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The dramatic rise of online learning during the COVID-19 pandemic has spotlit concerns about the role of technology in  — and also .

Some universities have reported  during the pandemic, and such concerns are unfolding in a climate where  continue to improve.

• Co-author of this article with ��������, Brock University

Over the past two years,�� to generate writing has leapt , particularly with the development of what’s known as the language generator GPT-3. With this, companies such as ,�� can now produce .

AI-generated writing has raised the stakes of how universities and schools will gauge . As scholars with an interest  and the intersections of work, society and educators’ labour, we believe that .

AI & academic writing

The use of technology in academic writing is already widespread. For example, many , while students might use , a cloud-based writing assistant. Examples of writing support include automatic text generation, extraction, prediction, mining, form-filling,��, translation and transcription.

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Advancements in AI technology have led to new tools, products and services  to improve . As these improve, soon ���ǰ��� generated and . In schools, the implications of such developments will undoubtedly shape the future of learning, writing and teaching.

Misconduct concerns already widespread

Research has revealed that  and internationally.

In Canada, there is little data regarding the rates of misconduct. Research published in 2006 based on  found 53 per cent reported having engaged in one or more instances of serious cheating on written work, which was defined as copying material without footnoting, copying material almost word for word, submitting work done by someone else, fabricating or falsifying a bibliography, submitting a paper they either bought or got from someone else for free.

Academic misconduct is in all likelihood .

There are different types of violations of academic integrity, including ,�� (where students hire other people to write their papers) and exam cheating,��.

Unfortunately, with technology, students can use their ingenuity and entrepreneurialism to cheat. These concerns are also applicable to faculty members, academics and writers in other fields, bringing new concerns surrounding academic integrity and AI such as:

• If a piece of writing was 49 per cent written by AI, with the remaining 51 per cent written by a human, is this considered original work?
• What if an essay was 100 per cent written by AI, but a student did some of the coding themselves?
• What qualifies as “AI assistance” as opposed to “academic cheating”?
• Do the same rules apply to students as they would to academics and researchers?

We are asking these questions in , and we know that in the face of all this, educators will be required to consider how writing can be effectively assessed or evaluated as these technologies improve.

Augmenting or diminishing integrity?

At the moment, little guidance, policy or oversight is available regarding technology, AI and academic integrity for teachers and educational leaders.

Over the past year, COVID-19 has pushed more students towards online learning — a sphere where teachers may become less familiar with their own students and thus, potentially, their writing.

While it remains impossible to predict the future of these technologies and their implications in education, we can attempt to discern some of the larger trends and trajectories that will impact teaching, learning and research.

Technology & automation in education

A key concern moving forward is the apparent movement towards the increased  where educational technology companies offer commodities such as writing tools as proposed solutions for the various “problems” within education.

An example of this is automated assessment of student work, such as . Numerous commercial products already exist for automated grading, though the ethics of these technologies are yet to be fully explored by scholars and educators.

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Overall, the traditional landscape surrounding academic integrity and authorship is being rapidly reshaped by technological developments. Such technological developments also spark concerns about a shift of  and ever-increasing  of digital literacy in .

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These complexities, concerns and questions will require further thought and discussion. Educational stakeholders at all levels will being required to respond and rethink definitions as well as values surrounding plagiarism, originality, academic ethics and academic labour in the very near future.

The authors would like to sincerely thank Ryan Morrison, from George Brown College, who provided significant expertise, advice and assistance with the development of this article.