{"id":362,"date":"2024-04-26T12:51:27","date_gmt":"2024-04-26T12:51:27","guid":{"rendered":"https:\/\/ailabor.appsters.me\/?page_id=362"},"modified":"2024-08-26T14:01:51","modified_gmt":"2024-08-26T14:01:51","slug":"ai-az-iskolaban","status":"publish","type":"page","link":"https:\/\/ailabor.appsters.me\/en\/ai-in-schools\/","title":{"rendered":"AI az iskol\u00e1ban"},"content":{"rendered":"
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Author: Tam\u00e1s N\u00e9meth, Hungarian teacher<\/em><\/p>\n\n\n\n

The For Teachers<\/em> section offers resources that provide practical help for teachers in\nintegrating artificial intelligence. Under Lesson Plans <\/a><\/you> Project Tasks<\/em> <\/a>\nsection includes 36 task descriptions to support the implementation of a complex, modern\nJ\u00f3kai project. Below, you will find both theoretical and practical guidelines for the\npedagogical use of AI.<\/h5>\n<\/div><\/div>\n\n\n\n
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New Challenges \u2013 New Opportunities<\/strong><\/h3>\n\n\n\n

After the release of ChatGPT in 2022, it quickly became apparent that generative artificial\nintelligence would bring seismic changes to everyday life. This new technology also appeared\nimmediately in the school environment, and unsurprisingly, digital native students quickly\n(often quicker than their teachers) recognized its benefits.<\/p>\n\n\n\n

It's no exaggeration to say that the incredibly advanced language model of ChatGPT initially\ncaused anxiety and even alarm among the teaching community worldwide. However, from the\nvery beginning, voices emerged that aimed to draw attention to the revolutionary\nopportunities offered by this technology.<\/p>\n\n\n\n

The real progress and constructive action undoubtedly require 21st-century teachers to accept\nthat:<\/p>\n\n\n\n

Artificial intelligence is here to stay.<\/em>,<\/strong><\/p>\n\n\n\n

Students use and will continue to use it, which means that a pedagogical strategy built\naround prohibition and prevention is unlikely to provide valid answers to future\nchallenges.<\/p>\n\n\n\n

It would be a mistake, however, to view the presence of AI as a necessary evil. Like every\ntechnological breakthrough, it has its teething problems and very real dangers (in the\neducational discourse, concerns about independent thinking are probably the most frequently\nraised), but a well-prepared teacher can do a lot to tip the balance of changes in a positive\ndirection.<\/p>\n\n\n\n

AI Technology-Conscious Pedagogy<\/h3>\n\n\n\n

What could be the key efforts of a pedagogy that takes into account both the challenges and\nopportunities of artificial intelligence? If avoiding AI is neither worthwhile nor possible, then\nthe most sensible approach is<\/p>\n\n\n\n

to become a conscious user<\/strong><\/em><\/p>\n\n\n\n

\u2013 to understand (and continuously track) the technology's (predictably rapidly changing)\nstrengths and weaknesses, and to view various applications as useful tools rather than threats,\nintegrating them into educational goals. Since students themselves are users,<\/p>\n\n\n\n

the development of AI-awareness should be among the most urgent pedagogical goals.<\/strong><\/em><\/p>\n\n\n\n

This effort can be considered fully successful if future students do not regard AI-generated\ncontent as finished products but approach them<\/p>\n\n\n\n

with critical thinking and creative engagement,<\/strong><\/em><\/p>\n\n\n\n

and if they learn, understand, and accept the basic rules of<\/p>\n\n\n\n

ethical AI use.<\/strong><\/em><\/p>\n\n\n\n\n\n\n

The following brief summary attempts to provide practical assistance to teachers, especially\nthose specializing in Hungarian studies, who are getting acquainted with artificial\nintelligence. The experiences summarized here are primarily based on the use of the most\nwidely used AI platform, ChatGPT.<\/p>\n\n\n\n

What Can AI Do?<\/strong><\/h3>\n\n\n\n

The most striking characteristic of the new generation of generative AIs is\ntheir ability to create deceptively high-quality texts. At first glance, maintaining the subject\nmatter doesn't seem to be a problem for them: their operation is based on an enormous corpus,\nso they can essentially comment on any topic and provide coherent, seemingly credible\nanswers to any question. In terms of spelling, grammar, sentence construction, and stylistic\nrepertoire, they clearly outperform an average high school student. For example, when\nprompted to \"Write a short story in the style of J\u00f3kai\"<\/em> ChatGPT generated the following text:\nGenerated text example from ChatGPT in J\u00f3kai's style:<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\n
<\/span><\/span>

Write a short story in the style of J\u00f3kai<\/h3><\/div><\/div>
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<\/div>\n\n\n\n

The Treasure of the Plains<\/h4>\n\n\n\n
<\/div>\n\n\n\n

<\/p>\n\n\n\n

Amid the endless plains of the Hungarian Great Plain, where the colors of spring flowers\ncompete with the sun's brilliance, live the people of the plains, guided by the whims of nature\nand ancient traditions. In this place, in the countryside near Kecskem\u00e9t, once lived a\nvenerable old shepherd, J\u00e1nos \u00d6rd\u00f6g. He earned his name not because of ill repute, but\nbecause his wisdom and cunning made the villagers believe he was of the devil.<\/p>\n\n\n\n

<\/div>\n\n\n\n

Amid the endless plains of the Hungarian Great Plain, where the colors of spring flowers\ncompete with the sun's brilliance, live the people of the plains, guided by the whims of nature\nand ancient traditions. In this place, in the countryside near Kecskem\u00e9t, once lived a\nvenerable old shepherd, J\u00e1nos \u00d6rd\u00f6g. He earned his name not because of ill repute, but\nbecause his wisdom and cunning made the villagers believe he was of the devil.<\/p>\n\n\n\n

One summer afternoon, as the sun began to dip below the horizon, J\u00e1nos \u00d6rd\u00f6g, leaning on\nhis shepherd's staff, walked through the pasture. His gaze fixed on the distance, he saw the old\nhorseman, S\u00e1ndor Nagy, approaching. The two old friends often met in the plains, spending\nhours discussing life's great questions and, of course, reminiscing about the good old days.<\/p>\n\n\n\n

"God bless you, Brother J\u00e1nos!" greeted S\u00e1ndor upon arriving.<\/p>\n\n\n\n

"God bless you, Brother S\u00e1ndor!" replied J\u00e1nos. "What brings you here today?"<\/p>\n\n\n\n

"I heard there's been a treasure found in the plains. Thought I'd bring you the news, in case it\ninterests you."<\/p>\n\n\n\n

Curiosity sparked in J\u00e1nos \u00d6rd\u00f6g's eyes, but his wisdom kept him from getting overly\nexcited.<\/p>\n\n\n\n

"Tell me, what did you hear?"<\/p>\n\n\n\n

"They say a wanderer found the treasure near an old, abandoned farm. Gold jewelry, silver\ncoins, all kinds of gems."<\/p>\n\n\n\n

"And where is this treasure now?" asked J\u00e1nos.<\/p>\n\n\n\n

"No one knows. The wanderer disappeared, leaving only the story behind. But you know, the\nplains don't easily give up their secrets."<\/p>\n\n\n\n

J\u00e1nos \u00d6rd\u00f6g pondered. He knew every nook and cranny of the plains and understood that the\ntrue treasure is not always what the eyes see.<\/p>\n\n\n\n

"Brother S\u00e1ndor, the treasures of the plains are not always measured in gold and silver.\nSometimes the greatest treasure is what we carry in our hearts. Memories, friendship, the\nbeauty of nature\u2014these are the real treasures."<\/p>\n\n\n\n

The sun slowly set beyond the horizon, and the silence of the plains was broken only by the\ndistant song of birds. The old shepherd and the horseman talked for a long time until darkness\nenveloped the landscape. J\u00e1nos \u00d6rd\u00f6g knew that the secrets of the plains would always\nremain for those who see the world with their hearts and souls. And although the famous\ntreasure might never be found, the plains themselves would always be there, ready to tell new\nstories to those who pass by.<\/p>\n<\/div><\/div><\/div>\n<\/div><\/div><\/div><\/div>\n\n\n\n

<\/div>\n\n\n\n

Applications do not typically repeat themselves; that is, they will not give exactly the same\nanswer to the same request.<\/p>\n\n\n\n

Prompts can naturally be refined and adjusted (e.g., \"Rewrite the story to take place during\nthe 1848-49 War of Independence! Add a romantic subplot to the story!<\/em>\"). As long as we are\nin the same conversation, the answer will also depend on the context, meaning that with the\nabove modifications, for example, there is no need to clarify what kind of story we are talking\nabout. The foundation of effective AI usage is a well-thought-out prompt, so it is particularly\nimportant to pay attention to its wording, to clearly describe the request, and not necessarily\nto discard an imperfect result entirely\u2014it might be more practical to ask how it could be\nimproved.<\/p>\n\n\n\n

In tasks with few constraints, offering ample space for creativity, AI generally performs very\nwell; under certain conditions, even better than in strictly literary historical\/literary\ntheoretical\/literary analytical prompts. Of course, no one would claim that the novella is\ndeceptively J\u00f3kai-esque, but that does not mean the text cannot be used effectively in a\nclassroom or extracurricular setting (see the J\u00f3kai's Novellas <\/em> class in the lesson plans\navailable on our website).<\/p>\n\n\n\n

This leads to one of the AI's most productive possibilities. With the help of artificial\nintelligence, almost any type of teaching material can be quickly produced (both visual and\ntextual) and used as a discussion or conversation starter, illustration, source, or analytical aid.\nIt is important to mention at this point that AI platforms are also useful for data collection and\norganization, and even in a quasi-advisory function, naturally with appropriate caution and\ncritical handling of the data.<\/p>\n\n\n\n

Many already view ChatGPT as an inexhaustible source of ideas, and AI is indeed very strong\nin this regard. Whether it is group work suggestions, project tasks, evaluation criteria, etc., it\nis now easy to find inspiring ideas on well-known platforms. It is particularly worth asking\nthe artificial intelligence about its own usage possibilities\u2014the introductory class segment on\nthe J\u00f3kai chatbot in our lesson plan archive was also born from a suggestion by ChatGPT.<\/p>\n\n\n\n

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\"\"<\/figure>\n<\/div>\n\n\n\n
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\"\"<\/figure>\n<\/div>\n\n\n\n
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\"\"<\/figure>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
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What can't AI do?<\/strong><\/h3>\n\n\n\n

ChatGPT and similar language models fundamentally operate on a statistical basis; as we've\nseen, they "calculate" the appropriate response to a given question based on a vast corpus of\npre-existing text. The weaknesses that emerge in the context of literature teaching almost all\nstem from this characteristic.<\/p>\n\n\n\n

First of all, because AI doesn't truly understand <\/em> texts in the strict sense, it only provides\nreliable answers to questions for which it has sufficient sources. For example, it can write an\nexcellent general analysis <\/em> of \" The Man with the Golden Touch <\/em>\" but the more specific the\ntask, the less convincing the answer. The difference becomes particularly apparent when we\ncompare two solutions side by side \u2013 the first generated by ChatGPT for a standard question\ndiscussed in textbooks and in any decent novel interpretation, and the second following a\n\"source-limited\" prompt:<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\n
<\/span><\/span>

When and in what sense is Mih\u00e1ly Tim\u00e1r first referred to as "The Man with the Golden\nTouch"? How does this change later on?<\/h3><\/div><\/div>
\n
<\/div>\n\n\n\n

Mih\u00e1ly Tim\u00e1r is first referred to as \"The Man with the Golden Touch\" in one of the early\nchapters of the novel \"The Man with the Golden Touch\" when society around him recognizes\nand acknowledges his wealth and apparent benevolence. This term is used both literally, as\nTim\u00e1r stands out due to his wealth and generosity, and figuratively, as he is portrayed as a\nmorally impeccable and ethically flawless person.<\/p>\n\n\n\n

The changing meaning of the term over time:<\/p>\n\n\n\n

As the story progresses, Tim\u00e1r's character and\nthe meaning of \"The Man with the Golden Touch\" become more nuanced. While he continues\nto maintain the appearance of a perfect, benevolent wealthy man externally, he faces inner\nstruggles. These struggles mainly stem from the fact that he gained his wealth from treasure\nfound during a shipwreck, which he keeps secret.<\/p>\n\n\n\n

Throughout the novel, Tim\u00e1r increasingly confronts his loneliness and guilt. In this sense, the\ntitle "The Man with the Golden Touch" becomes ironic; although he is wealthy and\nrespectable in the eyes of others, he is internally tormented by his inner conflicts and the\nknowledge that his fortune and happiness are based on others' misfortunes.<\/p>\n\n\n\n

In summary, while Mih\u00e1ly Tim\u00e1r is initially idealized and positively referred to as "The Man\nwith the Golden Touch," this designation becomes increasingly questioned as the novel\nreveals the hidden, darker sides of his character, ultimately giving the term a deeper, more\ncontradictory meaning.<\/p>\n<\/div><\/div><\/div>\n<\/div><\/div><\/div><\/div>\n\n\n\n

<\/div>\n\n\n\n
\n
<\/span><\/span>

Describe the style of the first chapter of "The Man with the Golden Touch"! Present the\nimportant rhetorical-stylistic devices of the text and provide examples of them!<\/h3><\/div><\/div>
\n
<\/div>\n\n\n\n

Analyzing the style and rhetorical devices of the first chapter of \"The Golden Man,\" several important features should be highlighted:<\/p>\n\n\n\n

1. Descriptive style<\/p>\n\n\n\n

M\u00f3r J\u00f3kai opens the novel with rich, detailed descriptions, bringing to life the vibrant image of the island world along the Danube. These descriptions not only capture the beauty of the landscape but also establish the atmosphere of the setting, which serves as the backdrop for the story.<\/p>\n\n\n\n

Example: \"As the ship leaves the channel and enters the open waters of the Danube, the magnificent view of Csepel Island suddenly unfolds before us.\"<\/p>\n\n\n\n

2. Epic elements<\/p>\n\n\n\n

The narrative suggests an epic, grand storytelling that places the events within a broader historical and social context. This stylistic feature adds depth and historical relevance to the novel.<\/p>\n\n\n\n

Example: \"Here lies before us the famous island, once glorious with its mighty lords admired by the world, whose memory is still blessed by the people.\"<\/p>\n\n\n\n

3. Metaphorical language<\/p>\n\n\n\n

The text frequently employs metaphors, through which J\u00f3kai enriches the plot and character descriptions, bringing the story emotionally closer to the reader.<\/p>\n\n\n\n

Example: \"The surface of the water washing the shore is as smooth as oil, and the reflection of the moon bathing in it does not tremble.\"<\/p>\n\n\n\n

4. Symbolism<\/p>\n\n\n\n

Natural elements such as water, the sun, and the moon often take on symbolic roles, reflecting the inner world of the characters and the overall mood of the novel.<\/p>\n\n\n\n

Example: \"The sun is setting, but its last rays still gild the landscape, the air is warm, and a summer evening is expected.\"<\/p>\n\n\n\n

5. Elevated tone<\/p>\n\n\n\n

The tone of the first chapter is elevated, fitting the grand themes of the novel and its idealized characters.<\/p>\n\n\n\n

Example: \"Here, in this place, on this shore, a lofty idea took shape, its name: homeland and freedom.\"<\/p>\n\n\n\n

These stylistic devices all contribute to M\u00f3r J\u00f3kai's \"The Golden Man\" becoming a standout work in Hungarian literature, carrying a timeless message for readers on themes of honor, justice, and human greatness.<\/p>\n<\/div><\/div><\/div>\n<\/div><\/div><\/div><\/div>\n\n\n\n

<\/div>\n\n\n\n

It is evident that the first response is a well-structured short essay, while the second is fraught\nwith issues. In such a source-deficient situation, ChatGPT can only make general statements,\nessentially talking around the subject: it fails to maintain the topic.<\/p>\n\n\n\n

The second text also exemplifies another significant weakness of the model. ChatGPT \u2013\nnaturally \u2013 cannot perform traditional source criticism (as we have seen, this responsibility\nalways falls on the user), resulting in imprecise terminology in the response.<\/p>\n\n\n\n

Additionally, it is worth noting how sensitive the application is to the \"correct\" phrasing. The\nquoted examples do not come from the first chapter, nor even from \"The Man with the Golden\nTouch<\/em>.\" This is due to the ambiguity of the prompt, which would likely not confuse a human\nbut tricked the AI in this case. ChatGPT's sometimes astonishing responses can often be\ntraced back to similar human errors.<\/p>\n\n\n\n

Returning to the topic adherence: the statistical principle implies that the current language\nmodels of AI \u2013 especially in previously seen source-deficient situations \u2013 often give template-\nlike answers. For instance, if we ask ChatGPT for analytical points for a specific J\u00f3kai\nnovella<\/em>, we are most likely to receive responses highlighting a few typical analytical points of\nthe novella. If we request it to write a school essay, the result will be a text that scrupulously,\noften excessively, adheres to the tripartite structure of student essays. If we ask it to plan a\nlesson, the outline will be textbookishly rigid:[1]<\/a><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
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<\/span><\/span>

Lesson Plan<\/h3><\/div><\/div>
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<\/div>\n\n\n\n

The objective of this lesson is to introduce students to the life and works of M\u00f3r\nJ\u00f3kai, one of Hungary's greatest writers. The lesson incorporates lecture, group work, and\ninteractive activities. Here is a detailed plan for a 45-minute lesson:<\/p>\n\n\n\n

<\/div>\n\n\n\n

Objectives:<\/p>\n\n\n\n