Posted: April 25th, 2025

Generative AI in Education

This assignment requires you to use a Generative AI Chatbot (e.g., ChatGPT, Bard, and Bing) to create an
educational product of your choice.

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Generative AI in Education

General Instructions

This assignment requires you to use a Generative AI Chatbot (e.g., ChatGPT, Bard, and Bing) to create an
educational product of your choice.

Goals:

1) critical and reflective thinking regarding AI’s use in education,
2) evaluating the efficacy of AI chatbots as educational planning tools, and
3) developing skills in prompt engineering.

What is Artificial Intelligence?

According to ChatGPT, “AI, or Artificial Intelligence, is a fascinating technology that allows computers
and machines to perform tasks that typically require human intelligence. It’s like giving a computer the
ability to think and learn, just like how humans do… o make these intelligent decisions, AI uses
algorithms, which are like step-by-step instructions, to process data and figure out the best solution. The
more data it has and the more it learns, the better it becomes at understanding and handling different
situations. However, it’s essential to remember that AI is a tool created by humans, and it’s only as good
as the data and instructions it receives. It can’t replace human creativity, emotions, or understanding,
but it can assist us in doing things more efficiently and accurately. AI is continuously advancing, and its
possibilities are exciting, but we must also be mindful of its ethical use and ensure it benefits society
positively.”

OpenAI. (2023, July 31). ‘Define/Explain AI for a High School Student to Understand’ [Response
generated by ChatGPT]. Retrieved from https://www.openai.com”

Chatbots, such as ChatGPT, can be used to generate lesson plans, create course syllabi, design websites,
write computer code, write or script video, books or poems, strategize or critique plans, write emails,
draft letters, develop quizzes, test questions, and assessment rubrics, along with many other educational
materials.

NOTE: Some instructors may view use of AI as cheating and may, therefore, have specific policy
statements on their syllabi banning the use of AI for course work. Always check with your course
instructor before using AI to create, edit, self-assess or otherwise complete an assignment.

http://www.openai.com/

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Assignment Instructions:

Part 1:

• Research and select an AI Chatbot. Ask your selected AI Chatbot to make an educational
product for your professional use. Although you are free to make this topic anything you
want, it must be something you need to create either as part of your instructional or other
professional educational practice. However, you should not create an assignment for any
other course as many instructors do not allow use of AI.

• Identify your educational topic and align it to at least one state or national educational
standard. The selected standard may be targeted toward your learners, or it may be one that
you need to meet as a professional. Once you have identified your topic, ask AI to help you
design—and revise— it across multiple drafts.

• Revise/hone the draft using a process of prompt engineering. As a part of the process of
constructing and revising your product, you will keep a log of the prompts (i.e., prompt
engineering) you give the AI both initially and as you hone, edit, and/or revise the initial
output to meet your needs better. Continue to revise/hone the draft until you are certain of its
quality and useability. You should have one initial prompt (starter prompt) and at least 3
additional prompts used to revise/hone the draft(s).

As a part of this assignment, you will submit 1) your finalized product along with the 2) reflective essay
outline below.

Part 2:

Reflective Essay

You will write a short reflective essay outlining the efficacy of AI as a productivity tool (i.e., technology
assistant) for educators. In this essay, you should think critically about and analyze your experiences
with AI. Within the essay, you should:

• identify which chatbot(s) you used, explain whether they met your expectations (e.g., Were
they any good? Was one better than another?)

• discuss what you learned about designing prompts (prompt engineering) to improve the AI’s
efficacy, and reflect on the accuracy of what the chatbot produced along with how much
work you needed to do to assure the accuracy and usability of the finalized draft.

• conclude with a summary statement reflecting your conclusions, including ethical concerns,
regarding the efficacy of AI chatbot(s) as a productivity tool for educators.

Components of the Essay (in-depth breakdown)

• Chatbot(s) Used. Identify the chatbot(s) you used. Choices include ChatGPT, Bard, Bing, or
some other (free) educational AI tool you know about. If you used more than one chatbot,
briefly outline how they compare. Identify what you used the AI Chatbot to create. In your
project, what did you decide to work on? Why? State your expectations pre-post AI Chatbot

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use. AI chatbots are relatively new and you probably had some expectations about what
would happen before your first use of a chatbot (What did you expect?). After use, consider
whether and to what extent your expectations were met (better than expected, as expected,
or worse than expected?). Also, consider whether there were any surprises along the way.

• Prompts – The process of inquiring and refining your inquiry is often referred to as prompt

engineering. That is because you are learning how to better communicate with the chatbot
and learning how to get the best effort out of the chatbot in order to save both time and
effort. As such, what did you discover about creating effective prompts? List and discuss the
prompts you used, starting with your initial prompt. Reflect briefly on how you refined your
prompt engineering skills the more you worked on it.

• Accuracy – Reflect on the accuracy and educational usability of what the AI chatbot(s)

generated. NOTE: Keep in mind that educational use of AI is relatively new, and that the
underlying language model used by your AI may or may not respond accurately, at least at
present. You are the human responsible for knowing whether the materials generated are
accurate, appropriate, and usable as instructional/educational materials. How do you know
the material is accurate? What, if any, inaccuracies did you need to correct? If you used more
than one brand of chatbot, was one more trustworthy than another? If so, provide a brief
overview to support your conclusion.

• Ethical Consideration – As you bring your paper to a close, consider one or more ethical
implications of using AI chatbots in an educational context. For example, you might think
about issues of data privacy, bias, and/or concerns about relying on AI rather than human
expertise.

• Reflection – Summarize the experience by briefly reflecting on whether and to what extent
the AI Chatbots (a) met your expectations and whether, when, and/or why you might use or
not use them in the future.

Successful submissions will range from 3-5 pages in length and will include at least 2 examples of prompt
engineering in addition to your initial prompt (for a total of 3 prompts). Submission of the product
created by the AI–and edited by you–should be included as a separate file when submitting for grading.