Nathanson: In today’s AI world, the human voice still matters

As a teacher, I do not want to read a robot’s analysis of the literary elements in Shakespeare’s Hamlet.

Published Sep 14, 2024  •  Last updated 0 minutes ago  •  3 minute read

Artificial intelligence can't replace a student's own, authentic expression. Photo by YANN SCHREIBER /AFP VIA GETTY IMAGES

I am an experienced high school English teacher and I have always loved my job. The field of education is exciting in terms of learning opportunities, which coincide with our ever-changing, fast-paced and progressive landscape.

Ray Bradbury’s prophetic and cautionary tales have guided me to aim to incorporate technology into my classroom without being overly reliant on it. Used thoughtfully and efficiently, technology certainly can enhance student learning and engagement.

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However, I have been in a continuous state of flux and frustration these past few years trying to cope with the overwhelming force of Artificial Intelligence (AI), which feels, to me, like a wild beast educators are trying to tame.

I am fortunate to work in a supportive private school with a caring administration. My department heads provide outstanding guidance. The school works relentlessly to enlighten us with AI education and resources, devoting entire professional development days to calming our fears about AI, hiring experts who impart their wisdom about possible ways to incorporate this advanced technology into our classrooms. AI can certainly be advantageous and has the potential to increase human productivity.

Often, the conversation shifts to the ways we educators can try to “outsmart” AI so students do not use it irresponsibly. These sessions, although informative and helpful, do not leave teachers like myself feeling energized about our profession.

I am an English teacher for a reason. I love literature. I love human stories. I am captivated by the human voice and the power of well articulated words. I want my students to “see it human,” to feel comfortable and empowered to use their distinctive adolescent voices in class and in their writing. Perhaps this is subject-specific, but I want their writing to be authentically theirs. One can find such value in that.

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I want to use their written words, not just to gauge what they have learned, but to hear their reflections, to understand their perspective. It is the inner workings of their minds that interest me.

I do not want to read a robot’s analysis of the literary elements in Shakespeare’s Hamlet. I do not want to sift through or grade papers created by a machine, and I certainly do not want to read erroneous quotations from a beloved novel or play. AI is not perfect. As its name suggests, it is artificial, and even when prompted, it can not replace the bona fide human voice. At least, not all that convincingly.

Sometimes I wonder if we are moving backwards on time’s continuum; it is 2024 and we have returned to “pen and paper” methods of assessment in an attempt to retrieve the human element. Is this progress? I just don’t know. So please, pardon me for sounding cantankerous, but until computers and robots can emote and feel genuine passion, I think I’m going to momentarily close the lid on Pandora’s Box and humanize most of my English lessons.

Jodi Nathanson grew up in Ottawa and lives in Toronto. She has taught high school English at Tanenbaum CHAT for more than 20 years and her articles on teaching and literature have appeared in Canadian Teacher Magazine, BSA’s Teaching Shakespeare Magazine, The Wilderness House Literary Review, The Bangalore Review, and Jewish Women of Words.

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