Page 64 - 2024_Jour_90-5

wanting the studios to ask chatbots to rewrite or refine the first drafts of their work
for scenes or entire shows. The question was not only one of privacy but also of AI-
created work plagiarizing the writers’ creations and spreading misinformation and
disinformation. The studios admitted there was not enough information about this AI
tool to come to definite terms until further negotiations can be held (The Associated
Press, 2023).
To address such issues, it is crucial for developers and policymakers to establish
clear guidelines and regulations governing the use of AI technologies like ChatGPT-4.
It is also critical for researchers and educators to remain vigilant about the potential
limitations and ethical concerns associated with the use of ChatGPT, ensuring that
the technology is used responsibly and ethically for the betterment of the majority of
the people (Karakas, 2023).

Conclusion
Artificial Intelligence has had an impact on all realms of life—a phenomenon
unlikely to disappear. As more educators understand ChatGPT’s benefits and
usefulness in the teaching and learning experience, they must consider the risks
related to plagiarism, cultural bias, privacy, and ethical security. They must also
make students aware of the potential for misinformation and disinformation. For
educators, do the benefits of ChatGPT outweigh the risks? Ultimately, it is preferable
to facilitate multilingual and multicultural communication and collaboration and
embrace ChatGPT into the curriculum rather than disregard or reject this powerful
and instrumental mechanism in education and in the world at large.

References
American Psychology Association. (2023). Misinformation and disinformation. https://www.apa.
org/topics/journalism-facts/misinformation-disinformation

Baffour, P. (2023, January 25). AI can strengthen student writing, not weaken it. https://www.
languagemagazine.com/2023/01/25/ai-can-strengthen-student-writing-not-weaken -it/

ChatGPT 3.5. (2024, January 25). What did Harper Lee want her readers to leave with after
reading her novel, To Kill a Mockingbird? https://chat.openai.com/c/3a8e373c-695f-4df9
-b2d1-9d10cc4b43afChat
d’Anterroches, H. (2023, March 31). ChatGPT-4: The AI language processing tool poised to
revolutionise communication and beyond. https://metyis.com/impact/our-insights/chat-gpt
-4-the-ai-language-processing-tool

Ellis, B. (2023, March 22). How ChatGPT can help with grading. TCEA. https://blog.tcea.org
/chatgpt-grading/

Grossman, N. (2023, May 18). AI won’t replace teachers, but it can make them more
effective. Thomas B. Fordham Institute. https://fordhaminstitute.org/national
/commentary/ai-wont-replace-teachers-it-can-make-them-more-effective

Jimenez, K. (2023, March 1). ChatGPT in the classroom: Here’s what teachers and students are
saying. USA Today. https://www.usatoday.com/story/news/education/2023/03/01
/what-teachers-students-saying-ai-chatgpt-use-classrooms/11340040002/
Karakas, A. (2023). Breaking down barriers with artificial intelligence (AI): Cross-cultural
communication in foreign language education. https://www.igi-global.com/chapter
/breaking-down-barriers-with-artificial-intelligence-ai/330384

62 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators