For a Singularity Pedagogy
artificial intelligences and digital technologies in support of writing education, a quasi-experiment with the linguistic model GPT-3
DOI:
https://doi.org/10.4454/graphos.38Keywords:
integration between writing forms, GPT-3, artificial intelligence in support of education, digital storytelling, TPACKAbstract
With the advent of artificial intelligence models like Generative Pre-training Transformer 3 (GPT-3), there has been an increase in the interest in using these tools to support writing learning. However, there have also been concerns about the potential impact of these systems on the creativity and the individuality of students in the Z and Alpha generations. Futurist Ray Kurzweil's prediction suggests orienting the future of education towards a Singularity Pedagogy as a response to a civilizing adaptation in view of an increasingly digital society that calls for strictly human qualities like responsibility, wisdom, and ethics. Working collaboratively with artificial intelligences in the field of education, using them as tools to support learning and problem solving, will give us the opportunity to adopt a technocritical and ethical attitude towards technological progress. For example, this quasi-experiment has shown the possibility of supporting writing learning in an alternative way with the development of artificial intelligence models. In particular, GPT-3 is able to generate human-like texts and to understand the context in which they are used: this makes it possible to use it as a writing teaching support tool, providing personalized feedback and suggestions based on individual needs.
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