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"I love educational technology. When technologies were first available online, I was an early adopter, and often got brutally criticized by administrators and colleagues in my K-6 settings for having students use the internet for research, use web tools, create webpages in wikis, and work virtually with schools in other states and countries (for example, see their work from 2008 at http://weewebwonders.pbworks.com/). Now, similar work is often seen as innovative by colleagues. Boy, have times thankfully changed, but I have not. I still am an early adopter of technologies in that I believe many can benefit students in their learning. As many in education know, commentary about ChatGPT is appearing on the news, social media, and the internet. As I always do, I am exploring its use in my classes (elementary-level gifted education). This post describes its use in education from the perspectives of ChatGPT, itself, and from a handful of educators. Later, I describe and show the work of my students. I conclude with tools for detecting machine-generated text, and provide a parting shot."

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"With the rise of the popular new chatbot ChatGPT, colleges are restructuring some courses and taking preventive measures."

"Welcome to the new age of academic dishonesty. A college professor in South Carolina is sounding the alarm after catching a student using ChatGPT - a new artificial intelligence chat bot that can quickly digest and spit out written information about a vast array of subjects - to write an essay for his philosophy class. The weeks-old technology, released by OpenAI and readily available to the public, comes as yet another blow to higher learning, already plagued by rampant cheating. "Academia did not see this coming. So we're sort of blindsided by it," Furman University assistant philosophy professor Darren Hick told The Post. "As soon as I reported this on Facebook, my [academic] friends said, 'Yeah, I caught one too.'" "

"I have also played around with using ChatGPT for some tasks. I have got quite a few writing projects right now. I always start writing a paper by writing the abstract, and then generate the structure from that. I am aware this isn't what everyone does, because my writing partners often give me strange looks when I suggest it. So I gave ChatGPT a couple of my current abstracts and asked it how it would structure a paper with them. It gave me perfectly sensible outlines - pretty similar to the ones I already had. So I might trust it in the future to help me a) see if the abstract leads to a sensible structure and b) not miss out on elaborating everything I had put in the abstract. I still wrote the abstracts, and did the research which I'm going to write about. Am I cheating?"

"Teachers, You Won't BELIEVE What ChatGPT Can Do! [8 Use Cases]"

"The adoption of generative artificial intelligence (genAI) has shuffled the list of top skills businesses want from professionals in 2024, according to a new job site study and education industry data. Far from replacing workers, genAI appears poised to transform the way technologists and others work, allowing them to focus more on creative tasks such as product development, and less on mundane tasks that can be automated."