Abstract

Teachers at all levels, especially at the university level, struggle with adapting to new technologies from their students. AI tools such as ChatGPT are no different. While the tools can be quite helpful for both teachers and students, norms have yet to develop around their usage, and what might be considered a “study aid” as opposed to academic dishonesty. This paper discusses the problem and theoretical contexts, as well as providing sample syllabus statements that teachers can use to communicate the acceptable uses, if any, to students who might wish to use AI tools to help them with work in a particular IS class.

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