By Wonsuh Song
Encouraging students to use AI in class was never a mistake in itself. I hoped it would help them organize ideas, enhance efficiency, and focus on deeper learning. But today, I encountered the downside of that efficiency for the first time. Several students presented beautifully designed slides, yet they could not read—let alone explain—the content written on them. Some misread key terms; others stumbled over characters they had never seen.
The problem was simple: they had not created the material themselves, and therefore they had no ownership over the words they were reading. When students outsource understanding to AI, the presentation becomes hollow. There is no engagement, no interpretation, no personal connection to the content.
This issue extends far beyond university classrooms. If middle and high school students adopt this pattern, they will quickly lose interest in learning. A presentation should be an act of demonstrating one’s understanding, not merely reciting prewritten sentences.
The workplace will be no different. Professionals who depend on AI-generated scripts without understanding them will not earn trust in meetings or presentations. A compelling presentation requires thought, preparation, and personal insight—none of which AI can substitute.
AI can and should help students build frameworks, organize ideas, and enhance clarity. But the final content must be their own. Educators need to guide students to use AI not as a shortcut, but as a catalyst for deeper thinking.
In this era, true competence lies not in using AI but in understanding what AI produces and transforming it into one’s own language.
Wonsuh Song (Ph.D.)
Full-time Lecturer, Shumei University / NKNGO Forum Representative
댓글 남기기