ChatGPT and Me – Balancing Books and Bots
As a faculty member who teaches business analysis and software development, I found myself reflecting on the experiences of Bettina Brockerhoff-Macdonald, PhD, as discussed in Patch Twenty-Eight – Going Back to Basics. In this patch, she describes the challenges of students’ heavy reliance on online resources, such as translation websites, for their assignments. The scenario she describes resonates with me because I have seen my students begin to lean heavily on tools like ChatGPT.
In my case, I often encourage the use of these tools; however, I firmly believe that their use should be in addition to a fundamental understanding and the application of concepts. Understanding the underlying principles is crucial for problem-solving and innovation, especially in my specialties of business analysis and software development.
I find myself continuously working to find creative ways to ensure that my students understand and apply the concepts within my classes without over-reliance on generative tools. Although I have yet to find the golden ticket, I am focusing on introducing as many hands-on activities and in-class exercises as possible where students are encouraged to problem-solve by striking a balance between using and not using these new technologies. Improvement will come with time.
As educators, we need to leverage technology without letting it hinder the learning process. We also need to ensure that we are up to the challenge of continuous improvement and adaptability when it comes to finding effective ways to engage our students in learning. This patch has inspired me to keep iterating my own approach to teaching.
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