Introduction

Abstract

On November 30, 2022, school education changed. This was the day on which OpenAI, a research laboratory based in San Francisco, launched to an unsuspecting public the generative AI (GenAI) tool ChatGPT, which generates human-like text in response to prompts. To be clear, this was not a technological revolution but rather an access revolution. The technology had been around for some years; however, for the first time, Internet users worldwide were given access to a powerful Artificial Intelligence (AI) tool in an easy-to-use interface. In education circles, ChatGPT provoked reactions of both shock and awe. On the one hand, schools, universities, and policymakers panicked that ChatGPT would make it easy for students to cheat in their examinations. On the other, many have enthused that it has become possible to automatically generate lesson plans, assessments, short essays, engage in quasi-Socratic dialogues, and much more besides. In fact, the Internet is now awash with suggestions (of very varying quality) for how ChatGPT and other generative AI tools might be used in educational settings (for example, see OpenAI’s ‘Teaching with AI’, 1 or 101 Creative Ideas on Using AI in Education (Nerantzi et al., 2023)). Yet both the possibilities and the challenges have turned out to be not quite as expected.

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