For quite a while, assistive technology has given twice-exceptional students multiple ways to support their executive functioning skills and to demonstrate knowledge. It has allowed them to move from dependence to independence. However, the use of artificial intelligence such as ChatGPT raises concerns.
As a teacher, I learned and practiced differentiation—identifying student strengths, needs, interests, and talents, and making appropriate adaptations and accommodations. According to Carol Ann Tomlinson, differentiation is accomplished in three areas—Content, information about a topic; Process, activities to achieve a result; and Product, what is produced.
AI and Aha
The most exciting times I had as a teacher and writer came during those “aha” moments of special insight and comprehension and occurred during the Process. My Chat GPT experience helped me realize that, although I could put in Content information and a Product would be quickly generated, I was not personally immersed in the wonder of the process of connecting content and product. AI cannot experience the “aha.” It cannot feel the intellectual and emotional joy of process that humans experience.
By engaging in process, the probability of “aha” moments are intensified. The steps in each of the following examples are where humans, not AI, innovate, create, and generate products experientially. Recognizing and understanding the process in each of these areas is important for anyone engaging in the completion of any task. Through direct instruction about using ChatGPT or similar platforms appropriately, teachers can guide students through the learning process. The benefit of knowing the steps allows AI users to be able to better analyze the pluses a...
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