Marisa Shuman’s computer science class at the Young Women’s Leadership School of the Bronx began as usual on a recent January morning.
Just after 11:30, energetic 11th and 12th graders bounded into the classroom, settled down at communal study tables and pulled out their laptops. Then they turned to the front of the room, eyeing a whiteboard where Ms. Shuman had posted a question on wearable technology, the topic of that day’s class.
For the first time in her decade-long teaching career, Ms. Shuman had not written any of the lesson plan. She had generated the class material using ChatGPT, a new chatbot that relies on artificial intelligence to deliver written responses to questions in clear prose. Ms. Shuman was using the algorithm-generated lesson to examine the chatbot’s potential usefulness and pitfalls with her students.
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