GPTs in the Classroom: Balancing Technological Advancement with Critical Thinking

Let me share a heartfelt reminder about the importance of being vigilant in the digital age, especially regarding the information we receive from artificial intelligence, like Chat GPT.

Imagine, if you will, a new GPT I created named Flora, designed to teach me about the language of flowers. Flora was programmed to offer information in a neatly organised table covering aspects from the flower's name and visual description to its meaning, historical tales, and, importantly, its safety for humans and pets alike, including any necessary safety warnings.

I embarked on this journey without initially incorporating external data, to experiment and explore the depths of GPT's internal knowledge base. However, my excitement was quickly clouded by a concerning discovery.

Prompted by a simple, heartfelt question on how to express love for my mum on Mother's Day with the help of plants, I was taken aback by what Flora suggested. Among the recommendations were Peonies, which were labelled as safe. This, however, couldn't be further from the truth.

Peonies, despite their beauty, harbour the toxin paeonol, which if ingested by humans or animals, can lead to nausea, vomiting, and diarrhea. They might not typically cause harm upon skin contact, but for some, they can still trigger skin irritation or rashes.

A real danger, hidden behind a veil of misinformation.

This experience served as a stark reminder of the critical need for caution and verification. It underscores the reality that, while AI holds immense promise, it is not infallible.

We must approach its guidance with a blend of enthusiasm and critical scrutiny, treating it more as a helpful assistant rather than an infallible source.

The digital world, much like our own, is not devoid of inaccuracies, making our critical thinking and research skills more valuable than ever.

In light of this, within our school community software, we entrust teachers with the role of intermediaries, filtering AI-generated content before it reaches the students. This hybrid model enhances the safety and reliability of the educational content we provide.

Moreover, it highlights the importance of personalised language models and the responsibility of organisations to invest in developing their AI. By enriching the AI with high-quality, context-specific data, such as detailed PDFs and relevant images, we can significantly improve the reliability of the output.

In sharing this story, my hope is to ignite a conversation about the dual nature of technology—its potential coupled with its pitfalls. Let's commit to fostering an environment of informed usage, where every piece of information is approached with both wonder and a healthy dose of skepticism.

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Go to www.octoped.ai for more information about our fully customisable school community software.