AI enters class through the back door

I will tell you a real anecdote.A close relative submitted their final master's thesis a month ago. The center ran the thesis through Turnitin, a program that calculates the probability that a thesis was generated by AI. If it's very high, they reject it and require it to be redone. It came out at 8%.The thing is that when we received the correction from the tutor, it seemed a bit strange to us. It was too impeccable and with somewhat baroque expressions. Strangely precise points to correct. How strange, we said to ourselves! We uploaded it to a detector. Result: 80% probability of being AI. I promise it's true.It's no reproach! I think what the tutor did is perfect, as long as he had read the work and polished the AI's correction. But the anecdote shows us that it is absurd to try to expel artificial intelligence from the educational system.It happened with the calculator, and with the internet. And with Google! Do you remember when it was forbidden to use search engines for schoolwork? Little by little we saw that the issue was not spending three hours looking for a piece of data that could be found in thirty seconds. The important thing, from an educational point of view, was to know what to do with that data.Introducing AI into the educational system is quite a challenge. We must differentiate between using a tool and using thought. A student can use AI and force themselves to order ideas, compare approaches, correct an argument, imagine examples, or improve a complex theory. To think!The problem is the student who doesn't think, only copies or pretends a competence and delivers an empty text.So before he will have to learn to write, of course. You cannot put a child in front of an AI before they learn to write well, to read, to order ideas, to sustain arguments... Just as you don't teach to use a calculator before knowing the times tables, we will have to introduce AI after the student has achieved these skills.Once this threshold is overcome, introducing AI will allow us to develop in our young people the skills that are already most in demand in the labor market: judging, refining, correcting, reinterpreting, contrasting, personalizing…Therefore, this is not about whether the student can use AI. The question is at what age they start using it, how they should use it, and to develop which skills. We will have to design exercises in which AI raises new skills: asking for processes, demanding intermediate versions, introducing oral debate, having a student explain why they have accepted a suggestion and why they have rejected another.This is the future. And it will require great masters... in person!