Connie Holthusen Senior Sales Manager | EdSurge Research
Educators are addressing the challenge of AI-assisted cheating by transitioning to project-based learning. Holly Distefano, a middle school English teacher in Texas, has observed her students using AI tools to generate answers. "I really think that they have become so accustomed to it, they lack confidence in their own writing," she states.
Distefano sympathizes with her students but expects them to perform better without relying on AI. "I've shown them examples of what AI is — it's not real," she explains.
Teachers are moving away from traditional assignments towards projects that require more effort and focus on problem-solving. This approach aims to teach students how to use AI ethically while enhancing their learning experience.
Richard Savage, superintendent of California Online Public Schools, notes that AI cheating isn't widespread in his district but acknowledges the ease of detecting it. He emphasizes the importance of adapting lesson plans: "AI is always changing, so we're always going to have to modify what we do."
Leslie Eaves, program director for project-based learning at the Southern Regional Education Board, has developed guidelines for integrating AI into K-12 education. The goal is to encourage critical thinking and ethical use of AI through more demanding assignments and collaborative activities.
Incorporating project-based learning extends beyond English classes. An automotive teacher redesigned his curriculum after noticing students stopped thinking critically when using AI. The new plan involved redesigning an engine for racing purposes.
Savage stresses the need for open-mindedness and adaptability as generative AI becomes more prevalent in education: "The important thing is we don't have the answers... The answer is having an open mind and being willing to think about the issue and change and adapt."
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