I decided to address the use of technology—especially generative AI and large language models like ChatGPT and Bard—in the syllabi for my classes this fall. Here’s the current draft of my technology policy for my upcoming calculus classes. If you have thoughts or observations, leave them in the comments below. Also, feel free to copy, borrow, or modify any of this for your own use.

[Interesting note: I asked ChatGPT to write the first draft of this policy. I gave it a paragraph description of what I wanted my technology policy to be, and it generated an enumerated list with headers like this one. The final version looks quite different than that early version, but it was an interesting experiment!]

Technology policy

While technology is a powerful tool that can enhance your learning experience, it’s essential to use it correctly and effectively, to maintain academic integrity, and ultimately to attain a genuine understanding of the course material. The following guidelines are intended to ensure a fair and effective learning environment.

• Appropriate use of technology. You are encouraged to use technology, such as WolframAlpha, GeoGebra, Desmos, scientific calculators, and graphing calculators for routine calculations, visualizations, problem-solving, and troubleshooting. However, refrain from using these resources and generative artificial intelligence (AI) tools like ChatGPT and Bard to perform the nontrivial tasks we discussed in class and that are being assessed in a given assignment. All submitted materials, including written homework, online assignments, exams, and lab projects, must be your own work. Using a technology product to generate answers or whole or partial solutions and submitting them as your own work constitutes cheating and plagiarism and is a violation of Dickinson’s Community Standards. 
• Balancing technology and learning. Without a doubt, technology can enhance, streamline, and supercharge some aspects of your mathematical work. However, it is easy for technology to become a crutch that impedes your ability to grasp fundamental concepts, prevents your mastery of important mathematical skills, and slows your acquisition of essential problem-solving skills. Over-reliance on technology may hinder your progress in the course. 
• Studying, learning, and caution using generative AI. Tools like ChatGPT and Bard may be used as aids in studying and for learning outside of assignments and exams. They can provide additional insights and explanations that support, enhance, or clarify your understanding of the material. However, keep in mind that these new and largely untested products often produce incorrect, incomplete, or misleading answers, especially in response to mathematical questions. Exercise critical thinking and cross-reference the responses with course materials to ensure accuracy. When in doubt, ask the professor.
• Technology during exams: Cell phones, graphing calculators, scientific calculators, computers, and the like are not permitted during exams. They will also not be needed, as the exams are written with this restriction in mind. However, every student will be given a simple four-function calculator that can be used for arithmetic calculations.
• Note-taking devices. Tablets such as iPads or Surfaces are permitted in class for note-taking purposes only. Laptops may not be used in class without prior approval from the professor. This policy aims to foster an environment conducive to focused learning and active participation.
• Cell phone policy. To maintain focus and out of respect for your peers, limit cell phone usage to emergencies only. Texting, web browsing, and other non-academic activities can disrupt the learning experience. Please keep your device on silent mode and stowed away.
• Creative applications. If you encounter interesting uses of generative AI or problematic responses from these chatbots during your mathematical studies, share them with the professor or the class. Such examples can lead to engaging discussions about the benefits and limitations of this nascent technology in the fields of mathematics and education.