Pedagogical Foundations of AI Integration

Document Type

Book Chapter

Publication Title

Generative AI in the English Composition Classroom

Abstract

This chapter provides an overview of the historical context, pedagogical foundations, and key issues surrounding the integration of artificial intelligence (AI) tools in the university Composition classroom. The advent of large language models (LLMs) and AI writing assistants like ChatGPT has sparked both fears and hopes among writing instructors, echoing the mixed reactions to previous “disruptive” technologies like the printing press, calculators, and the internet. Drawing on the field’s engagement with digital technology, the chapter argues for a critical and reflective approach to incorporating AI in writing instruction. It introduces key concepts like AI literacy, the technical underpinnings of LLMs, and the complex issues of bias, intellectual property, and shifting notions of authorship that AI writing tools raise. The chapter also reexamines foundational theories in Composition, such as Bartholomae’s “Inventing the University,” to suggest how AI could serve as a scaffolding for students learning to approximate academic discourse. Ultimately, the chapter contends that while AI cannot replace the core values and practices of writing instruction, it presents an opportunity to adapt pedagogies to an AI-mediated writing landscape and equip students with future-facing skills of critical analysis and rhetorical dexterity. By proactively shaping the role of AI in the classroom, Composition instructors can work toward more inclusive, equitable, and empowering uses of the technology.

DOI

https://doi.org/10.4324/9781003507949-2

Publication Date

9-2024

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