In the article "Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom," Amy Hutchison explores the integration of artificial intelligence (AI), specifically ChatGPT, into literacy instruction. Released in November 2022, ChatGPT quickly became a widely-used tool, raising questions among educators about its role in classrooms. Hutchison emphasizes that, rather than banning or fearing AI, educators should harness its potential to enhance learning while guiding students to use it ethically and responsibly.

### The Evolution of AI in Education

AI has been used in educational settings for over a decade, aiding in tasks like detecting grammar mistakes, enhancing reading comprehension, and practicing conversational skills. However, the quality of AI feedback has often been insufficient, and both teachers and students have been hesitant to embrace these technologies. ChatGPT, with its advanced natural language processing capabilities, presents a more urgent need for understanding AI's role in education due to its widespread use and capabilities.

### Instructional Uses of ChatGPT

Hutchison outlines several instructional uses for ChatGPT in the literacy classroom:

1. **Building Background Knowledge**:
- ChatGPT can help students build background knowledge on various topics through interactive and individualized conversations. For example, students can use ChatGPT to learn about the main idea of a book before reading it, which helps in setting a purpose for reading and increasing comprehension.

2. **Building Critical Analysis Skills**:
- ChatGPT can be used to develop students' critical analysis skills. For instance, students can evaluate the responses generated by ChatGPT for accuracy and completeness. This approach mirrors the use of mentor texts in writing instruction, helping students understand the nuances of good writing and critical evaluation.

3. **Teaching Lateral Reading and Evaluation Strategies**:
- Lateral reading involves checking multiple sources to verify information. Students can use ChatGPT to gather initial information and then cross-check it with other sources. This practice helps students develop skills to evaluate the credibility and reliability of online information.

### Challenges and Considerations

Hutchison also addresses potential challenges of using ChatGPT:

1. **Identifying AI-Generated Text**:
- One concern is that students might submit work produced by ChatGPT without critical evaluation or modification. Teachers need to ensure that students use ChatGPT as a tool for idea generation and not as a replacement for their own writing.

2. **Developing Critical Evaluation Skills**:
- Since students are still developing their critical evaluation skills, they may struggle to identify inaccuracies or omissions in AI-generated content. Therefore, teacher guidance is crucial in helping students learn to use ChatGPT responsibly.

3. **Inaccuracy and Misinformation**:
- ChatGPT can produce inaccurate information or false narratives, especially on controversial topics. Teaching students to critically evaluate AI-generated content and verify facts from multiple sources is essential.

### Conclusion

Hutchison concludes that the effectiveness of digital technologies like ChatGPT in enhancing student learning depends largely on how they are used. Teachers play a critical role in designing instruction that integrates these tools to promote deeper and more critical thinking. By preparing students to use AI tools ethically and responsibly, educators can turn AI into a valuable ally in the classroom.

**Take Action**:
Educators are encouraged to explore ChatGPT, model its use for instructional goals, and guide students in evaluating and utilizing AI-generated content. Properly integrating ChatGPT can support individualized learning, increase student engagement, and help develop critical thinking skills.

Source: Hutchison, A. (2024, February 14). Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom. *The Reading Teacher*. Retrieved from https://doi.org/10.1002/trtr.2296