Date of Graduation
Spring 5-16-2024
Document Type
Thesis
Degree Name
Master of Arts in Organization and Leadership (O&L)
College/School
School of Education
Department/Program
Educational Leadership
First Advisor
Dr. Seenae Chong
Abstract
This study is a phenomenology conducted in the Spring of 2024 that interviews seven educators to bridge the gap between speculation and the observable realities of the current applicability of Large Language Models (LLMs) such as ChatGPT and Google Gemini. Interviews recorded pedagogical methods, classroom policies concerning LLMs, and various methods used to detect and address the use of LLMs for plagiarism. The findings seem to imply a relationship between the applicability of LLMs to teachers’ pedagogical methods and the policies that teachers implemented. Discussion is made through the lens of critical digital pedagogy, zone of proximal development, and Paperson’s critical theory of colonial school. Recommendations are made on the methods presented by participants and further areas of research such as the relation between race and the use of LLMs.
Recommended Citation
Wolf, Anthony E., "THE PLAGIARISM QUESTION OF AI: HOW TEACHERS HAVE RESPONDED TO LLMS IN THE CLASSROOM" (2024). Master's Theses. 1547.
https://repository.usfca.edu/thes/1547
Included in
Educational Leadership Commons, Educational Methods Commons, Educational Technology Commons, Secondary Education Commons
