Education in the AI ​​Era: Play, Learn, and Explore with Youth Today

A ChatGPT class story written by six teachers from the Training Department, which plans lectures and organizes study sessions at the National Korean Language Teachers Association.
With the proliferation of educational applications for ChatGPT, I share the shocking results, positive outlook, and implications of AI education I witnessed while using ChatGPT with students in Korean language classes.
Through ChatGPT, you can discover your own potential, break down preconceived notions, and meet students who are growing by verbalizing their own selves, something they couldn't grasp on their own.
This book shows how generative artificial intelligence, the pinnacle of cutting-edge technology, can align with the age-old goal of education: self-discovery.
From the preparation process for novel, essay, interview, and discussion classes to student responses in the classroom and tips for conducting classes, it provides detailed information, making it a reference point for teachers who are considering trying ChatGPT classes as well as those who are contemplating what school classes should include in the age of artificial intelligence.

This summer, as a summer vacation assignment for first-year middle school students, I assigned them to 'read one of the suggested coming-of-age novels and organize it in their own way.'
Some students were talking among themselves, saying, “We can just let ChatGPT do it,” and “No, Bard is better.”
Even though I'm in my first year of middle school, I already know about and have used tools like ChatGPT.

--- p.51

ChatGPT's breakup poem, which included metaphors and symbols, was slightly refined and included in the activity sheet.
The title is “Withered Rose.”
Along with this poem, I chose Han Yong-un's poem "False Farewell" and created an activity sheet to compare the two works.

(…) I asked people to raise their hands for the poem they liked better between (A) and (B) without giving them any information about the creator of the poem.
I naturally expected that there would be many children who would choose (me) with higher literary quality.
(A) I was a little worried that there might not be many children who would choose it because the poem felt too childish and simple.
Then, you may lose interest in the next class that will cover ChatGPT.
I also thought that I should say, 'Still, if artificial intelligence can do this, it's well-written!'
But the results of seeing the number of children who raised their hands were shocking.
Among the 50 or so students in the two classes, 70% said that (A) written by ChatGPT was better.

--- p.62~66

If you tell children who already hate writing to rewrite it over and over again, many of them will give up from the beginning.
However, since ChatGPT is structured to correct things based on their own questions, the children were not afraid to correct things multiple times.
Also, in situations where you are rewriting on your own, you tend to end up only revising the parts that you have received feedback on.
However, since ChatGPT sometimes changed the flow or tone of the entire text depending on the question provided, children had to read the entire text multiple times and re-convey their requests.

--- p.116

Some children had difficulty refuting ChatGPT's opinions.
There were various difficult points.
Because everything ChatGPT said seemed to be correct, I was unable to provide any basis for rebuttal, and I also had a hard time reading ChatGPT's data one by one, fact-checking it, and then finding rebuttal material.
ChatGPT appears to be making claims, but in fact it only lists information, so there were times when it took time to understand the basis.
It can be assumed that one of the reasons for this was that there was little experience in refuting the opinions of others who wrote on the same topic as oneself.
Yet, the children themselves found errors in ChatGPT's writing, which seemed perfect at first glance.
I found this point particularly interesting from a media literacy perspective.
In our previous performance evaluations, we had been working on messages to always be wary of fake news, exaggerated advertisements, and misinformation, but through 'ChatGPT Plus', we were able to confirm that our activities had evolved beyond simple vigilance into activities that allowed us to develop the ability to distinguish between real and fake information.

--- p.143~144

The interview answers were drafted by the students themselves.
From the moment I started writing the draft, I felt like if I used ChatGPT, it wouldn't be about me.
We want to do better with the help of AI, not expect it to think for us.
(…) M’s answers to the questions were filled with experiences that showed him to be an honest and good person, written in his characteristically plain sentences.
However, it was not enough to convince the university that he was a passionate person capable of pursuing in-depth learning.
So I told M to input his draft into the question box of ChatGPT and ask him to supplement it with an interview-ready answer.
(…) The revised results of ChatGPT were exactly in line with the writing purpose of an interview response.
While keeping M's experiences intact in the draft, he emphasized that what he learned and thought at that time became an asset that could help him lead a fulfilling college life.
It was definitely a strategic answer.

--- p.177~182

The dizzying forum class ended with a discussion among the third-year students.
The heated class was cooled down.
We read "The Age of Labor is Over,"9, which we learned about during a training session with the National Korean Language Teachers Association, and discussed the following questions: "Why do humans strive to develop artificial intelligence? Why are people so enthusiastic about ChatGPT? What are the characteristics of ChatGPT that have led to such an explosive response compared to other services?"
At this time, I participated as a recorder.
The students are solely responsible for conducting and participating in the discussion.
The children's growth was amazing.
The process of speaking, listening, and asking questions became natural.
The conversation didn't break off like dumpling dough, but rather, the words between each other were connected by questions.
This was the closest thing to the question-and-answer class I've been wanting to do for a while.
The final discussion touched on 'human attitudes toward developing artificial intelligence.'
What if artificial intelligence were developed simply to satisfy human curiosity or make money? The class closed with a discussion on the ethical development of science and technology that contributes to humanity and society.

--- p.239~240