This essay has now been published in Critical AI at this link. [https://doi.org/10.1215/2834703X-11205245]; the abstract is pasted in below. If your institution lacks access to Critical AI please encourage them to subscribe. If you are an independent scholar please write to criticalai@sas.rutgers.edu.
ABSTRACT:
In the wake of the introduction of ChatGPT, educators have been faced with pressure to adapt to the disruptive technology of AI chatbots. But these tools were not developed with educational applications in mind, and they come with many potential risks and harms to students. As educators decide how to address generative systems in their classrooms in the context of an ever-changing technological landscape, this essay offers a starting point for conversations about policy and protections. It begins with the rights articulated by the US Office of Science and Technology Policy and goes on to elaborate rights for educators and students, including institutional support for critical AI literacy professional development; educator collaboration on AI policy and purchase and implementation of generative systems; protection of student privacy and creative control; and consultation, notice, guidance, and appeal structures for students.