To teach in the time of ChatGPT is to know pain; Ars Technica, April 13, 2026

 SCOTT K. JOHNSON , Ars Technica; To teach in the time of ChatGPT is to know pain

"Let me explain why students are the ones losing the most in this environment and why instructors like me feel pretty much powerless to fix the problem.

Do or do not, there is no AI

Students often carry misconceptions about coursework. They may view an instructor as an opponent standing in the way of the grade they want. And they see “getting the right answers” as the goal of education because that’s how you secure that grade.

But that’s no more true than thinking that logging a count of reps is the goal of bodybuilding. The hard work of lifting weights is the point because that yields physical results. A popular analogy is that using an LLM to write your essay is like driving a forklift into the weight room. Weights get lifted, sure, but nothing is accomplished. I’m not hoping you can answer the exam question for me—I don’t need your essay to get me out of a jam. The process of doing the work was what you needed to walk away with something.

In a recent video about how easy Sora has made it for users to generate relatively realistic but deeply problematic videos, Hank Green rubbed his eyes as he shouted in the figurative direction of OpenAI CEO Sam Altman, “The friction matters, Sam!”...

I’m not alone in feeling exasperated by this predicament. A survey of about 3,000 college faculty showed that 85 percent felt LLMs “make students less likely to develop critical thinking abilities,” and 72 percent reported challenges managing LLM use.

Predictably, the response from higher education administrators―who are busy signing contracts for institutional LLM subscriptions to show how future-first their thought leadership is―has been to tell instructors that their job is to teach students “how to use AI effectively.”...

A few months ago, I overheard some college students talking about their classes. One was complaining about an assignment they needed to do that night, and another incredulously asked why they wouldn’t just have ChatGPT do it. The first replied, “This is my major, I actually need to learn stuff in this class. I use AI for my other classes.”"

Study: Only 18% of data science students are learning about AI ethics; TNW, July 3, 2020

Thomas Macaulay, TNW; Study: Only 18% of data science students are learning about AI ethics

The neglect of AI ethics extends from universities to industry

"At least we can rely on universities to teach the next generation of computer scientists to make. Right? Apparently not, according to a new survey of 2,360 data science students, academics, and professionals by software firm Anaconda.

Only 15% of instructors and professors said they’re teaching AI ethics, and just 18% of students indicated they’re learning about the subject.

Notably, the worryingly low figures aren’t due to a lack of interest. Nearly half of respondents said the social impacts of bias or privacy were the “biggest problem to tackle in the AI/ML arena today.” But those concerns clearly aren’t reflected in their curricula."

Leave Your Laptops at the Door to My Classroom; New York Times, 1/2/17

Darren Rosenblum, New York Times; Leave Your Laptops at the Door to My Classroom:

"Focus is crucial, and we do best when monotasking: Even disruptions of a few seconds can derail one’s train of thought. Students process information better when they take notes — they don’t just transcribe, as they do with laptops, but they think and record those thoughts. Laptops or tablets can undermine exam performance by 18 percent. Other studies reveal that writing by hand helps memory retention. Screens block us from connecting, whether at dinner or in a classroom. Kelly McGonigal, a psychologist and lecturer at Stanford University, says that just having a phone on a table during a meal “is sufficiently distracting to reduce empathy and rapport between two people.”

For all these reasons, starting with smaller classes, I banned laptops, and it improved the students’ engagement. With constant eye contact, I could see and feel when they understood me, and when they did not. Energized by the connection, we moved faster, further and deeper into the material. I broadened my rule to include one of my large upper-level courses. The pushback was real: A week before class, I posted the syllabus, which announced my policy. Two students wrote me to ask if I would reconsider, and dropped the class when I refused. But more important, after my class ends, many students continue to take notes by hand even when it’s not required.

Putting aside medical exemptions, many students are just resistant. They are used to typing and prefer it to writing. They may feel they take better notes by keyboard. They may feel they know how to take notes by hand but do not want to have to do so. They can look up material, and there’s no need to print assignments. Some may have terrible handwriting, or find it uncomfortable or even painful to write.

To them, I’ll let the Rolling Stones answer: You can’t always get what you want, but sometimes you get what you need. My students need to learn how to be lawyers and professionals. To succeed they must internalize an ethos of caution, care and respect. To instill these values and skills in my students, I have no choice but to limit laptop use in the classroom.