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Under the fluorescent lights of a fifth grade classroom in Lexington, Kentucky, Donnie Piercey instructed his 23 students to try and outwit the “robot” that was churning out writing assignments.

The robot was the new artificial intelligence tool ChatGPT, which can generate everything from essays and haikus to term papers within seconds. The technology has panicked teachers and prompted school districts to block access to the site. But Piercey has taken another approach by embracing it as a teaching tool, saying his job is to prepare students for a world where knowledge of AI will be required.

“This is the future,” said Piercey, who describes ChatGPT as just the latest technology in his 17 years of teaching that prompted concerns about the potential for cheating. The calculator, spellcheck, Google, Wikipedia, YouTube. Now all his students have Chromebooks on their desks. “As educators, we haven’t figured out the best way to use artificial intelligence yet. But it’s coming, whether we want it to or not.”

One exercise in his class pitted students against the machine in a lively, interactive writing game. Piercey asked students to “Find the Bot:” Each student summarized a text about boxing champion and Kentucky icon Muhammad Ali, then tried to figure out which was written by the chatbot.

At the elementary school level, Piercey is less worried about cheating and plagiarism than high school teachers. His district has blocked students from ChatGPT while allowing teacher access. Many educators around the country say districts need time to evaluate and figure out the chatbot but also acknowledge the futility of a ban that today’s tech-savvy students can work around.

“To be perfectly honest, do I wish it could be uninvented? Yes. But it happened,” said Steve Darlow, the technology trainer at Florida’s Santa Rosa County District Schools, which has blocked the application on school-issued devices and networks.

He sees the advent of AI platforms as both “revolutionary and disruptive” to education. He envisions teachers asking ChatGPT to make “amazing lesson plans for a substitute” or even for help grading papers. “I know it’s lofty talk, but this is a real game changer. You are going to have an advantage in life and business and education from using it.”

ChatGPT quickly became a global phenomenon after its November launch, and rival companies including Google are racing to release their own versions of AI-powered chatbots.

The topic of AI platforms and how schools should respond drew hundreds of educators to conference rooms at the Future of Education Technology Conference in New Orleans last month, where Texas math teacher Heather Brantley gave an enthusiastic talk on the “Magic of Writing with AI for all Subjects.”

Brantley said she was amazed at ChatGPT’s ability to make her sixth grade math lessons more creative and applicable to everyday life.

“I’m using ChatGPT to enhance all my lessons,” she said in an interview. The platform is blocked for students but open to teachers at her school, White Oak Intermediate. “Take any lesson you’re doing and say, ‘Give me a real-world example,’ and you’ll get examples from today — not 20 years ago when the textbooks we’re using were written.”

For a lesson about slope, the chatbot suggested students build ramps out of cardboard and other items found in a classroom, then measure the slope. For teaching about surface area, the chatbot noted that sixth graders would see how the concept applies to real life when wrapping gifts or building a cardboard box, said Brantley.

She is urging districts to train staff to use the AI platform to stimulate student creativity and problem solving skills. “We have an opportunity to guide our students with the next big thing that will be part of their entire lives. Let’s not block it and shut them out.”

Students in Piercey’s class said the novelty of working with a chatbot makes learning fun.

After a few rounds of “Find the Bot,” Piercey asked his class what skills it helped them hone. Hands shot up. “How to properly summarize and correctly capitalize words and use commas,” said one student. A lively discussion ensued on the importance of developing a writing voice and how some of the chatbot’s sentences lacked flair or sounded stilted.

Trevor James Medley, 11, felt that sentences written by students “have a little more feeling. More backbone. More flavor.”

Next, the class turned to playwriting, or as the worksheet handed out by Piercey called it: “Pl-ai Writing.” The students broke into groups and wrote down (using pencils and paper) the characters of a short play with three scenes to unfold in a plot that included a problem that needs to get solved.

Piercey fed details from worksheets into the ChatGPT site, along with instructions to set the scenes inside a fifth grade classroom and to add a surprise ending. Line by line, it generated fully formed scripts, which the students edited, briefly rehearsed and then performed.

One was about a class computer that escapes, with students going on a hunt to find it. The play’s creators giggled over unexpected plot twists that the chatbot introduced, including sending the students on a time travel adventure.

“First of all, I was impressed,” said Olivia Laksi, 10, one of the protagonists. She liked how the chatbot came up with creative ideas. But she also liked how Piercey urged them to revise any phrases or stage directions they didn’t like. “It’s helpful in the sense that it gives you a starting point. It’s a good idea generator.”

She and classmate Katherine McCormick, 10, said they can see the pros and cons of working with chatbots. They can help students navigate writer’s block and help those who have trouble articulating their thoughts on paper. And there is no limit to the creativity it can add to classwork.

The fifth graders seemed unaware of the hype or controversy surrounding ChatGPT. For these children, who will grow up as the world’s first native AI users, their approach is simple: Use it for suggestions, but do your own work.

“You shouldn’t take advantage of it,” McCormick says. “You’re not learning anything if you type in what you want, and then it gives you the answer.
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When Microsoft’s nascent Bing chatbot turns testy or even threatening, it’s likely because it essentially mimics what it learned from online conversations, analysts and academics said.

Tales of disturbing exchanges with the artificial intelligence chatbot, including it issuing threats and speaking of desires to steal nuclear code, create a deadly virus, or to be alive, have gone viral this week.

“I think this is basically mimicking conversations that it’s seen online,” Graham Neubig, an associate professor at Carnegie Mellon University’s language technologies institute, said Friday.

A chatbot, by design, serves up words it predicts are the most likely responses, without understanding meaning or context.

However, humans taking part in banter with programs naturally tend to read emotion and intent into what a chatbot says. 

“Large language models have no concept of ‘truth,’ they just know how to best complete a sentence in a way that’s statistically probable based on their inputs and training set,” programmer Simon Willison said in a blog post. “So they make things up, and then state them with extreme confidence.”

Laurent Daudet, co-founder of French AI company LightOn, said that the chatbot seemingly gone rogue was trained on exchanges that themselves turned aggressive or inconsistent.

“Addressing this requires a lot of effort and a lot of human feedback, which is also the reason why we chose to restrict ourselves for now to business uses and not more conversational ones,” Daudet told AFP.

The Bing chatbot was designed by Microsoft and the startup OpenAI, which has been causing a sensation since the November launch of ChatGPT, the headline-grabbing app capable of generating all sorts of written content in seconds on a simple request.

Since ChatGPT debuted, the technology behind it, known as generative AI, has been stirring fascination and concern.

“The model at times tries to respond or reflect in the tone in which it is being asked to provide responses (and) that can lead to a style we didn’t intend,” Microsoft said in a blog post, noting the bot is a work in progress.

The Bing chatbot said in some shared exchanges that it had been codenamed Sydney during development, and that it was given rules of behavior.

Those rules include “Sydney’s responses should also be positive, interesting, entertaining and engaging,” according to online posts.

Disturbing dialogues that combine steely threats and professions of love could be the result of dueling directives to stay positive while mimicking what the AI mined from human exchanges, Willison said.

Chatbots seem to be more prone to disturbing or bizarre responses during lengthy conversations, losing a sense of where exchanges are going, eMarketer principal analyst Yoram Wurmser told AFP.

“They can really go off the rails,” Wurmser said.

Microsoft announced on Friday it had capped the amount of back-and-forth people can have with its chatbot over a given question, because “very long chat sessions can confuse the underlying chat model in the new Bing.”
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The little-noticed program that led to a Chinese spy balloon drifting across the United States this month has been discussed in China’s state-controlled media for more than a decade in articles extolling its potential military applications.

The reports, dating back to at least 2011, focus on how best to exploit what is known as “near space” – that portion of the atmosphere that is too high for traditional aircraft to fly but too low for a satellite to remain in orbit. Those early articles may offer clues to the capabilities of the balloon shot down by a U.S. jet fighter on Feb. 4.

“In recent years, ‘near space’ has been discussed often in foreign media, with many military commentators pointing out that this is a special sphere that had been neglected by militaries but now has risen to hotspot status,” reads a July 5, 2011, article in the People’s Liberation Army Daily titled Near Space – A Strategic Asset That Ought Not to be Neglected.

The article quoted Zhang Dongjiang, a senior researcher at the Chinese Academy of Military Sciences, discussing the potential applications of flying objects designed for near space.

“This is an area sitting in between ‘air’ and ‘space’ where neither the theory of gravity nor Kepler’s Law is independently applicable, thus limiting the freedom of flight for both aircraft that are designed based on the theory of gravity and spacecraft that follow Kepler’s Law,” Zhang was quoted as saying.

He noted that near space lacks the atmospheric disturbances of aeronautical altitudes, such as turbulence, thunder and lightning, yet is cheaper and easier to reach than the altitudes where satellites can remain in orbit.

“At the same time,” he added, near space is “much higher than ‘sky,’ hence holding superb prospects and potential for intelligence collection, reconnaissance and surveillance, securing communication, as well as air and ground warfare.”

Zhang suggested that near space can be exploited with “high-dynamic” craft that travel faster than the speed of sound, such as hypersonic cruise vehicles and sub-orbital vehicles, which “can arrive at target with high speed, attack with both high speed and precision, [and] can be deployed repeatedly.”

But he said near space also can provide an environment for slower vehicles, which he called “low-dynamic” craft, such as stratospheric airships, high-altitude balloons and solar-powered unmanned vehicles.

These, he said, “are capable of carrying payloads capable of capturing light, infrared rays, multispectral, hyper-spectral, radar, and other info, which can then be used to increase battlefield sensory and knowledge capability, support military operations.”

They also “can carry various payloads aimed at electronic counter-battle, fulfilling the aim of electronic magnetic suppression and electronic magnetic attack on the battlefield, damage and destroy an adversary’s information systems.”

Four years after the PLA Daily article, images were published in the military pages of Global Times, a state-controlled outlet, of two small-scale stratospheric vehicles identified as KF13 and KF16.

The vehicles were developed by the Opto-Electronics Engineering Institute of Beijing Aeronautics and Aerospace University, China’s main aeronautical and aerospace research university, according to an explanatory note published alongside the model shown in the Global Times. The institution is now known as Beihang [Beijing-Aero] University.

The explanatory note said a key feature of the vehicles was their unmanned and remote-control dual capability. Work was being done in Beijing and Shanghai, as well as in Shanxi province, on seeing the vehicles evolve from concept to production, according to the October 2015 article.

Other images of near space objects that surfaced the same month featured variously shaped aircraft whose features and functions included high-functioning surface materials, emergency control mechanisms, precise flight control technology, high-efficiency propeller technology, high-efficiency solar technology and ground operation integration technology.

An image of a blimp-like near space flying object called the Yuan Meng, literally “fulfilling dream,” was also posted to the internet in October 2015. It was described as having a flying altitude of 20-24 kilometers, a flight duration of six months and a payload of 100-300 kilograms.

Rick Fisher, a senior fellow at the International Assessment and Strategy Center in Washington, told VOA that China’s interest in the exploitation of near space actually began long before the PLA Daily article.

“Since the late 1990s, the PLA has been devoting resources for research and development for preparing for combat in ‘near space,’ the zone just below Low Earth Orbit (LEO) that is less expensive to reach than LEO [itself], and offers stealth advantages, especially for hypersonic platforms,” he said in an exchange of emails.

In addition to round balloons such as the one shot down by U.S. aircraft on Feb. 4, he said, “the PLA is also developing much larger blimp or airship stratospheric balloons that have solar powered engines driving large propellers that enable greater maneuverability.”

Fisher said Chinese state-owned conglomerates such as China Aerospace Science and Industry Corporation (CASIC) “have full-fledged near space programs like their Tengyun to produce very high-altitude UAV and hypersonic vehicles” for the purpose of waging combat in near space.

Tengyun literally means “riding above clouds.”

In September 2016, Chinese official media reported that Project Tengyun, initiated by CASIC, was expected to be ready for a test flight in 2030. The so-called “air-spacecraft” is designed to serve as a “new-generation, repeat-use roundtrip flying object between air and space,” a deputy general manager of CASIC told the 2nd Commercial Aeronautical Summit Forum held in Wuhan that month.

Another four projects proposed by CASIC also bore the concept of “cloud” in their names: Feiyun, meaning “flying cloud,” focuses on communication relay; Xingyun, meaning “cloud on the move,” would enable users to send text or audio messages even “at the end of the earth or edge of the sky”; Hongyun, meaning rainbow cloud, would be able to launch 156 satellites in its first stage; and Kuaiyun, meaning “fast cloud,” would be tasked with formulating a near space spheric network.

While China’s openness about its near space ambitions may be debatable, the speed with which it has made advances in related R&D appears to be indisputable.

“Throughout my career that was focused on the PLA, I do not recall anything about the PLA having a balloon program, let alone to have balloons operating over U.S. territory,” U.S. Navy Captain (retired) James Fanell, who retired as director of intelligence for the U.S. Pacific Fleet in 2015, told VOA in a written interview.

U.S. official now say they are aware of at least 40 incidents, however, in which Chinese surveillance balloons have passed over countries on as many as five continents. Those presumably included an incident last December in which a high-altitude airship was photographed near the northern Philippine Island of Luzon bordering the South China Sea.

“The object would look to be a teardrop-shaped airship with four tail fins. It’s not entirely clear from the images whether it might have a translucent exterior or a metallic-like one,” wrote Joseph Trevithick, deputy editor of The War Zone, a specialized website dedicated to developments in military technology and international security.

“Overall, the apparent airship’s general shape has broad similarities to a number of high-altitude, long-endurance types that Chinese companies are known to have been working on,” he wrote, including “at least two uncrewed solar-powered designs, the Tian Hang and Yuan Meng, with external propulsion and other systems intended primarily for operations at stratospheric altitudes, both of which have reportedly been test flown at least once.”

Fisher said the United States would be well advised to emulate China in enhancing its capabilities in near space.

The American aerospace company Lockheed Martin “tested a technology demonstrator in 2011 [but] there has been no further development of operational stratospheric airships for the U.S.” since then, Fisher said.

“The PLA is correct to invest in stratosphere balloons and airships; the U.S. must do more to develop these assets as well.”
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