AI Chatbots in the Geography Education Classroom

Abstract

In the realm of geography education, the integration of AI and chatbots, particularly advancements like ChatGPT, presents both an opportunity and a challenge. This paper aims to provide an overview of potential best practices for educators in geography while underscoring the need for a balanced and ethically informed approach to the incorporation of AI and chatbots in educational settings.

The rapid evolution of technology, exemplified by tools like OpenAI's ChatGPT, tests the adaptability of educational environments. Geography classrooms, as microcosms of this broader change, are not immune to these technological disruptions. This paper aims to define AI and chatbot technologies and assess their roles in geography education. We delve into the challenges and benefits of integrating AI chatbots into the geography curriculum, considering how these technologies can pivot traditional teaching methods and content delivery. This paper explores how the Taxonomy of Spatial Thinking can be interwoven with chatbot technology to enhance the learning experience in geography classrooms.

In addition, this exploration addresses the ethical implications of AI in the classroom. The responsibility of geography educators extends beyond teaching geographical concepts; it includes fostering critical thinking about the data and tools used, especially in the context of AI-generated maps, charts, and graphs. As AI becomes increasingly prevalent in educational settings, social science educators are urged to lead the way in addressing AI and its ethical considerations with their students.