Generative AI is transforming education, especially in English Language Arts, where plagiarism takes on new forms. Professor Noelle Parker from UNCW shares her experiences and insights into how AI has changed the classroom dynamics. She emphasizes the need for open discussion about AI’s role in writing, seeing it as a tool rather than a threat. While challenges remain, educators are encouraged to embrace AI thoughtfully for better academic practices.
The rise of generative AI has sparked remarkable changes in the classroom, bringing both challenges and new dynamics in teaching, particularly in English Language Arts. With plagiarism evolving thanks to sophisticated AI tools, students are often caught using writing prompts and simply submitting AI-generated content. This shift is shaking up traditional expectations and pushing educators to rethink how they assess and guide student work.
Professor Noelle Parker from the University of North Carolina Wilmington (UNCW), an alumna and long-time instructor since 2014, finds herself navigating this changing landscape. Teaching College Composition and Writing each semester, she’s witnessed firsthand how AI has altered the nature of plagiarism. Before these innovations, most cases she encountered were due to unintentional errors rather than deliberate deceit. “Prior to AI, the most plagiarism I’ve dealt with has been unintentional,” Parker explains.
Yet with AI generating text at lightning speed, educators now face new gray areas. Parker points out, “If something is fundamentally changing your writing and then you submit it as your own work, we get into a problematic gray area.” She emphasizes the necessity for students to understand their instructors’ AI policies, especially in courses focused on academic writing.
Parker believes that AI has made managing plagiarism more complex, influencing how students view the writing process itself. “I think it has changed how we think about the writing process,” she states. Rather than viewing AI as an adversary to learning, she sees it as a tool for students to exploring their unique writing journeys, so each semester she adjusts her approach to talking about AI in her classes.
In conclusion, the integration of AI in education is undoubtedly reshaping how English teachers like Noelle Parker approach writing and plagiarism in the classroom. While many educators are grappling with its implications, Parker’s perspective encourages more dialogue and constructive use of AI tools. As the digital landscape continues to evolve, it’s clear that adapting to these changes thoughtfully is not just beneficial but necessary for the future of education.
Original Source: theseahawk.org