In a world where information is instant, questions can be answered in a moment and entire essays written in a matter of seconds. 

With the continuing rise of artificial intelligence prevalence and availability, the use of AI for academic work has become a major obstacle for the world of education with issues of academic integrity and lack of meaningful learning.  

However, many professors have started to view AI as a teaching and learning tool, rather than something to combat. 

AI has skyrocketed in popularity over the past several years, especially among students.  

“The majority of students (86%) said they use artificial intelligence in their studies,” a survey from the Digital Education Council reads. “And they are using it regularly: Twenty four percent reported using AI daily; 54% daily or weekly, and 54% on at least a weekly basis.” 

So, how do teachers fight the use of AI in their classrooms? For some the answer is simple: they don’t.  

“I think there’s a lot of potential with AI, but I think there are a lot of considerations that need to be made and saw through,” Sara Walsh, a professor in education foundations and leadership at WSC, said. “But since it is a reality, I think we need to embrace it and really know how to work it.”  

Although AI has potential as a classroom tool, Walsh said having students come up with ideas on their own is always preferred. However, there are certain instances where she allows some AI use for assignments such as students navigating a learning disability 

“She had a specific learning disability, dyslexia, and so she would say ‘rephrase’,” Walsh said. “But then she would still tweak it with her own words and put her own voice into it. When she told me that, it made sense. Why don’t we allow this tool to help her overcome that limitation so she can be successful here? Honestly, that conversation with that student really made me think, ‘What can I do better for students?’”  

Walsh also said Professional Development sessions held for WSC faculty helped shape her perspective on AI use in the classroom. 

  “They brought in some different speakers that have talked about AI and tools for teachers and students, but also how to monitor and use it more effectively,” she said. 

Leigh Scruggs, an associate professor in education foundations and leadership, has an assignment based entirely around AI use for her graduate-level special education course.  

“I do it at the graduate level because these are teachers that are already in the field, or paraprofessional becoming teachers,” Scruggs said. “They’re already very familiar with lesson planning, so putting into the AI what lesson they’re looking for teaches them to make adjustments until they get exactly what you’re looking for.” 

Scruggs said it is important for both faculty and students to take initiative to talk openly about expectations about AI use. 

“I think it’s important that students work with their professors about what is expected and what is allowable in their classes,” Scruggs said. “If the professor hasn’t gone through the depth of explaining it, make sure you as a student reach out and ask. We want you to use it responsibly and ethically, and we want to make sure it’s something that you’re utilizing in the way that’s appropriate.” 

Walsh said although AI use can sometimes get out of hand, certain levels of AI use can be effective. AI is here to stay, so we might as well embrace it. 

“This is just the next wave of how we transform the idea of what learning is,” she said. “I understand AI is a tool, and it’s a process. I’m still trying to figure out how I can use the tool and use it as an assistance to students.”