Blog Post #5

 So far, my experience with blogging has been more reflective than I expected. I like that blogging allows for a conversational tone while still requiring clarity and structure, and I’ve learned that writing for an ‘online audience’ forces me to be a bit more intentional about organization. At the same time, I don’t like how easy it is for blog writing to become surface-level without Professor Idam’s strict instructions. Through this process, I have learned that blogging still demands critical thinking and revision, even if it feels less formal than traditional academic writing. It has shown me that digital spaces still require depth and responsibility. 

As I first explored the topic of AI in education, especially in a K-12 setting, my initial reaction was deep concern. While AI is often framed as a tool for innovation and efficiency, I worry that it may gradually weaken students’ ability to think independently. If young learners rely on AI to generate answers or structure essays, they may miss out on the productive struggle that builds reasoning skills and confidence in their intelligence. In a K-12 environment, where foundational habits of thinking are still developing, this dependence could be devastatingly harmful. Education should prioritize critical thinking and human development over mass convenience, and I often question whether AI supports that goal. 

In completing my lesson plan on the naval arms race and Germany’s ‘blank check’ to Austria-Hungary (a historical topic I am concerningly hyper-fixated with), I experimented with generative AI as instructed to help structure ideas and refine organization. I found that it was capable of quickly producing coherent outlines and summarizing historical context, which made the planning process more efficient. However, I also noticed that I would have had to carefully review and adjust the material to ensure accuracy and depth, especially when dealing with such a nuanced historical debate about inevitability and political escalation. What worked was using AI as a structured assistant (though I probably wouldn’t use it outside of this course), but what did not work was relying on it for interpretation or analysis without close supervision. If I were to interact with it again, I would treat it strictly as a drafting or brainstorming aid rather than a source of authority. 

As a future creative writing professor, I will ensure that generative AI is not used in my classroom practice. Writing is not simply about producing text. It’s about developing voice and human identity through human thought. If students turn to AI to generate stories or even ideas, they risk distancing themselves from the human condition and the creative process that helps them grow. To address ethical concerns such as plagiarism or dependency, I would establish a clear AI ban that prioritizes original work and human feedback. More importantly, I would cultivate a classroom culture built on workshop discussion and authentic struggle, because I believe human connection and intellectual independence are central to a meaningful education. 

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