Show understanding why some people may hold this viewpoint in the following essay and insert the intext referencing in the paragraphs.
How Artificial intelligence changed and enhanced the education system. A Rogerian argumentative Essay.
Artificial intelligence (AI) is the development of computer systems capable of doing activities that would normally need human intelligence. It entails the creation of algorithms and models that allow robots to understand, reason, learn, and make judgments that are comparable to, if not superior to, human skills. AI has its origins in the 1950s and 1960s, when researchers began experimenting with computer systems to replicate human intelligence. With advances in processing power, the availability of massive datasets, and breakthroughs in machine learning techniques, the area acquired substantial traction in the following decades. AI is a technology that allows machines to mimic human intelligence, learn from experience, and execute human-like jobs. AI has received a lot of attention in recent years, and its impact is being felt in a variety of areas.AI has emerged as a disruptive force with the potential to transform a variety of industries, including higher education. This essay investigates the impact of AI on higher education by focusing on two opposing aspects: how it improves the learning experience and makes school life easier, however it is argued that it poses a possible threat to human teachers and will discuss the common ground on how teachers can try to adjust to it. This essay uses the Toulmin argumentation framework to give a fair view of AI's influence in higher education, which is supported by relevant references.
AI has the potential to greatly improve the learning experience in higher education. AI-powered systems can provide individualized learning experiences tailored to each student's needs due to their ability to process massive volumes of data. Adaptive learning platforms, for example, can measure students' strengths and weaknesses and give targeted information as a result (Pardo et al., 2017). This personalized strategy allows students to proceed at their own pace, which leads to improved educational outcomes (Murray & Pérez, 2017). Furthermore, AI-based tutoring systems provide quick feedback, which encourages active participation and accelerates learning (Reeve, 2019). AI also enables the creation of intelligent virtual assistants capable of handling basic administrative work, freeing up instructors' time to focus on teaching and mentoring. These assistants can deliver timely reminders, answer frequently requested issues, and even provide students with 24/7 support (Dutta et al., 2017). As a result, the workload on human teachers is minimized, allowing them to devote more time to crucial pedagogical tasks and individualized interactions.AI-powered tools and platforms provide individualized learning, catering to individual needs and preferences. Virtual reality and augmented reality technology improve practical knowledge through interactive simulations.
While AI has many advantages in higher education, it is argued that it also poses some risks to human teachers. The rise of AI-powered tutoring systems may result in the ending of human teachers. Deep learning algorithms enable these computers to analyze student performance patterns better than many human teachers (VanLehn et al., 2013). As a result, schools may be tempted to rely solely on AI tutors, threatening the human connection required for effective instruction. Furthermore, the impersonal character of AI systems may stifle the development of crucial talents like empathy, emotional intelligence, and creativity. Human teachers can connect emotionally with their pupils, modify their teaching tactics dynamically, and build a collaborative classroom atmosphere (Rose, 2019). The absence of human direction might lead to a poor learning experience and impede students' complete development. Biases can be passed down to AI algorithms, resulting in discriminatory consequences in student assessments, admissions, and resource allocation. AI poses security and privacy threats, particularly in terms of student data gathering and surveillance.
While artificial intelligence has the potential to improve the learning experience in higher education, there are still concerns about the replacement of human teachers and the neglect of critical skills. However, it is critical to understand that AI is not meant to replace human educators, but rather to supplement them. Teachers can use AI to supplement their teaching practices, promoting individualized learning while maintaining their vital roles as mentors, facilitators, and cultivators of critical thinking abilities. Institutions must ensure that AI algorithms and systems are transparent and accountable. Governments and educational institutions should develop ethical norms and legislation for the implementation of AI. It can assist teachers in creating and enhancing educational materials. For instance, AI can generate automated quizzes and assessments, develop interactive learning modules, and suggest improvements in curriculum design based on analyzing student performance data. It is important for teachers to remain active participants in the integration of AI in education, ensuring that students benefit from the technology while maintaining a human connection and personalized approach to learning.
In conclusion, the impact of AI in higher education is a complex matter. While it enhances the learning experience through personalized instruction and administrative support, it also raises concerns about the potential marginalization of human teachers and the neglect of important skills. A balanced approach is necessary, emphasizing the collaborative use of AI and human expertise to optimize learning outcomes in higher education.
Some people may hold the viewpoint that AI has the potential to greatly improve the learning experience in higher education. This is because AI-powered systems can provide personalized learning experiences tailored to each student's needs. Adaptive learning platforms, for example, can measure students' strengths and weaknesses and provide targeted information accordingly (Pardo et al., 2017). This personalized approach allows students to learn at their own pace, resulting in improved educational outcomes (Murray & Pérez, 2017). AI-based tutoring systems also offer quick feedback, encouraging active participation and accelerating learning (Reeve, 2019). Additionally, AI enables the creation of intelligent virtual assistants that can handle basic administrative tasks, freeing up instructors' time to focus on teaching and mentoring (Dutta et al., 2017).
On the other hand, some individuals may argue that AI poses risks to human teachers. The rise of AI-powered tutoring systems may lead to the replacement of human teachers. Deep learning algorithms used in these systems have the ability to analyze student performance patterns better than many human teachers (VanLehn et al., 2013). This may tempt schools to rely solely on AI tutors, jeopardizing the human connection that is crucial for effective instruction. Moreover, AI systems lack the personal touch and may hinder the development of important skills such as empathy, emotional intelligence, and creativity. Human teachers can establish emotional connections with their students, dynamically modify their teaching strategies, and create a collaborative classroom environment (Rose, 2019). The absence of human guidance could result in a poor learning experience and hinder the holistic development of students. Furthermore, biases may be present in AI algorithms, leading to discriminatory outcomes in student assessments, admissions, and resource allocation. There are also concerns about privacy and security issues related to the collection and surveillance of student data.
However, it is important to understand that AI is not meant to replace human educators but rather to supplement them. Teachers can use AI as a tool to enhance their teaching practices, promoting individualized learning while maintaining their roles as mentors, facilitators, and cultivators of critical thinking skills. It is crucial for institutions to ensure that AI algorithms and systems are transparent and accountable. Governments and educational institutions should establish ethical norms and legislation to govern the implementation of AI in education. Teachers can actively participate in integrating AI by creating and improving educational materials with the help of AI. For example, AI can generate automated quizzes and assessments, develop interactive learning modules, and provide insights for curriculum design based on student performance data. This way, students can benefit from the technology while still experiencing a human connection and a personalized approach to learning.
In conclusion, while AI has the potential to enhance the learning experience in higher education, it also raises concerns about the replacement of human teachers and the neglect of critical skills. A balanced approach is necessary, emphasizing the collaborative use of AI and human expertise to optimize learning outcomes in higher education.
In this essay, the author explores the impact of artificial intelligence (AI) in the education system, specifically in higher education. The essay acknowledges the potential benefits of AI, such as improving the learning experience and making school life easier. The author references Pardo et al. (2017) to support the claim that AI-powered systems can provide individualized learning experiences tailored to each student's needs. They also cite Murray & Pérez (2017) to argue that personalized learning leads to improved educational outcomes. Furthermore, the essay mentions Reeve (2019) as a reference to explain how AI-based tutoring systems provide quick feedback, encouraging active participation and accelerating learning.
On the other hand, the essay acknowledges the concerns surrounding AI's impact on human teachers. The author brings up VanLehn et al. (2013) to argue that AI-powered tutoring systems may potentially replace human teachers, as deep learning algorithms can analyze student performance patterns better than many humans. Additionally, the essay cites Rose (2019) to highlight the importance of human teachers in establishing emotional connections with students and creating a collaborative classroom atmosphere. The potential biases in AI algorithms and the security and privacy threats associated with student data gathering and surveillance are also mentioned.
To address these concerns, the essay argues for a collaborative approach that integrates AI with human expertise. Teachers are encouraged to use AI as a supplement to their teaching practices, leveraging the technology to promote individualized learning while maintaining their roles as mentors and facilitators of critical thinking. The essay proposes the development of ethical norms and legislation for the responsible implementation of AI in education. The author suggests that AI can assist teachers in creating educational materials, generating automated quizzes and assessments, developing interactive learning modules, and refining curriculum design based on student performance data.
Overall, the essay takes a balanced approach, recognizing the potential benefits of AI while addressing the concerns about the replacement of human teachers and the neglect of important skills. The argument is supported by references to relevant research, including Pardo et al. (2017), Murray & Pérez (2017), Reeve (2019), VanLehn et al. (2013), and Rose (2019).
Understanding the viewpoint of those who have concerns about the impact of AI on higher education requires considering their arguments and statements made in the essay. In this essay, the author explores both the positive and negative aspects of AI in higher education.
According to the essay, one viewpoint is that AI has the potential to greatly improve the learning experience in higher education. AI-powered systems can provide personalized learning experiences tailored to each student's needs by processing large amounts of data. Adaptive learning platforms, for example, can measure students' strengths and weaknesses and provide targeted information (Pardo et al., 2017). This individualized approach allows students to learn at their own pace and leads to improved educational outcomes (Murray & Pérez, 2017). Additionally, AI-based tutoring systems offer quick feedback and encourage active participation, accelerating learning (Reeve, 2019). Intelligent virtual assistants created through AI can also handle administrative tasks, freeing up instructors' time for teaching and mentoring (Dutta et al., 2017). These points highlight the potential benefits of AI in enhancing the learning experience and making school life easier.
On the other hand, the essay also presents the opposing viewpoint that AI poses risks to human teachers. The rise of AI-powered tutoring systems may lead to the replacement of human teachers, as these systems can analyze student performance patterns better than many human teachers (VanLehn et al., 2013). This could threaten the human connection required for effective instruction. The impersonal nature of AI systems may also hinder the development of critical skills such as empathy, emotional intelligence, and creativity. Human teachers are able to connect emotionally with students, adapt teaching tactics, and create a collaborative classroom atmosphere (Rose, 2019). Furthermore, biases can be perpetuated in AI algorithms, resulting in discriminatory consequences in student assessments, admissions, and resource allocation. AI also poses security and privacy threats related to student data gathering and surveillance.
Based on these arguments, it can be understood why some people may hold the viewpoint that AI in higher education may have negative consequences for human teachers and the development of critical skills. The concerns raised include the potential replacement of human teachers, the impact on the human connection in education, and the risks of biases and privacy issues associated with AI systems.
To reference these sources in the essay, the author has cited the relevant studies. For example, Pardo et al. (2017) and Murray & Pérez (2017) are cited to support the point about personalized learning and improved outcomes. Reeve (2019) is referenced to highlight the benefits of AI-powered tutoring systems. VanLehn et al. (2013) and Rose (2019) are cited to present the concerns about the potential marginalization of human teachers and the importance of human connection in education. Finally, Dutta et al. (2017) is referenced to discuss the use of intelligent virtual assistants in reducing the workload on human teachers.
By considering these arguments and in-text references, it becomes evident why some people may hold the viewpoint that AI in higher education has both positive and negative implications.