The Reality Behind AI Video Editing

People & Blogs

Introduction

As a high school senior, I recently faced an immense challenge: a major English Language Arts (ELA) project that needed to be completed in just two days. This project typically requires weeks of preparation, which made the situation seem nearly impossible. After contemplating staying up all night to finish it, I decided instead to utilize a resource I knew my teacher wouldn't approve of—AI technology.

I used ChatGPT to analyze the assignment guidelines, breaking down each bullet point and generating responses for them. I then compiled the information into a Google Doc, made necessary edits to ensure it matched my voice, and created a quick presentation using some images I found online. The result? A completed presentation that effectively covered all the required points. On presentation day, I confidently delivered the material to my entire class and, against the odds, received an 80% on the project—a respectable score, especially considering that some of my classmates, who had invested weeks of work, scored lower.

This experience led me to contemplate the broader implications of AI in education and work. Many perceive AI as inherently negative, equating its use with cheating. However, I argue that using AI to assist in tasks does not constitute dishonesty; it's merely a more efficient means of obtaining information. After all, if I had used a search engine instead of AI, the information would have been similar.

Time is a currency that cannot be regained. Those who discourage the use of tools that save time often unintentionally hinder productivity. There’s a common belief that AI could take over many jobs, from video editing to cooking. Yet, individuals can wield AI to enhance their efficiency and output quality. For example, a video editor can use AI tools to generate complex scenes in mere minutes, transforming a labor-intensive process into a quick task without sacrificing quality. The focus should remain on whether the output meets the desired standards, not on how long it took to create it.

Much like the chef who uses AI to craft new recipes and streamline business operations, video editors can apply AI to reduce the time spent on intricate tasks, such as masking. AI can automate and simplify these steps, making editors’ lives easier and their outputs more polished. However, it’s crucial to remember that over-relying on AI can lead to inauthenticity.

When educators advise against using AI, it often targets those who misuse it or rely on it without understanding the work involved. Instead, AI should be leveraged as a tool that can complement our skills while significantly reducing the time spent on tasks.

In conclusion, rather than merely emulating others' actions, harness AI tools to enhance personal productivity and creativity. This approach allows us to develop skills while using technology to our advantage. As the job landscape shifts, it’s essential to adapt and learn from the best to ensure ongoing relevance and success.

Keywords

  • AI
  • Video editing
  • Productivity
  • Time-saving
  • ELA project
  • Efficiency
  • Creativity
  • Authenticity

FAQ

Q: Is using AI in school considered cheating?
A: While some educators may view it as such, using AI can be seen as a tool to aid in the learning process, as long as it's used responsibly and thoughtfully.

Q: Can AI genuinely replace jobs?
A: AI has the potential to automate certain tasks, but it can also serve as a tool to enhance human efficiency and creativity, rather than completely replacing jobs.

Q: How can AI help in video editing?
A: AI can streamline complex processes, such as masking, scene creation, and editing, significantly reducing the time and effort required for tasks.

Q: Should students use AI for their projects?
A: It’s essential for students to use AI ethically and to supplement their understanding and skills while ensuring that the final output reflects their own work and ideas.

Q: What are the risks of over-relying on AI?
A: Over-reliance on AI can lead to outputs that lack authenticity and may hinder the development of critical thinking and problem-solving skills.