Shaping New Horizons in Education

As handheld calculators entered classrooms in 1967, so did fears that students’ independence would be replaced with a reliance on machines. However, as curriculums adapted and use policies were adopted, attitudes not only began to change but learning improved, as revealed by Dr. Aimee J. Ellington in the Journal for Research in Mathematics Education. In her research, Ellington reveals that calculators don’t hinder skill development and, when combined with traditional pen-and-paper practices, advance students’ general understanding of a lesson. Tabor hopes to apply the same philosophy—using technology as a tool alongside traditional teaching—to the newest advancement to enter education.

Generative artificial intelligence, or AI, uses computer systems to perform tasks that normally require human intelligence. The technology learns from large amounts of data it sources across the internet. University of Pittsburgh’s Center for Teaching and Learning explains, “Unlike internet searches, generative AI tools do not use algorithms to locate and curate existing sources. Instead, they create new content by predicting what word, sound, or pixel would come next in a pattern.”

Utilizing text, images, video, code, music, and more, generative AI recognizes patterns to answer a prompt and provide output that—almost—resembles work made by a human. This means that in environments such as a school, AI challenges both a student’s academic integrity and a teacher’s ability to recognize plagiarism. Tabor released its first statement regarding AI in April 2023, in response to the emergence of ChatGPT, a free generative AI software that writes text and creates images based on a user’s prompts. Reiterating the importance of individual work and unique thought, Tabor’s statement went on to prohibit the use of AI for idea and content generation in accordance with the school’s academic integrity expectations. In this initial message, the Academic Council also expressed their dedication to investigating and attaining a nuanced understanding of AI as an emerging tool, and how it can be used to enhance learning and writing. They wrote, “Over the next several months, we will dive deeply into exploring our learning goals, how we measure learning, and the roles of AI in the academic experience.” Over summer break, Tabor faculty got to work. Many participated in an asynchronous online course called “Empowering Teachers: Generative AI in the Modern Classroom,” created by Justin Cerenzia, Buckley Executive Director, Chair for Teaching and Learning at The Episcopal Academy. By August, the Academic Council developed an official AI policy to be implemented in fall 2023.

The policy states that, “Students are permitted to incorporate generative AI tools into their daily academic activities unless expressly instructed otherwise. However, it’s critical to approach the use of generative AI with a strong sense of responsibility. While we recognize generative AI’s potential to amplify the academic experience, it’s important to remember that generative AI should complement, not replace, the critical thinking and creativity central to a Tabor education.”

History teacher John Reydel played an active role in developing this policy and engaging in professional development opportunities surrounding AI. He says, “My responsibility as a teacher is to help students use AI as a tutor but write effectively and think properly on their own. I want to create a supportive environment in which students can explore and educate themselves independently and beyond Tabor.”

According to Ryan Farrington, Director of Library Services and Digital Learning, AI has the potential to supplement human capability and drive humanity forward in terms of efficiency in education, science, research, and in pretty much every aspect of our lives. To help bring awareness to generative AI and address related fears and concerns, he has organized a series of panel discussions for the Tabor community to converse candidly about the ways in which teachers and students are using AI both in and out of the classroom.

On September 15, 2023, Tabor held its first “Friday Lunch and Learn” meeting in the library. Students, faculty, and staff gathered and shared their experiences with generative AI, while also sharing sandwich wraps and sweet treats provided by Tabor’s dining team.

“Right now, none of us are good ‘AI teachers;’ we’re all learning this together. When Natalie Konowicz ’24 shared that she was nervous about her future as a writer, it resonated with teachers who worried about their jobs during the initial chaos of ChatGPT being announced,” admits Farrington. “Now that the dust is beginning to settle, we can all breathe a sigh of relief and say, ‘Ok this isn’t the end of teaching,’ and, ‘It’s the human element that makes a good writer,’ and, ‘So no, Natalie, do not think you need to give up your dream of being a writer.’”

Looking ahead to the future and imagining how academic and professional lives will be influenced by AI was at the center of this student-teacher discussion. Art Department Chair Tricia Smith’s students worried about artists being made obsolete by generative AI, so she had them use the program “Dall-E” to create artwork. As they received their results, they all agreed that AI lacked what made their own original artwork special—emotion and the human experience.

Some people think this is going to replace human work, but it’s not spinning anything new, rather a synthesis of what already exists. AI can’t yet determine what’s right versus wrong,” adds Alex Wang ’25.

While Konowicz acknowledges there is a fear of the unknown that exists within this new and changing landscape, she also believes that technology only knows as much as we teach it. She says, “I take comfort in knowing that no one else has the same ideas as me.”

In the second hosting of “Lunch and Learn,” on October 13, Reydel and Language Teacher Zora Lynch shared their journeys to using AI in the classroom, presenting some of the activities and lessons they have tried so far. Their students in attendance also shared their experiences using Adobe’s new generative AI features, while responding to questions from those sitting at the table.

“We’re not in these classes to have the work done for us. It’s a critical thinking environment; we’re taking this class to learn, not have someone learn for us,” says Jenny Aikman ’24, on AI’s integration in Tabor’s classes. “Teachers emphasize that while there can be shortcuts, it is important to learn the thought-process behind the long solution first; whether its grammar with Mrs. [Helene] Sughrue or literature with Mr. [Ian] Patrick [’84], Tabor can use AI in a really great way because we have a strong foundation for learning.”

When asked if anything about AI has been surprising, Aikman responded, “The standard of AI’s writing was lower than what I have come across when peer-editing Tabor student’s work.”

Claire Keswick ’24 added in agreement, “The level at which we analyze text is so much deeper than AI has shown us it can spit out.”

In Lynch’s Spanish class, students were asked to write a poem about a place and attach two images: one chosen or taken by the student, and one generated by AI based on the poem they wrote. “It was overwhelming and absurd to see how AI took my words and made its own combination,” laughs Keswick. “It was a lot of fun to play with, and you could find what you wanted to if you took the time to play around, but it lacks logic. For example, I asked for golden retrievers in the yard of my image, and it automatically included twelve in front of the house.”

In this assignment, Keswick and her classmates discovered that AI only focused on keywords from their poems, not grasping the full scope of imagery their words intended to create. “I think AI did a good job of using concrete words and incorporating as much as it could, but it did not complete the task fully. It missed small details,” offers Aikman. “This assignment did a good job of visually expressing the idea that AI can miss critical and creative thinking skills that a student uses when learning and completing an assignment.”

Technology parallels the progression and evolution of society. A once-controversial contraption, calculators now are on every “back-to-school list.” What does the future have in store for AI? While fear is an uncontrollable side effect of change, so too are excitement and curiosity. Tabor students adapting and embracing AI with open arms—and minds—are a great example of how new advancements in technology can broaden and shape new horizons in education.

“AI is scary for some, and exciting for others—it’s another ‘new normal’ for us. AI is going to help us complete tasks so quickly that we will have more time to go further than we ever have before,” says Farrington.

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Reflection on AI by Claire Keswick ’24

"It was really interesting to use AI tools that generated art and photos that correlated with our poems. It was a little difficult at first because there are a couple of restricted words such as 'fire' that made generating the 'picture perfect' artificial intelligence, a little tricky. After understanding this restriction, I was able to better understand how the technology works, and change a couple of words to get a pretty great image. Some of the options were a little bit extreme (ex: faces and dogs looked warped), but due to the option to just keep spitting out new options, you can find the perfect fit. (I played around with this and also made my dream house!)"