The Impact of Deep Fakes on Teaching and Learning using Emerging Technologies in the 21st Century

Virtual Paper ID: 56542
  1. aaa
    Rebecca Blankenship
    Florida Agricultural and Mechanical University

Abstract: Choosing the right technologies to match student learning outcomes in today's technology-integrated classrooms presents educators with multiple instructional design challenges including selecting appropriate technologies to match desired student learning outcomes. As students continue to have broad access to information from a variety of web-based platforms, teachers are increasingly tasked with ensuring the information used to complete key assignments is authentic and from a verifiable resource. As such, the era of deep fakes in images, audios, videos, and digital texts is more prevalent than ever as numerous programs using Artificial Intelligence (AI) can significantly alter original content to fundamentally change the intent of original content. Because many of these AI-based programs are more user-friendly and easily accessible on the internet or mobile devices in a free or relatively inexpensive app, an increase in deep fake content is particularly noticeable within the last decade. Accordingly, educators are now tasked with employing best practices to not only teach basic digital literacy and citizenship skills, but also recognize how technology immersed learning environments interacts with deep fakes while equipping students with the tools necessary to recognize authentic and altered content. Thus, the purpose of this best practice session is to explore techniques educators can use to mitigate deep fakes in key assignments and learning outcomes.

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