Artificial intelligence offers exciting new ways to work and learn, but there are reasons to be careful. In nature, sometimes the prey becomes the predator. But in the case of larvae of the Epomis beetle, it wriggles around to attract frogs, then latches on and sucks the life out of them. This is how I'm feeling about artificial intelligence and ChatGPT in higher education just now. The positives are blinding us to the risks.

One of my professional goals this year was to learn more about artificial intelligence (AI). Over the course of the past year, there have been a lot of stories coming out about how schools are adding the concept of artificial intelligence into their curriculum or trying to weave it into different courses offered. The purpose is to help students better understand its capabilities and how it might impact the future of learning and the future of work. When I did some research earlier this year, I was amazed at some of the different uses of artificial intelligence that we interact with each day, and may not realize. A quick Google search of the term "artificial intelligence" turns up 518 million results in .17

What if every student could use artificial intelligence to do any form of writing for their classes? A recent technology called GPT-3, a machine-learning model that understands and generates natural language text, is attempting to make this a reality. Created by an artificial intelligence company called OpenAI, GPT-3, formally known as Generative Pre-trained Transformer, is trained to recognize 540 billion words and 175 billion parameters, which are the variables that allow AI models to make predictions. The training enables the technology to produce human-like text for several types of writing, including outlines, long-form essays, sales pitches, and poems. But how well does it work?

After attending some recent conferences and participating in a few online discussion communities in the ISTE networks, I've noticed more of an interest in finding strategies, specific tools or other resources for getting students started with coding. A lot of the questions are focused on how to get started with coding in the early years, the elementary and middle school levels, and where to find the best tools. There are definitely a lot of tools out there for educators to choose from. Some are web-based and offer free coding applications and activities for students. There are also many paid options that are more complex, perhaps involving robots, other necessary equipment, materials or starter kits.

Each day, we read more news about artificial intelligence (AI), machine learning (ML) and their uses for not only work but, more importantly, education. About a year ago, I started to research these areas. While I understood the concepts of both and could offer a decent definition, I was not able to easily identify what it might look like in today's classrooms. My first interaction with machine learning came some years ago when I worked on my Spanish translation coursework. Our focus was on the level of accuracy that ML-translation provided for students and for businesses looking to use these services.

One of my professional goals this year was to learn more about artificial intelligence (AI). Over the course of the past year, there have been a lot of stories coming out about how schools are adding the concept of artificial intelligence into their curriculum or trying to weave it into different courses offered. The purpose is to help students better understand its capabilities and how it might impact the future of learning and the future of work. When I did some research earlier this year, I was amazed at some of the different uses of artificial intelligence that we interact with each day, and may not realize. A quick Google search of the term "artificial intelligence" turns up 518 million results in .17

Artificial intelligence is breaking out of science fiction and sprinting into reality. A robot can now identify a human from a photo of their face, trounce a Poker player and in theory, pilot a plane. Business applications for AI are growing, from Apple's Siri personal assistant to Amazon's delivery drones, and business schools want to ensure that their graduates have the skills to meet the future needs of industry. A wide range of master's degrees and electives within established courses that focus on AI are on offer. "Digital and AI are rapidly changing the way we live and work in significant ways," says Francisco Veloso, dean of London's Imperial College Business School. As businesses transform to keep up with the pace of technological change, he adds, "schools will need to do more to provide students with the tools they need to undertake careers or start businesses in areas such as blockchain, [and] fintech".