Dimitris Ilias-LJI Journalist
Conversational robots like AI software are presenting significant challenges for educators in Park-Extension and all over Quebec as the school year comes to a close. Students are increasingly using these tools to cheat on assignments and exams, even at the elementary level.
In one local elementary school, a sixth-grade teacher discovered that two of her students had recently admitted to using AI software for homework assignments completed at home. Additionally, her own son, a fifth grader at another school in the borough, reported a classmate using AI software to complete work in class on a computer provided for learning disabilities.
The issue is widespread, with many teachers discussing similar incidents across various classes all over Quebec. Some students are quite knowledgeable about the tool’s capabilities, even going as far as asking AI software to respond using the vocabulary of an 11-year-old to avoid detection.
This presents a cognitive challenge as educators strive to teach students about plagiarism and academic honesty. However, explaining these concepts to young students is complex, and many are quick to justify their actions by pointing out the tool’s availability.
The Wave Reaches High Schools
The problem is even more pronounced in high schools, where more students are using AI software to cheat. In one local high school, a chemistry teacher noticed a significant uptick in April, estimating that 6 or 7 out of his 40 students might have used AI software for a recent assignment completed at home.
Instead of taking a punitive approach, this teacher chose to discuss the issue openly with his students, leading several to admit to using AI software. The teacher expressed concerns about whether young people have the maturity to use such a powerful tool responsibly.
In another high school in the area, several students using computers with learning aid software resorted to AI software during a writing assessment conducted over multiple class periods. This led the school to organize a retake exam for those students, indicating that undetected cases could become more common.
Another incident involved students using AI software during a writing assessment, despite the test being on a secure platform. This happened in preparation for a ministerial writing test, requiring the students to redo their assessment. The underlying issue, according to the teacher, is intellectual laziness, highlighting the need for proactive measures to address the problem.
Teachers Left to Their Own Devices
As AI software use becomes more prevalent among students, teachers feel increasingly isolated and are calling for clear directives and stronger tools to combat this issue. Many educators rely on online AI detection tools, but these are not always reliable, leading to inconsistencies.
Teachers are left to their own discretion in dealing with AI software-related cheating, adding to their workload and stress. The need for effective tools and guidelines is apparent, as educators struggle to manage this new reality.
Everyone Overwhelmed
This new challenge adds another layer of responsibility for teachers, who must now verify and cross-check the integrity of homework while supervising students using computers in class. There is a growing call for a thorough reflection on the role of digital tools in schools.
The Federation of School Service Centers acknowledges being in a phase of “accelerated learning,” aiming to ensure ethical use of AI software based on critical judgment. As understanding and control of AI software use improves, guidelines similar to those established for social media use will be implemented.
The Quebec Federation of School Management indicates that schools have measures to block these tools but acknowledges that some students might still bypass these controls. Addressing AI software usage issues in class and teaching good work methods are recommended as proactive steps to clarify what is permitted and to foster responsible use of technology.