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This paper proposes a 'Capability Ladder' framework for modernizing computing curricula in the AI era, arguing that near-term AI effects involve task reallocation rather than job replacement and advocating targeted curriculum updates around durable capabilities.
This paper examines using generative AI tools (NotebookLM, Claude, M365 Copilot, Cursor, Claude Code) to generate slides from instructor notes, finding that coding assistants produce the best slides and that students cannot reliably distinguish AI-generated slides from human-created ones.