Date
Publisher
arXiv
In an educational landscape dramatically altered by the swift proliferation
of Large Language Models, this essay interrogates the urgent this essay
interrogates the urgent pedagogical modifications required in secondary
schooling. Anchored in Madeline Grumet's triadic framework of curriculum
inquiry, the study delineates the multifaceted relationship between Generative
AI and Elliot Eisner's explicit, implicit, and null curriculum concepts. It
scrutinizes the logistical and ethical challenges, such as the reliability of
AI detectors, that educators confront when attempting to assimilate this
nascent technology into long-standing curricular structures. Engaging with Ted
Aoki's theory of the "zone of between", the essay illuminates educators'
dilemmas in reconciling prescriptive curricular aims with the fluid realities
of classroom life, all within an educational milieu in constant flux due to
Generative AI. The paper culminates in a reflective analysis by the researcher,
identifying avenues for further scholarly investigation within each of Grumet's
constitutive strands of curriculum theory, thereby providing a roadmap for
future research on Generative AI's transformative impact on educational
practice.
Study at a glance
- Question: What teaching and curriculum changes are urgently needed in secondary schools in response to generative AI?
- Setting and data: Not stated in the abstract
- Method: Theoretical essay and reflective analysis
Why it matters
The swift proliferation of Large Language Models creates a need for urgent pedagogical modifications in secondary schooling. Educators confront logistical and ethical challenges, such as AI detector reliability, when assimilating this nascent technology into long-standing curricular structures.
Key findings
- In secondary schooling, generative AI complicates traditional curriculum structures across what is explicitly taught, implicitly learned, and left out.
- Educators confront major logistical and ethical challenges, such as unreliable AI detectors, when incorporating generative AI into established school curricula.
- Educators face dilemmas reconciling prescribed curriculum goals with the fluid, rapidly shifting realities of classroom instruction influenced by generative AI.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
What is the application?
Who is the user?
Who age?
Why use AI?
Study design
