Table of Contents
- 1 Extreme vigilance
- 2 Do not overtake the human being
- 3 Assistance and referral
- 4 Integrate and master
- 5 Opportunity to control
- 6 Trivialization
- 7 Considering the students’ concerns about data privacy and potential misuse of AI, what ethical frameworks and regulations should be prioritized to ensure responsible AI development and deployment?
Lucie, 17 years old, final year (Chinon): “Artificial intelligence (AI) is a tool that I use when I haven’t understood an exercise, and I can’t find explanations on the Internet or explanatory videos from teachers.
“AI can help us on a daily basis to plan a search or a trip. It can help in the health sector, improve diagnoses. And thanks to connected watches, we can monitor our daily health on an application.
“But artificial intelligence involves many dangers and must be limited. Indeed, it collects a lot of personal data to be able to function at its maximum. This data is no longer private when it is collected by the software. Thus, we can fear a significant leak of this data. »
Extreme vigilance
Juliette, 15 years old, 1st (Tours): “Used wisely, ChatGPT can answer students’ questions or misunderstandings, but I think its use becomes harmful when it hinders their thinking.
“If students stop thinking and trust AI completely, not only will they not progress, but they will also reduce their critical thinking skills to nothing.
“However, AI, in constant progress, is not always trustworthy. For example, it is difficult to find the sources of the information it provides. It is useful in many sectors, but it also poses worrying problems, particularly in access to information. AI is now capable of generating erroneous and fabricated images or videos. These fake news (false information) is often disseminated via social networks, and new information media.
“Adopting a vigilant attitude has become essential to fight against these potential propaganda weapons. »
Do not overtake the human being
Elyana, 15 years old, 1st (Tours): “I am assisted by AI daily, especially when I use my phone (facial recognition) or when I guide myself by GPS. The development of AI is fascinating because it shows the genius of human beings, and how capable we are of making complex objects.
“It is also useful because certain artificial intelligences are capable of assisting us in tasks that can be painful for employees.
“But their development must also be limited, because AI could quickly reach a point where it would overtake humans and could therefore become dangerous. »
Assistance and referral
Matilda, 14 years old, 1st (Blois): “I regularly use artificial intelligence to assist me in my homework, whether to help me understand instructions or to guide me in my research. This help represents a saving of precious time, sometimes quite significant.
“On the other hand, this phenomenal progress seems almost unstoppable today, which could pose problems in the future. Between the threat of many professions disappearing and a potential rise in misinformation, no one knows what AI really has in store for us.
“The use of artificial intelligence can be very beneficial in certain areas, but must be controlled so as not to be exploited for malicious purposes. »
Integrate and master
Chiara, 16 years old, 1st (Tours): “We all know that artificial intelligence represents a threat to the future of many professions. But, in the school context, I think it could be integrated intelligently. Currently, AI is mainly used by students for cheating purposes, preventing them from developing their thinking, writing and autonomy.
“I suggest that artificial intelligence be, not taught, but normalized among students as a learning tool which would allow them to develop their own writing, to learn to summarize better.
“It is not by rejecting it that students will learn to use it better and not to depend on it. Intelligent use of AI would make it possible to better adapt to the technological advances of our time. »
Opportunity to control
Esteban, 15 years old, 1st (Joué-lès-Tours): “Of course I am assisted by AI, present in our daily lives, and everywhere in our digital devices. This new technology offers new horizons. This is THE new technology that will continue to evolve over the years, and in which, in my opinion, we must invest massively.
“We should not be afraid of it, if we know this new technology, its use, its control. Its proximity to science fiction films can be scary. However, AI will offer us new opportunities for work, learning, etc. It would be too stupid to miss out on such beautiful technology, but it seems important to me to learn how to control it, to regulate it. »
Trivialization
Sasha, 16 years old, 1st (Tours): “When AI really started to get talked about, I was reluctant like many people, we all have this preconception that “robots” are going to control the world. I’ve been using it since the start of this school year – having a lot of work, it supports me – but I try to be careful with my use. I use it to explain a concept, a date, a definition that I didn’t understand in class, or mundane everyday questions.
“AI lacks things that only humans have, such as human thinking and feelings or emotions. But as time goes by, AIs learn more as they work, which is terrifying.
“There are simple jobs that it can replace and others that it cannot. I hope it will evolve well with time and our generation. »
Considering the students’ concerns about data privacy and potential misuse of AI, what ethical frameworks and regulations should be prioritized to ensure responsible AI development and deployment?
## Thematic Breakdown and Open-Ended Questions for Discussion
This article presents a range of perspectives from high school students on the topic of Artificial Intelligence (AI). Here’s a thematic breakdown with accompanying open-ended questions designed to stimulate discussion and diverse viewpoints:
**I. Data Privacy Concerns:**
* **Student Perspective:** Highlights the potential for misuse and leakage of personal data collected by AI systems.
* **Open-Ended Questions:**
* To what extent should we be concerned about the amount of personal data required by AI systems?
* What measures can be taken to ensure the responsible and ethical handling of personal data by AI developers?
* Should there be regulations in place to limit the types of data AI can collect and how it can be used?
**II. Impact on Education:**
* **Student Perspective:**
* **Juliette:** Worries about AI hindering critical thinking and reducing students’ ability to problem-solve independently.
* **Matilda:** Views AI as a valuable tool for homework assistance, but acknowledges the potential for misuse and plagiarism.
* **Chiara:** Advocates for the integration of AI as a learning tool, emphasizing the importance of controlled and responsible use.
* **Open-Ended Questions:**
* How can educators effectively incorporate AI into the learning process without compromising students’ critical thinking skills?
* Should AI be primarily viewed as a tool for assistance, or could it have a more active role in shaping the curriculum?
* What are the ethical implications of students using AI to generate text for assignments?
**III. Threat to Employment:**
* **Student Perspective:** Several students express anxiety about AI replacing human jobs.
* **Open-Ended Questions:**
* How can we prepare for the potential job displacement caused by AI advancements?
* What new job opportunities might emerge as a result of AI development?
* Should governments implement policies to support workers affected by AI-related job losses?
**IV. Potential for Misinformation:**
* **Student Perspective:** Students raise concerns about the power of AI to generate fake news and spread misinformation.
* **Open-Ended Questions:**
* How can we differentiate between accurate information and AI-generated content?
* What responsibility do social media platforms have for monitoring and mitigating the spread of AI-generated misinformation?
* What are the potential consequences of widespread AI-driven misinformation on society?
**V. Control and Regulation:**
* **Student Perspective:** Shows a mixed approach, acknowledging AI’s potential while emphasizing the need for control and regulation.
* **Open-Ended Questions:**
* Who should be responsible for regulating the development and deployment of AI?
* What are the potential risks and benefits of granting AI greater autonomy?
* How can we ensure that AI development aligns with human values and societal well-being?
**VI. The Future of AI:**
* **Student Perspective:** A range of views on the future of AI, from cautious optimism to outright fear.
* **Open-Ended Questions:**
* How do you envision AI impacting your own lives in the future?
* What are your hopes and fears about the role of AI in society?
* What steps can we take to ensure that AI is used for the greater good of humanity?
By using this thematic breakdown and preparing thought-provoking open-ended questions, you can foster a rich and informative discussion about the complex and multifaceted issue of artificial intelligence.
