With AI altering, here is how teachers can create a new tradition of learning

According to Graham, reading and writing are widely integrated; You can’t have another outside in another. Reading and writing did and contacted the meaning, and both painted some similar procedures in the brain, Graham said. You learn the development of the writing of digital and tools that support K-12 learners.

“Reading and writing are good learning tools,” says Graham. But when ai tool is “thinking” students, like producing large parts of the complex text, some of that readings go. Take an Esign Framework for example. Defining the paper requires thinking about information, making decisions about what information should include and organize and organize the information to make the dispute, Graham said.

“If we force our thinking, then they are less likely to learn more and examine what we write about many deep,” he said.

According to Graham, update is an important process of developing and learning. “When we write, new ideas come to us … And when we update, the same thing happened,” he said. When AI tools are used to pass some of these important steps in the writing development as the Esuser Framework or Review, the study “of the study is removed.

But, according to Graham, there is a proper way to use AI ‘as a writing partner.’ When you write, make small changes as you go, he said. For example, you can write a sentence and wonder if you need to make different words, or change the punctuation. When using Chatgt to lift some sentences you have written, please make a “more exam” for this content, Graham continued.

Using AI to help write a metacNive practice and not a time saves. Instead of changing your writing, consider using AI to produce other sentences. But still need to be able to pay the “Best” sentence.

“I think one of the biggest challenges to write at a high school level or any level now as time. The very little time are committed to writing,” said Graham.

Unfortunately, in a beautiful study day, time is firm. When the time should be used to address other classrooms, such as the neglect of a student and the learning of learning, sufficient time can be seen as impossible.

The epidemic changed everything

There was no personal classes to restart in the school 2021-22 school when the Knight saw the change in his disciples and technology. “Something has not really worked” in a visual school, he said. It was not a shorter in the technology types found in the students, but changing in student relationships with technology, the knight continued.

Four years ago, a knight sees his disciples’ control skills in the program. He and his colleagues now offer students five minutes during the 90 minutes of block block, a practice that was not before epidemic. And although he worked hard to share his disciples in the classroom, the knight often detects them to quickly cry what he calls “a sweet spot for community involvement.” The community-based learning work is now morphs that do not have a lot of energy ready to read, the Knight said.

His first connection with the new AI specialist was not good. Some of Knight’s students used Chatgpt to cheat on the essay. So knight has decided to use AI, but Pendulum exchanged a lot, and falsely accused a cheat student. The result was the injured relationship with his student.

In the school year of 2024-25, the Knight likes paper and pencil, and does not give a written response to the laptops or computers. He no longer uses AI.

Continuous Response of Schools In AI technology

Investment of technology similar to AI producing is not the only way or the best way to improve students’ learning, according to Justin Reich of Mit’s Labs Labs. “Sometimes schools chose the technology, and sometimes they pick other things,” he said.

The epidemic forced all K-12 schools, regardless of preliminary technical philosophy, reception and adapted to many technological changes in lightning speed, Rich said. This accelerates the movement and exposure to specific technology before the teachers and students are ready, continued.

And less adjustment sometimes it can spell a difficult road to success, especially during the minimum connecting and more public separation.

It is easy to find when you think about the opportunities and interference that AI’s development may be in the classroom. But remember, “it is very common in the past century to establish more than learning technology,” Reich said. At one time, the encyclopedia has given shortcuts to the assigned “Synchronization Summary,” he said, and “the calculants make the same kind of math; can be translated by Google.”

Reich uses these previous technologies that changed the culture of learning at that time and teachers – but now they are widely used – “as a field, we know something about managing and managing technology,” he said.

In the last few years, some schools have faced high levels of students using larger models of language or AI productive AI products to feed the answers to local or article questions. When these numbers reach the “Disasters”, and most readers are asking for a lot of their work without their teachers, the speed of the classes are quick “because the teacher thinks that [students] Understand things, but they just feed them and replace Chatgpt, “Reich said.

Where are we now?

Good news that AI Growth is more effective when the Chatgpt 3.5 has fallen flat, according to Reich. He went on to say: “That is a good thing in schools,” he continued. In his conversations and students’ research, Reich said that, usually, young people understand that – not AI – should do a job. However, most students agree that they use AI when they are pressed, stuck in trouble or decide that their choice is not the value, to raise them.

His Reich and his colleagues encourage students to think about AI tools such as assisting with smaller parties. “So when you get stuck, don’t ask machines to make your assignment. Request the machine to provide assistance with the following,” he said.

Finally, one solution does not match everything. Some schools and teachers, such as knight, may decide that it is best for their learning environment and students when they return to the paper, while other educational posts take AIs and conversations around them, Reich said.

Instead of thinking about AI as a good tool, Graham likes to think about Ai as a deep learning method. “How can it help us to do things we want to do in a lesser way and benefit from broad children?” It said Graham. This sounds like a terrible job, but there are sound ways to use AI as a tool that benefits the pastor and a student to class and improve learning.

For example, Graham spoke to a chatgt teacher to produce a sample writing and other common errors using learners in that class. The category looked at the “student” AI and deepened their understanding in their writing without shyness to sing single students.

Although it is widely understandable that AI Finding software is not loyal, AI is shown to be properly fit in giving the answer, Graham said. This does not mean that AI is better in giving the reply, but AI can recycled the same response and is imperfect as the respondents generated by people, Graham continued. But the AI’s response provides us the users of us often used when the teacher’s response is given, and that is amazing.