{"id":22561,"date":"2026-01-28T12:02:41","date_gmt":"2026-01-28T15:32:41","guid":{"rendered":"https:\/\/blog.citl.mun.ca\/instructionalresources\/?p=22561"},"modified":"2026-01-28T12:35:21","modified_gmt":"2026-01-28T16:05:21","slug":"generative-artificial-intelligence-in-the-classroom","status":"publish","type":"post","link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/generative-artificial-intelligence-in-the-classroom\/","title":{"rendered":"Generative Artificial Intelligence\u00a0in the\u00a0Classroom\u00a0"},"content":{"rendered":"<p>If you are inclined to use Generative Artificial Intelligence (GAI) as a part of&nbsp;classroom activities,&nbsp;discussions,&nbsp;and assessments, consider the opportunities&nbsp;and&nbsp;challenges&nbsp;this may present.&nbsp;Below are&nbsp;a&nbsp;few&nbsp;instructional approaches&nbsp;where&nbsp;GAI tools could be used as part of your teaching.&nbsp;<\/p>\n<h3 class=\"wp-block-heading\">Question Prompts&nbsp;<\/h3>\n<p>Use it for discussion starters. If you are met with blank stares or silence after asking a question, use a&nbsp;text generation tool like ChatGPT&nbsp;to provide a response. Engage your students in a critical dialogue around the response provided.<\/p>\n<h3 class=\"wp-block-heading\">Reflection&nbsp;<\/h3>\n<p>Provide students with an&nbsp;AI&nbsp;generated output and have them use&nbsp;<em>Track&nbsp;Changes<\/em>&nbsp;(MS Word) or&nbsp;<em>Suggesting<\/em>&nbsp;(google docs) tools to critique or improve the response.&nbsp;<\/p>\n<h3 class=\"wp-block-heading\">Preparing Drafts&nbsp;<\/h3>\n<p>There are&nbsp;several&nbsp;GAI tools that are specifically designed to support students in the writing process. Encouraging students to use these tools may help them better understand the process and discourage the use of&nbsp;other&nbsp;tools&nbsp;or&nbsp;services in an unethical way. Some of the tools include:&nbsp;<\/p>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.writefull.com\/\">Writeful&nbsp;<\/a>\u2013&nbsp;Writeful\u2019s&nbsp;AI helps you write, paraphrase,&nbsp;and&nbsp;copyedit&nbsp;<\/li>\n<li><a href=\"https:\/\/www.ecree.com\/\">ecree<\/a>&nbsp;\u2013 a writing tutor&nbsp;<\/li>\n<li><a href=\"https:\/\/www.tswrevolution.com\/\">TooWrite<\/a>&nbsp;\u2013 a step-by-step guide to writing a paper, with prompts and questions&nbsp;<\/li>\n<li><a href=\"https:\/\/venturebeat.com\/ai\/coauthor-stanford-experiments-with-human-ai-collaborative-writing\/\">CoAuthor<\/a>&nbsp;\u2013 Human-AI Collaborative Writing Dataset&nbsp;<\/li>\n<\/ul>\n<p><section class='notebox'><aside><\/p>\n<h3 class=\"wp-block-heading\">Additional Resource&nbsp;<\/h3>\n<p><strong>TextGenEd: Teaching with Text Generation Technologies<\/strong>&nbsp;<\/p>\n<p>Edited by: Annette Vee, Tim&nbsp;Laquintano, and Carly Schnitzler; WAC Clearinghouse, Aug 2023&nbsp;<\/p>\n<p>ABSTRACT: Generative AI is the most influential technology in writing in decades\u2014nothing since the word processor has promised as much impact.&nbsp;Publicly-accessible&nbsp;Large Language Models (LLMs) such as ChatGPT have enabled students, teachers, and professional writers to generate writing indirectly, via prompts, and this writing can be calibrated for different audiences,&nbsp;contexts&nbsp;and genres. At the cusp of this moment defined by AI,&nbsp;TextGenEd&nbsp;collects early experiments in pedagogy with generative text technology, including but not limited to AI. The fully&nbsp;open access&nbsp;and peer-reviewed collection features 34 undergraduate-level assignments to support students\u2019 AI literacy, rhetorical and ethical engagements, creative exploration, and professional writing text gen technology, along with an Introduction to guide instructors\u2019 understanding and their selection of what to emphasize in their courses.&nbsp;TextGenEd&nbsp;enables teachers to integrate text generation technologies into their courses and respond to this crucial moment.&nbsp;<a id=\"_msocom_1\"><\/a><\/p>\n<p><\/aside><\/section><\/p>\n<h2 class=\"wp-block-heading\">References:<\/h2>\n<ul class=\"wp-block-list ref-list\">\n<li>Metzer, K.,&nbsp;&amp;&nbsp;ChatGPT. (2022, December&nbsp;7).&nbsp;How CHATGPT could transform higher&nbsp;education.&nbsp;<em>Social Science Space<\/em>.&nbsp;<a href=\"https:\/\/www.socialsciencespace.com\/2022\/12\/how-chatgpt-could-transform-higher-education\/\">https:\/\/www.socialsciencespace.com\/2022\/12\/how-chatgpt-could-transform-higher-education\/<\/a><\/li>\n<li>Watkins, R. (2022, December 18).&nbsp;<em>Update Your Course Syllabus for&nbsp;chatGPT.&nbsp;<\/em>com.&nbsp;<a href=\"https:\/\/medium.com\/@rwatkins_7167\/updating-your-course-syllabus-for-chatgpt-965f4b57b003\">https:\/\/medium.com\/@rwatkins_7167\/updating-your-course-syllabus-for-chatgpt-965f4b57b003<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>If you are inclined to use Generative Artificial Intelligence (GAI) as a part of&nbsp;classroom activities,&nbsp;discussions,&nbsp;and assessments, consider the opportunities&nbsp;and&nbsp;challenges&nbsp;this may present.&nbsp;Below are&nbsp;a&nbsp;few&nbsp;instructional approaches&nbsp;where&nbsp;GAI tools could be used as part of your teaching.&nbsp; Question Prompts&nbsp; Use it for discussion starters. If you are met with blank stares or silence after asking a question, use a&nbsp;text generation [&hellip;]<\/p>\n","protected":false},"author":255,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[225],"tags":[259,247,257],"collection":[227],"class_list":["post-22561","post","type-post","status-publish","format-standard","hentry","category-generative-ai","tag-ai","tag-course-design","tag-instructional-strategies","collection-generative-ai"],"featured_image_src":null,"author_info":{"display_name":"simon","author_link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/author\/simon\/"},"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7y0Lp-5RT","_links":{"self":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/22561","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/users\/255"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/comments?post=22561"}],"version-history":[{"count":2,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/22561\/revisions"}],"predecessor-version":[{"id":22577,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/22561\/revisions\/22577"}],"wp:attachment":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/media?parent=22561"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/categories?post=22561"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/tags?post=22561"},{"taxonomy":"collection","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/collection?post=22561"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}