Like many educators, my initial reaction to AI was visceral rejection. When ChatGPT joined the scene in Nov. 2022, I felt shock and isolation. Would my assignments become obsolete? Would my role as an educator be reduced to managing prompts and outputs? Was my job going to turn into the philosophy I slip into in tough times–“shit in, shit out”? I’ll admit it—I had a minor panic attack about the future of my career as a composition teacher.
But I was curious. I started experimenting with AI tools like Claude, Poe, and Perplexity. I could see an appeal. I saw them assisting in tasks that would typically take a long time. I got a little excited about the possibilities. AI could free up time for more meaningful student interactions or help me with RSI. Maybe it could help level the playing field for learners who struggle with specific tasks. I became more enthusiastic and eager to share these tools with colleagues and students.
Then I got deeper into the AI ecosystem after reading numerous books; I started to see some complexities lurking beneath the surface. The environmental cost of training large language models is staggering—the water and energy consumption is similar to that of small cities. Then there’s the human cost: the invisible labor force in the Global South, working under challenging conditions to label data and moderate content. These AI systems, while impressive, are potentially widening the digital divide between those who have access to cutting-edge technology and those who don’t.
I am adopting a more nuanced stance now. I still use AI tools, but with greater intentionality. I am trying to balance their benefits with their drawbacks, and I’m trying to be thoughtful about how I present them to my students. Instead of positioning AI as either a threat or a salvation, I frame it as a complex technology that requires critical engagement.
My relationship with AI has evolved from rejection to enthusiasm to careful consideration. The relationship is not over, and I’m not sure where it will head next. I want to help my students understand the tools but also to think critically about their use. So my relationship status remains: “it’s complicated.”