Education their overall workload, but to change their focus. As she told the Times: When we were having a discussion in my department, I said, “Try not to use the word ‘cheating’”. . . . Maybe we just need to re-look at that word exactly and say, “This is assistance. This isn’t necessarily cheating.” And maybe what that’s going to look like is going to be dif- ferent in the future. If we decide that it’s important to learn to use LLMs, then by definition it becomes part of the curriculum, not cheating. As Professor Mintz said, we have adapted to online search and Wikipedia. Going further back, others see a parallel with calcu- lators. In 1970, the typical calculator was too pricey for wide- spread use in schools, but they hit a tipping point in the mid- 1970s. Many parents and teachers were alarmed at the influx of new tools; they worried that math skills would atrophy and students would simply cheat. By 1980, however, the National Council of Teachers of Math- ematics recommended that “mathematics programs [should] take full advantage of calculators . . . at all grade levels.” Today, most math instructors consider calculators to be a critical part of math instruction, and many states mandate calculator use with certain tests. Reid: GPT-4, do you agree with this? Are large language models similar to electronic calculators and online search engines in terms of changing what skills are valu- able for students to learn? GPT-4: I partially agree with this. I think large language models are similar to electronic calculators and online search engines in some ways, but also different in others. 31