The immediate dilemma: what does it mean for English instruction that all pupils now have access to free online chatbots that can produce fluid, fairly complex prose on demand? This question sits atop a teetering pile of timeless pedagogical quandaries: What are we actually trying to do in school? How should we go about doing it? How do we know if we’ve succeeded? I was a newcomer, negotiating all of this for the first time. Throwing AI into the mix felt like downing a coffee in the middle of a panic attack.
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