Two Sides of the Same Coin: Differing Approaches to Generative AI in Two Computer Science Classrooms

This innovative practice paper explores two differing approaches to the use of artificial intelligence tools in computer science classrooms. Artificial Intelligence (AI), while not a new technology, has seen a rise in popularity over the past two years, with companies such as OpenAI, Google, and Microsoft making readily available generative AI tools for anyone to use. This surge in AI popularity has led to a rise in its use in educational settings, in some cases allowed and in others discouraged or disallowed. A debate has risen among academics, particularly in higher education, about what AI's place in education is, with some educators actively encouraging its use while others view the use of AI as a form of academic dishonesty. Given AI is only advancing and is becoming more prevalent, it will only continue to become a more dominant force throughout education and the world at large. This paper presents two educators' distinct viewpoints and experiences on how AI should be handled in computer science courses (absolutely forbidden vs. decriminalized). The goal of this paper is to present different perspectives as well as concrete experiences we have had with AI in our own classrooms to encourage others to consider their own positions on its use and its implications for their own learning environments. While the debate on the place of AI in education is a long way from being settled, educators need to think about making choices, clearly articulating policies, and evaluating the positives and negatives of positions about AI in their classrooms.