Caleb Elizondo

When I was in the fourth grade, I joined my elementary school’s LEGO robotics team. All the other kids were, of course, eager to play with LEGOs and naturally shoved each other aside to be the ones building the robot. Being a timid child, I was soon sidelined and got stuck programming it. Fast forward to high school, and I was teaching myself Java, Python and even a little C++. To me, there was something a bit magical about programming.

I don’t know if it’s just me, but every single professor I’ve had prepares at least one discussion post on generative artificial intelligence and its usage in the classroom. While important, these conversations have quickly become repetitive, formulaic and unproductive. One of the laziest talking points I keep hearing from commentators, classmates and even some instructors in these discussions goes something like this: “AI is a tool, just like a calculator.

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