,” says Sayad. “On the other hand, if we consider the relationship between education and work, an ethicist—someone who works in the field of ethics—may find a new area of practice to help address issues such as regulation, the transformation of societal processes, ethics, and algorithmic transparency. After all, ethical algorithms are developed using diverse datasets,” he concludes. 

Luciano Meira, a visiting professor at Cesar School and the Science and Innovation coordinator at Joy / PROZ Educação, points out that AI tools are the natural evolution of a long-standing process and are now taking on new dimensions. 

In his view, this algorithm is not just a passing fad, as it is part of the field of computational engineering in computer science, which provides tools to improve a vast array of services. Its impact on education can be positive, depending on how it is used.

“There is denial and resistance among educators—such as calls to ban its use in schools and universities—but we need to consider that this tool could have a positive and meaningful impact based on knowledge, serving as a mechanism for dialogic interaction, which is also the foundation of learning.”

Meira believes that everything will depend on how society organizes itself to deal with this and other innovations. In educational settings or in society at large, the use of ChatGPT itself could give rise to biases—such as gender and racial discrimination, for example—an issue that requires close attention. Meira adds that these technological tools could offer people opportunities for more qualitative reflection and serve both in education and in the workplace. 

“It is up to us to reimagine the future in order to determine what kind of education we want—communities and learning models that are more robust, welcoming, and meaningful—as part of the ongoing, daily work of reshaping the present,” concludes Meira, who holds a Ph.D. in mathematics education from the University of California and is also an adjunct professor of psychology at the Federal University of Pernambuco.

For Lucia Dellagnelo, who holds a Ph.D. in Education from Harvard University, the focus of the discussion should not be on how to block access to these technologies, but rather on what skills the contemporary world demands of its citizens: making ethical and effective decisions regarding their use on both an individual and collective level. “Critical thinking and problem-solving skills have always been goals of the school curriculum, but they take on new meaning in light of technologies capable of solving problems and creating narratives,” Dellagnelo wrote in a recent article published on the Bett Blog.

Although ChatGPT may cause some unease for a while, the technology can likely be viewed as yet another element that humanity must learn to deal with and integrate. To paraphrase a common saying in the healthcare field, the use of ChatGPT—or any other educational technology—requires guidance: “If symptoms persist, seek guidance from a teacher.”

 

Press Information:

Communication Collective

Valeria Bursztein - (11) 9 9104-2031 - valeria@coletivodacomunicacao.com.br

Arucha Fernandes - (13) 9 9768-3476 - arucha@coletivodacomunicacao.com.br

Berlitz Communication

Ricardo Berlitz - (11) 9 9645-2067 - berlitz@berlitzcomunicacao.com.br