LLM-based tools such as ChatGPT, GitHub Copilot, and the like have already arrived in software development practice, and continue to change the way of how software is created. Students use Generative AI tools for any purpose, whether we agree with the use or not. In this paper, we argue that in order to appropriately prepare our students for professional life, we educators need to incorporate the use of these tools explicitly into the teaching and learning process, so that students will learn a systematic and professional usage of these tools. Teaching basic software development concepts to students with only little or no prior knowledge has always been a challenge. Incorporating GenAI-based tools into software development education requires some careful rethinking of teaching concepts, especially with respect to constructive alignment, i. e. aligning learning objectives, teaching and learning methods, and exams to address GenAI-based support. Based upon first observations on the usage of GenAI tools in class, in this paper we suggest and compare concepts for teaching and learning basic software development that integrate GenAI tools at different levels of intensity and at different points during a semester. From these observations, we derive recommendations both for teaching and learning settings and for corresponding assessments, for teaching software development in a constructively aligned way in the age of GenAI tools.

As large language models (LLMs) become increasingly integrated into learning environments, their potential to enhance or hinder the acquisition of computational skills remains debated. This study investigates the role of generative AI (GenAI) tools, particularly Harvard's CS50 Duck, in supporting programming education. Through a mixed-methods approach, we examine students' perceptions, engagement, and practical application of the CS50 Duck within our Computational Thinking course. Our results indicate that while proficient students use GenAI tools to reinforce problem-solving skills, struggeling students may over-rely on them, potentially bypassing critical learning processes. Survey and assignment data suggest that students value the non-judgmental feedback provided by the CS50 Duck, yet express nuanced views on GenAI's role in formal assessments and programming education. We show that analysing chat histories can serve as a qualitative framework for examining the interactions between students and artificial tutors, while simultaneously offering critical insights into students' learning processes and the challenges they encounter. This study also underscores the need for instructional strategies that guide responsible GenAI use and highlights the importance of educator involvement in integrating these tools effectively.

In the field of education ChatGPT has sparked both admiration and controversy. This study explores students' perspectives, specifically focusing on those in computer science-related fields. We investigated their motivations, trust, perceptions of utility, and reliability of ChatGPT by conducting two surveys-one at the beginning and another at the end of the semester. During the semester, students were encouraged to engage with ChatGPT. Our findings highlight the tool's multifaceted use in an academic settings, establishing it as a valuable resource for a variety of learning tasks. Most students have incorporated ChatGPT into their regular academic activities and view it as a beneficial aid. They perceive it as a multi-task solver and anticipate significant advancements in its writing assistance features in the near future. Many, not only attribute high accuracy to it but think that it adheres to appropriate content and structural norms. Our results suggest that active confrontation with ChatGPT enhances understanding of its capabilities, limitations and autoregressive nature. Consequently, we recommend an approach of informed engagement that includes the distinction between language processing and genuine language understanding and a carefully crafted terminology.

AI -systems that are based on large language models, such as ChatGPT, have quickly increased their prowess over the last year, and at the same time became readily available. As of now, many disciplines gain experience in using tools such as ChatGPT in a professional setting - and software engineering is no exception. Just as with any new kind of tooling, it is to be expected that in the era of ChatGPT, some traditional skills of the discipline will become rather obsolete, while at the same time new skill sets emerge that will be required from future professionals. Therefore, as educators we must reconsider the skill set we aim at fostering in our software engineering students, and adapt our intended learning outcomes accordingly. Furthermore, we need to adapt both assessment strategies and the teaching and learning methods we employ, in order to provide our students with a study experience that adheres to the principle of constructive alignment.