As a teacher, I can’t agree enough. I’m really tired of being handed slop from my coworkers, and then having to weigh the social implications of explaining to them how I know it is slop and why this particular case of slop is bad. The amount of energy I have to spend deconstructing their use of AI, and then translating and validating that deconstruction to them, doesn’t match the effortlessness with which they pump out more slop and leave me frustrated that I have to do this every time.
Just ban it from use in elementary and secondary schools, please.
Yep. And then, in high school, give them plenty of chances to check-out and critique the LLMs. Good factual criticism skills are very valuable in most of life (they include not ruining the effect by being a snotty fart).
As a teacher, I can’t agree enough. I’m really tired of being handed slop from my coworkers, and then having to weigh the social implications of explaining to them how I know it is slop and why this particular case of slop is bad. The amount of energy I have to spend deconstructing their use of AI, and then translating and validating that deconstruction to them, doesn’t match the effortlessness with which they pump out more slop and leave me frustrated that I have to do this every time.
Just ban it from use in elementary and secondary schools, please.
Yep. And then, in high school, give them plenty of chances to check-out and critique the LLMs. Good factual criticism skills are very valuable in most of life (they include not ruining the effect by being a snotty fart).