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ASSIGNMENT
Based on what you have learned in this module, how do you think AI can transform the teaching and learning experience in your classroom? Provide specific examples and potential benefits and discuss any challenges you might face in implementing AI tools. Post a reflective piece (150 words min) to this Module forum as a Reply to this post.
Also, please respond to at least one other participant’s post in this forum.
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A good place to start is with Immersive reader in Word which a lot of us use already. This app is widely available and I was not aware of all these functions which could really help struggling readers. I like the suggestion of MS forms and Google forms to create quizzes and assessments. Most classes love a quiz but they can be time consuming to create. With the right prompts this could be a game changer. I think the Minecraft Education Edition would be very popular and will definitely be giving it a try. Up until now I have mostly used Chat GPT and Gemini so its great to hear about all these other tools specifically for education. Those poor children in China looked so stressed and sad I hope we will not go down that route.
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I used google forms this year to create Bi Cinealta surveys for pupils/ parents. Very easy to make and roll out. You are able to print out very readable feedback at end.
I could see how this could be used for assessment very easily. The children would be far more engaged and less time for teacher and still information needed received.
I agree the video from China slightly scared me. This is when technology can go too far- counting the yawns of a child? Please no!
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I like the idea of being able to print out feedback from the surveys, it sounds like a very useful and worthwhile way to ask the opinions of the children and the parents. I find its sometimes very hard to get feedback from parents unless it is through a digital platform and then it can be hard to actually assess. I will definitely look into using this google forms for this.
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I agree Google forms are a great way to make assessment fun for the children and gain instant feedback on what pupils have learned. Its also a great way to use gain staff feedback on new initiative being trialed out in school. Clare you mentioned using it for Bí Cinealta – our school did the same and it worked great. We also get pupils to fill out an anti bullying form each month on Google Forms and it is excellent data to have when investigation different issues that crop up in this area.
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Google forms is extremely convenient, efficient and paperless which is great! You are not waiting days for parents to send back a response to something, it’s instant. It’s great during the SSE process when you need to get parents/guardians opinions on certain aspects of the school. China appeared extreme! Every yawn counted, report sent to parents. I worry if a child’s grades did slip what the punishment would be considering one child said his parents punish him if he doesn’t pay attention in class!
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I agree with this contribution. Using Google Forms this year has really helped cut down on the use of paper which in turn saves time and storage space. These are all important factors in my school.
I agree that a tool like Google Forms makes parental engagement easier and faster. Permission slips and surveys can be filled in and responded to using a smart phone while sitting on the side of a football pitch. This is key for the parent and for the school!
The video from China was thought-provoking as it highlighted the extreme impact that AI can have on privacy, when unchecked. I think this video is a reminder to use all that we teachers must control the machine and not allow the machine to take control of us.
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The Chinese experiment is unnerving to say the least and hopefully does not continue and become widespread practice.
I agreed that google forms has endless posibilities from the point of view of quizzes and making learning fun. Children love that instant sort of feedback from self-correcting quizzes and should be encouraged in schools.
I have no doubt that in time, more reflective activitives will be assessment through rubrics created by AI that will almost enhance the feedback that pupils receive from their teachers.
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Like yourself Clare we have used google forms for surveys for pupils/ parents and staff, we also used them during the year for lunch menus. I had not considered until now that the potential is ther to use them as a form of assessment which would of course be more engaging and time efficient. I also wasn’t aware until now that google forms was an Ai tool!
Like other participants I haven’t used immersive reader in the past but will certainly be using it in the future. Learning lots so far in this course!!
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From module 2, and the experience we’ve had with using AI in our school to date, I believe there are a number of benefits to using AI in the classroom. Improving efficiency and productivity is a huge benefit in my opinion. Tasks which to now would have been rather onerous and time consuming can be done in a matter of minutes. For example, we piloted Khan Academy this year with one of our class groups and found it very straightforward to introduce. Pupils under went an assessment initially and from there, the content was differentiated to support each individual pupil. The teacher could also receive real time feedback on what areas a pupil was experiencing difficulty and thereby be able to tailor their teaching content where necessary.
Although I am very familiar with MS Word, I hadn’t come across Immersive Reader before. It looks like an excellent tool, one which could prove very beneficial to struggling readers and I look forward to using this in the future and sharing the resource with other staff members, particularly our SEN team.
The video on how AI is being used in China does raise significant concerns. I think CPD for all staff is essential as teachers could become overwhelmed with the various AI tools that are available.
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We use Google Forms to collect data at whole school level also. When it comes to surveys, collecting information for SSE, it is very useful and compiles all the data for you. Although we use Google Classroom/Apps with pupils, we haven’t used Google Forms yet but can see how this could be really useful from an assessment point of view.
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That’s an excellent reflection on Module 2 and your school’s AI experiences. I completely agree that efficiency and productivity are massive benefits; your Khan Academy pilot perfectly illustrates how onerous tasks become swift, enabling truly differentiated content and real-time feedback for teachers. That immediate insight into pupil difficulties is invaluable for tailoring instruction.
Your discovery of Immersive Reader is fantastic – it truly is an excellent tool, especially for struggling readers and our SEN teams. It’s a prime example of accessible AI that can genuinely make a difference.
The concerns raised by the video on AI use in China are indeed significant and highlight the ethical tightrope we walk. This underscores your crucial point about the necessity of continuous professional development (CPD) for all staff. Without it, the sheer volume of available AI tools could easily overwhelm educators, hindering effective and responsible integration. Your post clearly demonstrates the tangible benefits when AI is thoughtfully adopted. -
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I too am very interested in Khan Academy, it is something I will look in too in the near future.
I haven’t come across immersive reader before and it looks to be a great tool for the children to use within the classroom.
As mentioned above, I also used google forms to complete Bí Cinealt surveys and can now see how this tool can help with assessment in the classroom.
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I agree James that improving efficiency and productivity is a great benefit. Thank you for sharing about Khan Academy which sounds great. I hadn’t come across Immersive Reader either but think it will be very valuable in our school for mainstream classes, Special Ed and especially for EAL. We have quite a number of pupils assessing EAL and I will certainly share and recommend Immersive Reader
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Khan Academy does look very interesting for sure – I am considering piloting it in my own school this year. Would I be right in thinking it would be more suited to single stream classrooms though?
I agree that the AI being used in schools in China is concerning, monitoring how often a child yawns is a step too far in my opinion.
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I totally agree about the need for CPD for all staff. I have tried out a number of AI tools in my classroom but there are a lot of my colleagues who would find them extremely overwhelming and difficult to navigate.
I am also excited to try out Immersive Reader with some of my struggling students this year – I think it will make a huge difference for them.
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I also felt bothered when watching those children in the Chinese classroom. It highlighted the lack of human emotion, empathy in AI, which is scary. I wondered what the teacher does when the headband flashes red to show they are not focused. One boy said his parents punish him when they see he is not focusing. They are able to see all the classes results subjecting weaker students to embarrassment. Awful!
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I agree Evelyn, the video really did hit home on the artificial intelligence piece, the human personal element of teaching and learning. I absolutely agree that sometimes scores or results visibility for all can contribute negatively to the learning process for those who may struggle. It did highlight the centrality of the teacher in a classroom.
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I actually thought this experiment in China to monitor a child’s concentration is terrible . It is another level of abuse . Perhaps class sizes should be looked at there must have been 50 kids in the class. It was a form of control to me , terrible for the child who finds it hard to behave or think in an expected way .
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That part about the Chinese classroom really unsettled me as well. It felt so clinical and robotic, lacking any warmth or empathy, which are the very core of teaching and learning. Watching those children being monitored so closely, especially with the flashing headbands and public results, made me feel uneasy.
I felt a bit like it removes the human context — maybe that child is tired, anxious, or simply needs support, not shame. It really reminded me that while AI can be a powerful tool, it absolutely must be used with ethical boundaries and human oversight. As teachers, we need to ensure AI supports our pupils, not controls or intimidates them.
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This module has shown me that there are many benefits to using AI in the classroom, specifically how it can assist with personalised learning for pupils. One of the areas I find difficult to find the time for these days is differentiation. With so many learning styles and needs in our classrooms today anything which can assist with this is a welcome addition. I think that tools like Gemini, Copilot and Chat gpt could be useful here. They would also be useful for coming up with creative lesson plans to suit the interests of the pupils in your class. I try to learn about the pupils interests at the beginning of the year and incorporate these topics into some lessons throughout the year. AI could be a great tool to assist with this. Minecraft Education would certainly be one that would get pupils interested in learning as it is a very popular game with so many pupils. After watching the China video, I can see how GDPR and privacy must be adhered to if we are using AI in our classrooms.
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Hi Pamela,
Thank for this post. One of the key points you have raised is around the ‘personalisation’ of the learning. It can be very difficult to achieve personalised learning goals through textbook-led approaches. However, AI tools can be used to create and design content specifically around the interests of the class or children. For instance, AI could create a series of reading passages around the importance of the local agricultural show to the town’s economy. This is extremely difficult to achieve without the use of AI and really highlights how it can be used to tailor experiences around the interests and needs if those you teach.
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The video about AI in schools in China is truly awful. I do not see the benefit of this kind of application of AI. If a child is unfocused or unable to take in teh information- there could be a hundred different reasons. How would this info even benefit a school, a teacher, a parent or a child? It is stressful to even consider these implications
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I agree that Immersive Reader is a fantastic resource. We have many pupils who find reading challenging (dyslexia, EAL pupils and so on). We used to use a pen reader, for example, that some pupils found effective, but they are expensive and a bit awkward to use. Another pupil of mine had vision difficulties and his needs required having as much reading material as possible on a yellow background. The ability to change the background colour, text size, change the voice and the reading rate, the ability to copy and paste material into the application and then segment or isolate lines etc. makes Immersive Reader a game changer for assisted reading in this regard.
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Going forward, I see real potential in using tools like Immersive Reader and MASH Plus to enhance learning in my classroom. Immersive Reader supports all learners, especially those with literacy challenges or additional needs, by allowing them to adjust text size, spacing, background color, and even have the content read aloud. This promotes independence and boosts confidence in reading and comprehension. I had a student last year with issues with his vision so the option to change the background colour of what you are reading is fantastic. On the administrative side, AI is proving to be a real time saver. From generating lesson plans and differentiating content to drafting emails or creating reports, AI helps streamline the more repetitive tasks. This gives me more time to focus on what matters most teaching and connecting with my students. Overall, these tools not only improve the learning experience but also reduce workload, helping to create a more efficient and supportive classroom environment. I look forward to trying the AI tools over the course of the next school year.
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Hi David,
Welcome to the course. Great to hear you’ve got alot out of this module. I agree, Immersive Reader is such a powerful tool, and your example about the pupil with vision challenges really highlights how small adjustments as outlined, like changing background colour, can make a big difference.
Two other ai-powered tools worth exploring for literacy are Microsoft Reading Coach and Reading Progress in Teams, if you haven’t already. Both, build on Immersive Reader and offer personalised reading practice and feedback, which could be a good fit for any pupils who need extra support with fluency and confidence.
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Absolutely agree – tools like Immersive Reader are a game changer, especially for supporting diverse learning needs. It’s great that you’ve already had a student who would benefit from something as simple but impactful as background color changes. That kind of personalization can really make a difference in a child’s confidence and ability to engage with text. I also think AI has massive potential for promoting independence in learners – particularly those with literacy, language, or attention difficulties. Features like text-to-speech and language translation open up access to learning for all, not just some.
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Programmes like Mathia and Century sounded great- to create an individualised differentiated programme for each individual child, help develop critical thinking, personal practice. I love that the teacher in Century for example can assign specific tasks to specific students. It can also help inform teacher’s on progress made.
AI can produce a personalised programme for each child. Reading at their own learning pace as the programmes adapt. Can help teachers monitor student’s performance and see where the gaps in learning may be.
Immersive reader is an excellent tool on Microsoft Word. I would love some more information on how to use it in the classroom. As in would all books and text have to be copied into Word first or is there any way of using this tool to read websites for example?
AI can also be a great help for the administrative tasks of teaching, even from helping generate emails to send to parents about certain topics.
Dream space TV sounds like an excellent resource to use in the classroom next year. I think students will be very engaged by it and more stimulated in the classroom. Similarly I have tried Minecraft education before in the classroom to try and encourage and motivate a student with additional needs.
Careful consideration needed of output, need to remember it is a computer. And read it through yourself first. Data protection policies and GDPR guidelines must be followed to ensure privacy of student’s data. The video on AI in China I found quite alarming. The idea of monitoring how many times a child yawns or sending data to parents on whether they are engaged or ‘offline’ seems very restrictive.
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Hi Anne Marie,
Welcome to the course. It’s good to hear how the module has provided ideas for enhancing your teaching with GenAI. As you’ve outlined, using particular GenAI tools can support differentiaon and personalise the learner experience in the classroom.
Regarding Immersive Reader, there are a wealth of guides and video walkthroughs available online, especially from the Microsoft Education team. While there are too many to list here, here are three excellent starting points:
📄 Immersive Reader Quick Guide, A handy visual reference for getting started.
📘 How to Enhance Reading Instruction: A Guide to Immersive Reader for Educators , A detailed blog post with classroom examples.
🎥 Mike Tholfsen’s YouTube Tutorial: How to Use Immersive Reader, A clear and practical walkthrough from a Microsoft Education expert. -
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This was an extremely interesting module. Starting at the finish and with a potential problem, the AI experiment in Chinese schools certainly provided a lot of food for thought. Personally, I can’t see this type of technology being used in the Western World, where young children’s concentration levels are monitored etc, anytime soon.
The other technologies demonstrated here showed fascinating possibilities. Mathia X, within Carnegie Learning,show real world maths lessons, with pupil progress( and thought progress) tracked straight away.
Squirrel AI provides adaptable personalised pathways, immediate intervention and creates teaching material and assessment.
Knewton is organised by topic and learning. Teacher selects learning objectives, and can assign homework quizzes and exams.
It is encouraging to see that there’s a National AI strategy. AI provides efficiency in admin task for teachers such as grading, scheduling, taking the roll and lesson planning.
Despite using Microsoft Word function with years, I was never aware of the Immersive Reader function. It is one that I will definitely use with any struggling readers.
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AI is already starting to change the way we teach and learn, and I think it’s only going to grow. A staff member used AI to complete report cards this year and we thought it may useful but they were impersonal we felt so we ended up abandoning ship on this-it again lacked the human element which was evident when the teacher completed the reports-ironically no time saver on this !!!!Maybe we overthought it!
Tools like Immersive Reader would help students with different reading abilities by reading text aloud, translating it, or breaking it down to make it easier to understand. This is great for students who struggle with reading or our EAL students—it could ensure independence while also supporting inclusion. Accessibility options here also support independence. Platforms like Khan Academy and MASH Plus look great and could save time spent correcting or creating individual practice materials ,more time could be spent on connecting with and focusing on how students are actually learning. Century could be really useful in this case.
The biggest challenge will be making sure all students have access to the tech and that staff get proper training .
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I agree that the greatest challenge will be ensuring that all children have access to AI technology. The expense of purchasing AI tools is a risk factor as some teachers may lack confidence and refuse to implement the digital tools within their classroom. As you said Natasha, training of staff may also be required, an additional expense for the school.
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I can completely see how Report Cards and items in school where we as teachers must allow for personal messages etc may be daunting when using AI. We as teachers know our students best, at a personal level AI can never replace that, however it can definitely be of use giving us guidelines, data and templates which can be useful when creating items such as Report Cards!
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This module certainly highlighted the importance of AI in transforming Education. It provided many practical suggestions for ways to use AI in the classroom to enhance teaching and learning. AI can provide personalised and engaging lessons to pupils of all abilities and give more opportunities for each child to learn at his/her own pace and include his/her own interests in learning. It will also help teachers to plan more efficiently and assess pupils work instantly, which will inform and influence future planning and teaching. AI helps develop critical thinking and creativity which is of huge importance. In our school we have used Google Forms for surveys. I will certainly share Immersive Reader with my colleagues – I think it will be wonderful especially for EAL children as it has a translation feature. I love that the background colour can be changed as this will help pupils with dyslexia. Microsoft Dream Space seems fantastic and I think it will be an excellent resource for STEM. Regarding challenges – I found the video from China most distressing! – what about pupil enjoyment, wellbeing and ethics? Schools need to reflect and consider how to introduce and encourage the use of AI. Some teachers will engage with it readily while others will be hesitant. CPD and resourcing are necessary. I think slow and steady is the way to go. Peer learning will be valuable for both children and teachers. We need to remember that AI is a tool, yes a potentially excellent tool but still a tool. All technology should support good teaching and learning
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Hi Annette,
Welcome to the course! It’s great to hear how the module helped highlight both the potential and practical uses of AI. I agree, Immersive Reader can be a game changer, especially when used purposefully with EAL and SET learners.
You’ve raised important points around ethics, wellbeing, and the pace of adoption. As you noted, a gradual, well-supported approach is key. CPD is indeed mission critical, not just peer learning, but also structured training and clear national guidance will be essential to support schools in using AI meaningfully and responsibly.
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Hi Annette,
I completely agree that immersive reader could be a game changer for EAL children and I will definitely be sharing it with my fellow colleagues. As for the case study from china, I agree that more CPD course should be available in ways we can ensure AI is used in the right way that does not impact the child’s well-being.
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I completely agree with your commentary Annette. I think a lot of us are very familiar with the likes of ChatGPT and Gemini but the likes of the Immersive Reader and Minecraft in Education are less well known tools that could mostly definitely be utilised within the classroom.
I totally agree with you on the case study from China. While AI is most definitely a beneficial tool, it must be utilised in a balanced approach.
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AI has potential to transform teaching and learning in primary school.
ChatGPT, Gemini and/or Co-pilot can be used to help with planning and assessment. I have used Co-Pilot to help write SMART targets in a SET setting but can see how it could be used to write long-term and short term plans, devise assessments and help with corrections.
From an SET point of view tools like Immersive Reader and Reading Coach are game-changers. These AI tools are easy to access, easy to use, can be adapted to meet the needs of the individual child and are not expensive.
I have no experience working with Khan Academy but can see how it could support UDL practices and help guide differentiation.
From an Admin point of view I have used Google Forms to write surveys and collect data for our SSE process. It certainly saved me time and energy. It was even able to analyse some of the data collected.
I think it is very important that school management and teachers are provided with training on the use of AI and how to utilise it safely bearing in mind challenges arising from AI bias and a GDPR point of view. I think that the EU guidelines on the use of AI should be given greater attention in schools and should inform policy and planning. I know that I will definitely be sharing these with management and staff when I return to school in September.
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Hi Christina,
Welcome to the course. Thanks for outlining in detail how GenAI can support your work across planning, assessment, SET, and administration. For instance, using Copilot to write SMART targets is a good example of how AI can reduce workload and support planning. Also, free tools like Immersive Reader and Reading Coach are indeed valuable for SET as they are intuitive and customisable as you’ve noted.
You’ve also raised important points around teacher CPD and policy. Schools do need to be mindful of age restrictions, GDPR, and AI bias. Whole-school guidance on safe and ethical AI use is essential, along with regular opportunities for staff to upskill in a supportive environment. Sharing the EU AI guidelines with your school community is a good first step which should help initiate those wider conversations.
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I look forward to using Immersive Reader both in a mainstream and SET capacity where children with Dyslexia or other Literacy challenges can use Immersive Reader to keep up with a possibly challenging class text. Making the font bigger, changing the background to a more preferential colour can help them follow along without getting overwhelmed by trying to read every single word.
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I think the biggest benefit of using AI in the classroom is differentiation. It allows for huge scope based on the weaker children in your class and also allows you to target the more capable children too. In doing so, it creates a more relatable and specific lessons for children based on their interests and learning needs. Apps like MATHia and Knewton can create very specific lessons based on their ability in specified areas and can be constantly assessed and then revise accordingly.
However, I think AI as used in China, whereby they utilise technology to monitor their concentration levels throughout the day is a step too far! While it is useful, it can be counter- productive in that it does not take into account the child may not have slept the night before, there might be issues at home or simply the child may be ill. With this information being relayed back to parents about their child’s concentration issues then this can negate the experience of school for the child. Especially when the children have to answer questions about why they were daydreaming when they should be concentrating. No two children learn the same way so basing their concentration levels on a device could not create a happy environment for the child and could negate the wider whole-school experience!
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Based on what I have learned in this module, I believe artificial intelligence can greatly enhance teaching and learning in the classroom. I found the comparison of lesson plans created by different AI tools particularly useful. It showed how AI can support planning and reduce the time spent on repetitive tasks. I look forward to using AI to help with lesson planning and formatting in the year ahead. This will allow me to focus more on developing engaging lessons, creating resources, and preparing activities.
I also plan to explore how AI can support administrative work, such as writing reports and drafting support plan targets. From a learning perspective, I am especially interested in using Immersive Reader. I think it will be very beneficial for younger pupils and for those who find reading challenging. Its features could help make reading more accessible and enjoyable.
There may be challenges, such as limited access to technology and the time needed to learn how to use new tools. However, I believe that with thoughtful use, AI can have a positive impact on both teaching and learning.
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Hi April,
Thanks for your post and I’m delighted to hear that you are looking forward to giving Immersive Reader a try over the coming year. It is a really amazing assistive tool that allow a children engage with reading material they otherwise would not be able to. This allows children who may have a specific literacy difficulty to access content at a similar level to the rest of the class, as they may be quite adept at responding orally or in other ways.
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Similar to April, the use of AI to support planning is a really big plus for me. At the end of a challenging day of teaching I find it can be such a hard and laborious task. It can sometimes take my brain much longer to do a simple task due to level of need I have had to manage throughout the school day.
Using AI to help with lesson planning, generating content and other supports can be an invaluable tool. I also love how precise it can be depending on the quality of your prompt. I would find it so much easier to edit a plan I generated from AI to suit my class than to start from scratch myself. This, like April, would then give me more time to create interesting resources. again with AI tools such as Magic Schools AI, Gamma or Twee. I would also look to AI for support with streamlining assessment.
There is so many opportunities to use such a wide variety of tools to enhance teaching and learning and I am excited to use these tools in the coming school year.
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I think AI can transform the teaching and learning experience in my classroom by allowing me to have more time with the children. I think from using resources such as Microsoft forms to create lessons tests and complete grading it will allow for one to one time assisting the children who need it most. I think a lot of time is spent on planning and preparation and administration tasks and this time can definitely be reduced with the help of AI.
Although I have come across immersive reader I haven’t really used it to the best of its ability. I believe this would be a fantastic resource to use in the classroom with struggling readers. I can think of a particular child in my class who would greatly benefit from the black out section where you can only see one line at a time. I think during iPad time it would be beneficial to have all children access immersive reader and then have some of the children focus on it more during reading time and even for homework. I think it would also help the parent support their child’s reading at home. A challenge that I might face in implementing AI tools is just generally having the time to really familiarise myself with the benefits and potential that the tools have.
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This was an extremely interesting module. Starting at the finish and with a potential problem, the AI experiment in Chinese schools certainly provided a lot of food for thought. Personally, I can’t see this type of technology being used in the Western World, where young children’s concentration levels are monitored etc, anytime soon.
The other technologies demonstrated here showed fascinating possibilities. Mathia X, within Carnegie Learning,show real world maths lessons, with pupil progress( and thought progress) tracked straight away.
Squirrel AI provides adaptable personalised pathways, immediate intervention and creates teaching material and assessment.
Knewton is organised by topic and learning. Teacher selects learning objectives, and can assign homework quizzes and exams.
It is encouraging to see that there’s a National AI strategy. AI provides efficiency in admin task for teachers such as grading, scheduling, taking the roll and lesson planning.
Despite using Microsoft Word function with years, I was never aware of the Immersive Reader function. It is one that I will definitely use with any struggling readers.
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I found this module very insightful in ways I can improve my teaching with the use of AI. I had never heard or used immersive reader before and find that can be so helpful for children in my class who have difficulties with reading. It also can help children to engage in their learning and not have such a negative relationship with reading. I think this is something that can be used in homes with parents support which can be very beneficial. MS forms and google forms sounds extremely helpful when creating quizzes in the classroom and the way it does the correcting for you. I do feel this is something that will take time to create and also will need time to teach kids to use in the younger classes. The minecraft education would certainly have the interest of the children and is something I look forward to trying. I do not agree with the take china took and found this had a negative impact on the child well-being and their learning. Alerting parents regarding their attention and focus is not beneficial. Possibly a good resource to have to monitor a child who may have learning difficulties but china has taken it too far.
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Hi Anne Marie. Thanks for your post. As a former SEN teacher, I agree that Immersive Reader really can be a game‑changer for children who struggle with text. Just taking away the fear factor can make such a difference. I also agree that it’s something that could be just as useful at home if parents know how to use it. One practical step might be to create a simple information sheet or short video for parents on how to access Immersive Reader. You could show them where to find it and how to adjust the settings so their child can listen along to books or class materials at home. That way, the tool isn’t only something the children use in school
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I agree I have also only used chat gbt up to now. I am looking forward to using the immersive reader feature in Microsoft word as I think it will be a fantastic, encouraging aid to struggling readers. I also will use Minecraft as I think it will be something which the child will really enjoy but benefit from in developing problem solving skills and their creativity.
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This is my first year working in SET and I am really looking forward to using AI in order to help me to differentiate learning for the children that I will be working with. I really enjoyed learning about Immersive Reader and feel like it will be an amazing tool to try this year. Overall i feel that AI will save me quite a bit of valuable time with paperwork, timetables and assessments. I have previously completed a course in th Dreamscape using Minecraft for education and it really does have limitless potential for learning and for engaging students-particularly when working collaboratively. Hopefully this year I will have the time to pilot its use in our school. The Dreamscape newsletter and resources are a great resource.
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I agree with many of the comments here. The video about the school in China was really unnerving. I felt awful for the children wearing those headsets and knowing they were constantly being watched and monitored. Nobody can stay switched on for the entire school day! What an unfair expectation of parents and staff. I’d imagine there will be serious long-term effects on the children’s mental health and general well-being. To me, it seems like an abuse of technology.
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AI has the potential to change the landscape of teaching and learning in Irish classrooms by facilitating the teachers to create personalised and engaging experiences for learners. For example, the AI platforms discussed in this module could provide adaptive practice across all the curricular subjects. Tools such as Minecraft can hone in on the interests of students allowing them to learn in a new and exciting way. The immersive tool in Word will be very helpful in my classroom going forward. AI can be used to assist with lesson planning, differentiation of resources and teaching strategies, creating assessments, analysing assessment data as well as focusing in new and exciting ways of learning for students. It is also important to be aware of the challenges also associated with AI. Concerns such as data security and privacy as well as the student’s personal security needs to be considered. The amount of time students spend on screens is also important to be considered. Thus, the role of the teacher is vital in classrooms and it is the teachers’ responsibility to foster creativity in their classrooms.
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Hi Lisa. Thanks for your post. You have done a good job of highlighting the positives and the difficulties with the new emerging AI technologies. While they might be a great help and support to teachers around planning and preparing differentiated materials, there are many potential problems emerging from the use of AI in the school setting. You have also highlighted the concerns around too much screen time for pupils. One idea teachers could try is setting limits to on-screen AI tasks by pairing them with unplugged or off-screen hands-on tasks. So after using Immersive Reader or Minecraft in a lesson, the pupils could work in small groups creating posters or written activities that build on their learning. This will help to consolidate their understanding of a topic while also keeping a balance between digital and offline learning.
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I have learnt a lot in this module and can say without doubt my teaching could be improved by the use of AI. I think of this years class – a very mixed ability class. Immersive reader would have been an amazing resource for them. This is the type of knowledge that could change a child’s future. The challenge would be in having the time to teach children how to use it accurately. Through showing on the interactive whiteboard, for whole class instruction and maybe targeted work by SET, it is something a child could master themself. Children with assistive technology- this is something that could go on their School Support Plan as a target.
I think of Minecraft Education and how much the children would be drawn in by such an activity. I think we are all aware of the challenges we face as teacher- doing boring schoolwork! It is up to us to use whats available to our advantage. My popularity would rocket if I started using Minecraft! Courses like this that draw teachers in, ignite a spark are a fantastic starting point for continual Professional development.
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Absolutely Clare! I will have some children in my class in September with assistive technology and it is great to be getting information on tools and support that would help them fully and appropriate use their device for learning not just games or typing. Allowing them use tools like the immersive reader would enable them to access the same materials as peers while also supporting their needs.
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I agree Clare that the immersive reader seems like a super tool. I am planning on looking into this further to see how I can use it practically in the classroom. It would be such a great help to children with dyslexia.
Also using minecraft education sounds so much fun! I think the minute the children hear the word minecraft you would have them hooked!
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I agree that the use of Immersive Reader would be such a beneficial resource and that it is something that could be mastered by the child themselves through working with the class teacher and SET. I think this would have such a positive impact for children. I also think Minecraft Education would be loved by children. A lot of children play Minecraft at home and I can only imagine their excitement if they were to see it used in school!
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Immersive reader looks a hugely beneficial tool for children that have Dyslexia. I don’t know enough about Minecraft, but I too hear a lot of stories from ot from the children using it at home. I didn’t realize there was learning opportunities within it appropriate to school. This could serve as a reward on iPads and also as a brain break!
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I agree. So many children are so interested in Minecraft so I think by using this tool, you will have the engagement of many children. I’m very interested to learn more about the immersive reader tool in Word too and I do think this is something that will be very beneficial for children who have reading challenges.
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I feel the opportunities presented in this module provide a lot of practical ideas for ways of using AI to enhance teaching and learning. The immersive reader is excellent and I will definitely be using this as a support for reading for dyslexic children. I used readtheory.org this year for comprehension skills and found that many children struggled with the reading, using the immersive reader would be great. It would however mean transcribing texts onto a word document and having a device with Microsoft suite. We used Google Docs with the Google classroom this year and, having just checked, there is no immersive reader in docs. I assume there would be alternatives for other software though.
I was also every interested in the Dreamspace programme and feel it would an excellent way to integrate STEM. I know many times I have done STEM, another teacher has done the same activity in a younger class. There are only so many times the children will design bridges before the interest and learning is gone! Having a consistent approach like the Dreamspace programme sounds great.
I know we weren’t asked but I would definitely not support the Chinese use of AI and hope we are never expected to accept and use such tools.-
Absolutely agree with you—Immersive Reader is a fantastic tool for supporting struggling readers, especially those with dyslexia. While the lack of integration with Google Docs is a limitation, there are alternatives like Helperbird or Read&Write for Google Chrome that offer similar functionality. I also really liked your point about Dreamspace—a consistent, creative approach to STEM could prevent repetition and keep students engaged. And yes, ethical use of AI is vital. The practices seen in some Chinese schools highlight exactly what we should avoid!
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Hi Áine,
I agree that Immersive Reader seems like a fantastic resource, particularly for supporting children with difficulties. Like you, I am hoping there are effective alternatives available, especially as many schools have moved away from Microsoft in recent years.
I had heard of the Dreamspace programme before but had never fully understood its scope. I now see how valuable it could be for enhancing STEAM education in a more engaging way.
I also completely agree with your views on the use of AI in the Chinese schools. I found that section of the module quite disturbing. It raises serious concerns around ethics, privacy, and the wellbeing of pupils. I really hope we never move in that direction.
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I will be looking into the Dreamspace project too which looks great. A good structured approach with lots of support would be great. As always these new initiatives look great but we need to make time for them in the school day. The possibilities for Special Ed are huge and hopefully children will enjoy it. I’m looking forward to using some of the tools recommended on here which I wasn’t aware of before.
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AI has so much to offer both teachers and students from a teaching and learning perspective. It can help provide personalised and engaging lessons to students of all abilities and give more opportunity for children to learn at their pace and include their own interests in their learning. It will also help teachers to plan more efficiently and assess children’s work more instantly to inform future teaching.
I love the Immersive Reader facility and seeing the impact it had on the little boy with dyslexia and his parents was heartwarming. This tool is something I will definitely be trying and recommending to struggling readers. It would allow for children who have difficulty reading/processing text to just focus on the task and comprehension rather than decoding text which is especially useful in subjects not overly concerned with literacy but rather the content such as history or STEM. I feel children who find literacy difficult should not be penalised for this struggle across all subjects.
I feel AI will also “free up” teachers time so they can be more present in the classroom for their students instead of spending vast amounts of time on admin tasks.
With AI comes a lot of challenges too. We as teachers have to be well-informed ourselves in order to teach children how to use AI correctly. We also need to view it as a tool to integrate into our teaching and not allow it to take over. The video of the Chinese classroom really scares me as it makes children so vulnerable with their personal data so public and puts huge pressure on children to perform. It also lacks the human connection and something about it just does not sit right with me. We also need to choose our tools and data wisely and check AI outcomes before using them. I feel it opens up so many opportunities but with that becomes huge responsibility too. Biased views, unsuitable images, inaccurate information are all barriers we must consider before diving into anything too fast.
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The video of the Chinese classroom certainly raises important questions about how AI is being used in schools. Seeing that level of monitoring, especially when children’s data is so visible, does feel intrusive and puts a lot of pressure on pupils to constantly perform. It’s easy to imagine how that could create anxiety, especially for those who already find school challenging. What stood out to me as well was the lack of warmth or personal connection in that environment. In primary classrooms especially, relationships, encouragement, and emotional safety are so important for learning. While AI can offer helpful tools to support teaching and personalise learning, I think it needs to be used carefully and thoughtfully. For me, it should always be about enhancing what we do as teachers—not replacing the human side of the classroom.
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I completely agree with you Justine- The video of the Chinese classroom stuck with me, too—it felt more like a high-pressure workplace than a place where kids should feel safe to learn and grow. The constant monitoring, facial recognition, and tracking of focus levels seemed incredibly intense. I couldn’t help but think how stressful that must be for students, especially those who already struggle with anxiety or confidence.
What also stood out to me was exactly what you said—the lack of warmth. In primary classrooms especially, that human connection is everything. Kids learn best when they feel seen, supported, and encouraged. No AI tool can replace a caring teacher who notices when a child is having a good or a bad day.
I do see the value in using AI for things like personalised support or saving time on admin, but I think it has to be used in a way that still puts students’ well-being first. As teachers, we bring empathy, humour, and encouragement—AI might help with the workload, but it can never replace that.
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From my experience in the classroom, I can see how AI has real potential to support teaching and learning, especially when it comes to meeting the needs of different learners. Every child is different—some learn best by seeing, others by hearing or doing—and AI tools can help cater to those differences. For example, Immersive Reader by Microsoft has been brilliant for some of my pupils who struggle with reading. It reads text aloud, breaks down words, and even translates content, helping all learners access the curriculum in a way that works for them. Minecraft Education has engaged some of my less confident learners by allowing them to explore topics in a more creative, hands-on way. I’ve also found Google Forms useful for setting quizzes that give instant feedback, which helps me quickly spot where support is needed. Merlin supports my planning and ensures I’m covering the curriculum without getting overwhelmed.
That said, screen time is a concern. Many pupils are already spending a lot of time on devices outside school, so I’m careful to balance tech use with more active, social, and creative classroom experiences. When used thoughtfully, though, AI can be a great tool to enhance learning—not replace good teaching, but support it.
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We’ve had the screen time discussion in our school and with the advancement of more and more AI technology and apps, it’s become more of a discussion of the need to possible acquire more devices to cope with the class to class demand for access to IT and AI tools. It’s hard to maintain a balance between important subjects such as PE, Drama and Art (all of which are no doubt considerably enhanced by some AI bot or other!) and the need to maintain best practice regarding the latest advancements in technology.
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Thank you for this thoughtful insight. It really highlights how AI can be meaningfully integrated into the classroom to support the needs of diverse learners. Your examples of Immersive Reader, Minecraft Education, and Google Forms are very relatable and show how technology can meet pupils where they are, without compromising creativity or connection. I think this is a message that will resonate with many of my/our teaching colleagues. AI is not about replacing what we do as educators, but enhancing it, especially in areas such as differentiation, pupil engagement, and quick formative feedback.
From a whole-school perspective, this also gives us something to reflect on when considering how we might introduce or expand the use of these tools across the staff. Not everyone will feel confident exploring AI straight away, but peer examples like yours can help build understanding and spark interest. I agree that maintaining balance is key. Technology should serve good teaching and learning, not overwhelm it. Your post helps to illustrate what that balance could look like in practice.
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AI can make classrooms smarter and more fun! Before starting this course, I was only aware of ChatGPT but after completing just two modules I am now aware of a number of AI tools that will definitely enhance my teaching and lessons next year. Immersive reader is a fantastic tool that will benefit so many of my students. From changing the size and style of the text, to changing the colour of the background and focusing on certain lines, this will have a huge positive impact on my dyslexic students. I would also love to explore Knewton Alta as I believe it would be a great way to personalise the children’s learning and differentiate activities according to each child’s ability. My children would love the Minecraft Education Edition. Learning through play, creating code and running science experiments are only some of the amazing tools on offer and it’s all designed to disguise learning as games. My only reservations about these AI tools are the cost of these platforms and the accessibility for the children as tablets/ipads are very scarce in my school.
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After finishing Module 2 , I’ve started to see AI in a whole new light. I used to think it was something far off or only for tech experts, but now I realise there are loads of simple, practical tools that could make a big difference in my classroom.
One tool I’m interested in is Immersive Reader. I’ve had students who struggle with reading, and it’s difficult to give everyone the support they need at once. Immersive Reader can read text aloud, break it into syllables, and even translate it. I think it would help some of my students feel more confident and independent.
I also love the idea of using Flipgrid. Not every student is comfortable putting their hand up in class, but recording a short video response in their own time? That’s much more manageable. It’s a great way for quieter voices to still be heard.
Another thing I’d love to try is Minecraft Education Edition. I honestly think students would love it—it makes learning feel more like play, but there’s so much potential for creativity, collaboration, and problem-solving. I can imagine using it for group projects or even to explore topics in history or science.
Of course, there’ll be some challenges, like making sure everyone has access to devices, (we have a limited supply of iPads available for student use) and simply learning how to use everything properly myself.
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Hi Geraldine. Having dabbled with Immersive Reader, admittedly without using all of its features, I would recommend exploring it. The students themselves will very quickly find the settings that suit them. It’s great for small group work or for students to use independently after a period of instruction. It can be extended to use in the home environment and once the student is familiar with it their self-confidence and engagement within the reading process can soar. I’ve really only scratched the surface myself with it but it has quickly become my go-to resource for reading instruction.
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I completely agree—Immersive Reader is such a powerful tool for supporting diverse reading needs. I also love your point about Flipgrid giving quieter students a voice. Access and training are definitely challenges, but with the right support, these tools could make a real difference in the classroom.
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AI has the potential to enhance primary education in Ireland by making learning more inclusive and efficient. Tools like Immersive Reader can support younger pupils and those with additional needs by offering text-to-speech, translation and adjustable fonts, helping all children access reading materials at their own level.
For classroom assessments, I agree that Google Forms can be used to create simple quizzes or surveys, with AI features that automatically mark responses and highlight learning gaps. This saves valuable teacher time and allows for more targeted support and feedback.
However, as we integrate AI, it’s important to consider ethical implications. Watching the school in China where AI is used to track student behaviour and concentration raises concerns about privacy and autonomy. While this is not the direction we take in Ireland, it highlights the need for responsible use of AI.
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I totally agree with your observations about the video of the Chinese classroom, Fiona. It completely unnerved me also and shows how a good thing can go badly wrong, if not carefully monitored. It gives us a timely reminder to pace ourselves with AI, not to use it to excess- like everything really- moderation is best!
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I signed up to this course to learn more about the possibilities of AI in the classroom and this module has both intrigued and repelled me. To the latter first: I assume that the video from China was posted as a type of dystopian alarm bell as to what could happen if we take things too far with AI learning? Seems utterly ridiculous to post it without comment/context otherwise.
As for the possibilities, they do seem limitless. Like others already in this form, the Immersive Reader seems excellent, not least the ability to enable struggling readers to become independent and achieve success. The fact that it seems easy and fast to set up is also appealing.
Assessment is also an area where AI could improve things in the classroom. The ability to generate quizzes quickly and easily, allowing children to gain instant results on how they’ve fared (or allowing them to collaborate on designing quizzes for one another on topics covered) seems an exciting alternative to the end-of-week test!
Some of the challenges would be ensuring that children have enough access to screens/devices when needed. Truth be told I’ll need to do my own research to ensure that I’m up to speed on the technology also so that I can get the best out of it and make it work for me though most of it seems relatvely intuitive.
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Thank you for your honest and balanced response. I think many teachers will relate to your mixed feelings about AI in the classroom. The video from China stood out to me too. It seemed to raise important questions, and I how some context may have helped us to understand its purpose better.
I really liked your focus on the positive possibilities. Immersive Reader sounds like a great tool, especially if it helps pupils who struggle with reading to work more independently. It is also helpful to know that it is easy to use and quick to set up.
Your ideas around assessment are also interesting. Creating quick quizzes and giving pupils the chance to design quizzes for each other could be a fun and engaging way to review learning.
I agree that we will need to think about access to devices and also about learning how to use the tools ourselves. Starting small and learning together might be the best way forward.
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Hi Fiona,
Welcome to the course, You’ve raised an important point about the ethical considerations of AI in education. While tools like Immersive Reader and Google Forms clearly support inclusion and efficiency, it’s essential to remain mindful of how AI is implemented. For instance the example from China of student behaviour, is a timely reminder of the need for balance.
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My hope is to use AI more for assessment, there seems to be a big emphasis on that lately and traditional methods are very time consuming especially if they are to be tailormade to each student. I am looking forward to having a system that allows for a more tailormade learning experience for each child. A challenge I face with this is for each student to have access to IT to make it more personal especially in the younger classes. I also think choosing a specific platform for the school to use will be a long process as there is a good few to choose from all which need to be researched to ensure they comply and also that all teachers and parents are on board.
While the research experiment in the Chinese classroom was fascinating it certainly put my mind at ease as to whether AI is going to replace teachers. It can’t, apart from teaching, assessing, grading, planning – teachers are usually kind and compassionate, they notice when a student is struggling in areas other than academics, be it friendship issues, something happened at home, teachers are quick to pick up on this and offer support and guidance in ways a computer cannot. I’d love to see AI deal with some of the tales that come in from the yard.
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Reflecting on my previous class and the huge range of abilities I am now understanding the powerful role AI can have catering for these ranges and if used efficiently the time saving benefits for me as teacher. The possibilities are endless..Personalized Learning AI can adapt content to each student’s level, helping struggling learners catch up and allowing advanced learners to stay challenged.Tools like adaptive math or reading programs adjust in real-time to student performance.Immediate FeedbackStudents get instant responses on quizzes or practice exercises, promoting faster learning and correction of mistakes. I look forward to sharing my newly learned skills with my colleagues.
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As a principal, I see enormous potential for AI to transform teaching, learning and assessment in our school. One of the most immediate benefits is AI’s ability to support personalised learning. Tools like intelligent tutoring systems or platforms such as Century AI and Immersive Reader could help pupils work at their own pace, while also identifying gaps and responding with tailored support. This could be a valuable resource in meeting the increasingly diverse needs within our classes.
AI also offers time-saving benefits for teachers—streamlining administrative tasks, supporting planning, and even generating differentiated resources. This frees teachers to focus more on direct engagement and creative instruction. From an assessment perspective, AI can assist with formative assessment, offering instant feedback and helping us make more informed decisions about learning needs.
However, keeping my principal hat on, implementation must be carefully managed. Ethical considerations, data protection, and staff training are critical. As the school manager, I’ll, along with the ISL team, need to lead discussions with staff and the Board of Management to ensure we adopt AI responsibly and with clear oversight. There’s potential for great benefit, but only with thoughtful, guided use.
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Hi Claire,
Welcome to the course and thank you for your post here. Your post demonstrates an awareness of the benefits and usefulness of AI for both teaching and learning, and leadership and management, whilst also acknowledging the need for clear and robust discussions around when it should and should not be used. As both a ISLM team and wider staff, discussions could take place of scenarios where it would be inappropriate to use AI, and times when it can be used to reduce workload.
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This module has opened my eyes to the powerful impact AI can have on teaching and learning. Reflecting on last year’s class, I see how tools like Immersive Reader could support diverse learning needs and truly make a difference in a child’s progress. While introducing new technology takes time, especially to teach students how to use it effectively, whole-class demonstrations on the interactive whiteboard and targeted SET support could help children become confident users. For students who require assistive technology, integrating these tools into their School Support Plans would be a valuable step.
I also love the potential of platforms like Minecraft Education. It has the power to transform traditional lessons into engaging, hands-on experiences that students love. Let’s face it – motivation can be a challenge and using tools that spark curiosity can make all the difference. As well as that, children are already very familiar with Minecraft, viewing it merely as a game to play in their free time. Introducing it to the classroom would definitely gain full engagement!
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Hi Valerie,
You’ve clearly outlined how AI-powered tools like Immersive Reader and Minecraft Education can be used practically and meaningfully in your classroom. I completely agree with your point about the challenge of pupil motivation and tools like Minecraft Education really do have the potential to transform engagement by tapping into a child’s natural curiosity.
I also really liked your idea of using the interactive display for demonstrations. A nice extension of that could be encouraging pupils to collaboratively create and share short how-to videos for the digital tools they use in class. It’s a great way to build digital skills, promote peer learning, and give the pupils a sense of ownership in the process.
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This module provided lots more examples of how AI can really improve the quality of teaching and learning, if used correctly. Module 2 gave some great examples of how AI can be used to enhance differentiation in the classroom, helping with the ever-growing demand on teachers with such diverse needs in large classes.
Immersive Reader by Microsoft is such a simple tool that I had never known about and could be extremely helpful for students with Dyslexia who may struggle with reading. It would allow develop comprehension skills without the pupil being frustrated and using all their focus on decoding instead of interpreting a text.
Mathia X sounds very helpful in figuring out areas of weakness in children’s maths skills. It can also be used to help pupils to master new concepts. Century also sounds like a helpful tool in finding weakness or any missing knowledge and misconceptions. I will definitely try these applications going forward! -
Hi Shaun. Thanks for your contributions to the forum and your reflection on the potential of AI in education. As you say, some of these tools can take pressure off teachers, especially when it comes to planning and dealing with so many individual needs in the classroom. I fully agree that Immersive Reader is a simple but powerful digital tool that can really support struggling readers. It’s full of effective and efficient features. Make sure you take lots of time to make the children aware of all the possible supports that are available through this tool. That way, they will be able to tweak the various options to suit their needs best.
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One specific challenge I face in my junior infant classroom is supporting children who come from very diverse backgrounds, especially those with little or no English. It can be hard to meet everyone’s needs at once while also keeping the rest of the class engaged. From what I have learned in this model, I think a I could help transform teaching and learning by offering personalised support. For example, there might be simple language learning apps or tools that use AI to help children practise words and phrases at their own level. This would give them more confidence and free me up to give individual attention where needed. I could see myself using microsoft copilot in particular to help me plan differentiated activities quickly by suggesting ideas or adapting worksheets. But I need to make sure anything I use is age appropriate and safe for young children. Overall, while I’m still learning, I can see real potential for AI to support inclusive teaching in my classroom, helping me respond better to the needs of all of my pupils.
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I enjoy using AI in the classroom and have already seen its benefits through tools like IXL for Maths and Minecraft Education for coding. These platforms adapt to each student’s level, offering personalised learning that keeps them engaged and motivated. The children loved the coding classes Minecraft & Microsoft provide, with varying difficulties and continuing challenges it was great for all abilities. My class also visited the Microsoft DreamSpace Academy, where they explored how technology and AI can be used creatively to solve real-world problems. Experiences like this have opened their eyes to future possibilities and developed their critical thinking skills.
However, one key challenge is the need for continuous professional development (CPD) for staff. Not all teachers feel confident using AI tools, and some feel pressured to incorporate technology that their students often seem more familiar with. This can be overwhelming and create resistance. To ensure successful implementation, schools need to provide clear guidance, training, and support so teachers feel empowered rather than intimidated.-
Hi Thomas,
Thank you for sharing your thoughts with us here and your experience of using AI enhanced tools with your class. You have raised an excellent point around the barrier of effective CPD for all teachers in this field. What makes this especially difficult is the rapidly evolving nature of AI and AI tools in education. CPD needs to be centred on equipping teachers with a core set of skills and knowledge that can be adaptable and responsive to any future changes related to the evolution of AI.
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I agree that a lot of teachers lack confidence in the area of understanding how AI can be used and how to implement it into their classroom. However, if schools worked at it in a whoel school approach, bringing it in bit by bit without adding hugely to teachers workload and showing teachers how it can help improve their teaching and even give them more time to focus on supporting their students. When school went unto lockdown a few years ago, we were in the same position of how we would manage schooling online. Of course it was not ideal but we did manage to learn and adapt.
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I completely agree with your point Jennifer. Many teachers do lack confidence when it comes to understanding and using AI, but a whole-school approach that introduces it gradually and supports staff along the way could make a huge difference. If it’s framed as a tool to lighten the workload and enhance teaching—not add to it—it’s much more likely to be welcomed. As you mentioned, we adapted quickly during lockdown when faced with the challenge of remote learning. That experience showed how resilient and capable teachers are when given the right support, and the same can be true for integrating AI in the classroom.
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After completing module 2 A1 can no doubt improve efficiency and productivity in the classroom. Time consuming tasks such as manually creating assessments can be done in seconds with the appropriate prompt. This year and for the last number of years we I have used read theory in my class. I have found it great as it uses what the children know (Don’t know) to help them on their learning journey. I haven’t used Immersive Reader before. It looks like a great tool, one which could prove very beneficial to struggling readers and I plan to use this in the future and sharing the resource with other staff would also be beneficial to the school as a whole. I have mostly used Chat GPT and Gemini so it’s great to hear about all these other tools specifically for education. The video of the Chinese classroom really scares me as it lacks any human connection/personal touch. Biased views, and inaccurate information are all barriers we have to look.
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Hi Jimmy,
Welcome to the course and thanks for your contribution to the discussion here. It is certainly a universally held view on this forum that AI tools can enhance our productivity as teachers and contribute to a reduced workload. Thanks for sharing your experience of using Read Theory in your classroom. Whilst I note you have said that you have yet to use Immersive Reader with your class, it will certainly be complementary of your current practice if you do decide to use it in the coming year.
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I work in a special school and there was a few things that really stood out for me in module 2. The immersive reader app is one and I think this will benefit my class so much next year. The app looks very appealing for children who respond to digital learning tools.
I also am amazed to see there is a Minecraft educational app. Again I think for children who have additional needs and who may have a special interest in something like mine craft this would be a fantastic educational tool. Only downside I can see is trying to get children to come away from app like this and move on to another task.A challenge would be GDPR and guidelines around using AI in schools but I was very interested and glad to see the ethical considerations including guidelines, GDPR compliance which is vital, code of practice, teaching council standards and also the digital strategy which all schools should be familiar with.
I think staff training and understanding will be a massive challenge aswell as the cost of it all. -
I work in a special school and there was a few things that really stood out for me in module 2. The immersive reader app is one and I think this will benefit my class so much next year. The app looks very appealing for children who respond to digital learning tools.
I also am amazed to see there is a Minecraft educational app. Again I think for children who have additional needs and who may have a special interest in something like mine craft this would be a fantastic educational tool. Only downside I can see is trying to get children to come away from app like this and move on to another task.A challenge would be GDPR and guidelines around using AI in schools but I was very interested and glad to see the ethical considerations including guidelines, GDPR compliance which is vital, code of practice, teaching council standards and also the digital strategy which all schools should be familiar with.
I think staff training and understanding will be a massive challenge as well as the cost of it all. -
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One specific challenge I usually face in my classroom as a Special Education Teacher working in ASD class is ensuring that each student is being provided with an individualized support that matches their communication and processing needs. Many of my students rely heaviliy on visual schedules, symbols, and structured routines based on the TEACCH approach. Adapting materiales and instructions for each student can be time consuming and requires a deep understanding of their preferences and learning styles.
AI can significantly enhace the teaching and the learning experience in this context. For example, AI powered tools can generate personalised visual supports, such as costumized pictures or schedule or communication boards, in a matter of seconds. Imagine recognition software could help create real life photo cues tailored to each student´s environment, boosting their learning proccess. However, challenges remains due to lack of flexibility to fully adapt to unique needs and also privacy concers must be carefully managed when using data – based systems.
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The biggest thing I have learned from this module is the amount of resources available that I never even knew existed. If I’d not chosen this course (as a limited tech user I chose it with trepidation) id never have heard of so many of these apps. Teachable machine, dreams pace, Minecraft education all look so accessible. As a multi grade teacher and one that enjoys station work I can see how these new apps can be adapted in different lessons. I think it will be an addition to the classroom but cannot beat human connection, human language, body language so while being useful there has to be a balance. The children already spend many hours outside of school on screen tike that their fine motor skills and gross motor skills are suffering.their attention span and communication skills are also suffering so I will be looking at ways to marry AI while teaching these other skills. I have not yet investigated if these apps are free thar have been mentioned in each module. We have some access to laptops/tablets but not for every child in each class so this will need monitored. I’m excited to see how the immersion reader with its different coloured backgrounds will help children with dyslexia.
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Looking at the final video in this module regarding the experimental/intelligence gathering type use of AI in the Chinese classroom was quite unsettling, in my opinion. There was a distinctive surveillance/population control element which, to me, borders on thought policing and seems to be more at the extreme end rather than the cutting edge of AI. It makes it all the more pertinent that AI should always be carefully regulated and it is encouraging that the department (and indeed the European Commission) are realising the massive potential for advancing the drive towards STEN learning but are also cognisant of the importance of safeguarding personal data and keeping a healthy scepticism so as to avoid encouraging any kind of overreliance on the technology. I can see myself using AI as an ideas-generator in terms of lesson creation, something to enhance a lesson but I think it will always be important to keep a keen eye on the details and adapt the suggested material accordingly.
That said, in my classroom, I can see huge benefits in creating lesson plans and the Co-Pilot example in this module really stood out, as it had been asked to tailor the lesson to the Irish curriculum context, which it did impressively. The lesson was well laid out with clear objectives, lots of practical applications and concrete examples.
I also liked the Minecraft Education platform as it something I know the pupils in my class would really love and could be used as a truly immersive and fun way to enhance their learning. There are huge benefits too to ‘Data-Driven’ elements of AI in the classroom. Used with due care, the potential to carefully map personalised aspects of learning and assessment would help to ameliorate this time-intensive process for the teacher. However, a drawback with the implementation of AI for some schools might a lack of availability of computers.
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Using AI tools like Immersive Reader and Minecraft Education in primary classrooms offers lots of benefits. Immersive Reader can enhance reading comprehension, aid students with dyslexia or language barriers through features like text-to-speech, adjustable fonts, and translation. This is something I wish to make more use of in the classroom next year as classes have become more diverse. Minecraft Education allows students to explore concepts in math, science, and history through interactive, game-based learning. The students can work both individually and collaboratively in groups. I have tried Minecraft education with 6th class and found it very beneficial and the students love it! Time constraints and curriculum demands can make it difficult for teachers to experiment with new technology so it would be good to have a whole school approach of implementing AI tools over time and doing proper training to do so. The school would also have to ensure that whatever tools they decide to use, that they ensure it works in accordance with their GDPR policy. Teachers also need to make sure they get the right balance so as not to become over-reliant on the use of technology, making sure what is being used is effective and benefitting the children’s learning – I think watching the video about China’s use of AI was interesting and showed how they have started to go too far at times without evidence backing up what they are doing and also creating extra pressure for the students.
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I agree with Jennifer that its really important to use AI tools as part of a balanced curriculum and that teachers don’t get too over reliant in it. In an age where children are too engrossed in technology, it wouldn’t be ideal having them using AI and technology all the time. However, balancing it with book/copy work and hands on activities for maths would keep them engaged and enjoy their learning
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I totally agree with your points. Minecraft Education is fantastic for involving students in innovative ways, and Immersive Reader is a fantastic tool for diverse classrooms. It would undoubtedly be simpler to use these tools effectively with a whole-school strategy and the right training. GDPR and balance are also crucial, the main goal is to use technology in ways that actually enhance learning.
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I agree that there is a place for AI tools and technology in our classrooms, but it needs to be balanced with personal, engaging, hands-on lessons and interactions between teachers and the children. It’s worrying to see how far technology has taken hold in education in China after looking at the video in the last slide.
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Through engagement with this module a couple of the mentioned documents regarding the use of AI grabbed my attention. The STEM Education Policy Statement, 2017 – 2026, and The National AI Strategy – Here For Good, would be useful to understand the national and educational position before considering AI platforms and tools in the primary or secondary school environment.
In the primary mainstream Special Education setting the use of Immersive Reader in withdrawn one-to-one or small group settings is proving to be highly beneficial. The platform can be tailored to meet individual needs and work at the instructional reading level of the student. It can also be used to prepare a child for a piece of text at the whole class level, so that said student can engage with the reading, discussion and responsive activities.
I would be interested in learning about Minecraft for Education as it is a favourite topic of conversation among students. I must admit I always feel daunted when they speak about it – the kids seem so knowledgeable and I feel I will never get to their level of understanding!! It would certainly motivate the children to engage and have ownership of their responses and creations. The fact they would be teaching the teacher would be a fantastic encouragement for them too! -
There was a lot of content and examples from around the world of how AI can transform teaching and learning experiences in this module. I enjoyed the video examples. I believe AI will be useful and beneficial for creating alternative active hands-on tasks and games in Maths and Language lessons.
In language lessons I can see how the ‘immersive reader’ will be extremely useful and supportive for children with dyslexia. I have never used it before but it will be something I can discuss using in collaboration with the Special Education Teacher assigned to my class.
Seeing how the different countries have been utilising AI in educational settings showed me the importance of developing a whole school approach and policy collaboratively with staff. This would be a good opportunity for any members of staff interested in AI to show and develop their leadership skills within a school setting. It’s good to see the Department has some documents already to help guide teachers. -
I think AI has hugely transformative potential both for the teacher and learner. In todays classroom, differentiation is essential. AI provides teachers with the tools to plan effectively for each individual student. The teacher will save time and energy through using AI in their lesson planning and preparation, while students benefit as material is at their level and tailored to their need. AI allows teachers to modernise the curriculum and allows for endless opportunities and excitement in the classroom.
The minecraft education program and immersive reader were two tools that i will be henceforth using in my classroom. Minecraft education acts as an intrinsic motivator, drawing on students interests while building their problem solving and critical skills in subjects such as science, maths and history.
The Immersive Reader is a great literacy tool and confidence builder for struggling readers. The change of font/ spacing, and voice features would be beneficial both in-class and at home. I also like the idea of using AI as an assessment tool. It can generate topic specific questions quickly and efficiently and inform teachers planning. I am very new to AI and at times it can be daunting. Change can be daunting. A challenge I would find is the lack of screens or devices to use AI amongst my students. It is also vital to work alongside and be mindful Data Protection and GDPR policy in schools. -
Based on what I’ve learned in this module, I believe AI has real potential to transform teaching and learning in my junior multi-grade classroom by supporting personalised, engaging, and inclusive experiences. For example, speech recognition tools could help children practise Irish oral language skills, offering instant, low-pressure feedback. AI-powered reading apps can also adapt to a child’s level—reading aloud, highlighting words, and tracking progress.
Another benefit is how AI could assist with differentiation. In my busy classroom, AI tools could provide extra phonics support for some pupils while challenging others with early comprehension tasks.
However, challenges remain. Young children need hands-on, social learning, so screen time must be limited and purposeful. Teachers also need to understand how AI tools work to ensure data privacy and that the technology supports rather than replaces good teaching.
Overall, AI has the potential to enhance learning and reduce teacher workload—but it must be used thoughtfully and developmentally in a junior room setting. -
Only from doing the course do I realise how many AI tools that we are already using in our school without realising that they are AI tools. We use google classroom for surveys with staff, pupils and parents. It has been particularly useful this year in gathering and interpreting data for the Bí Cinealta flag and with a survey about Maths for our DEIS/SSE plans. We are also fortunate in our school to have excellent IT facilities allowing us to get involved in lots of exciting projects including Dreamspace and Minecraft Education.
Going forward I plan to use the Immersive Reader, I must admit I have never heard of it before but I can easily envisage its many benefits in our school where we have all levels of literacy. I especially like its ability to test fluency with more competent readers.
The greatest challenge I see is GDPR and protecting the children’s privacy.
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We are really not making the most out of AI in my school! This course is showing me many tools and benefits, I was particularly impressed by immersive reader which can reads texts aloud and translate ! This is amazing differentiation and can support students massively in my class. I had no idea that there was an AI national strategy either and I found this very interesting. I liked how AI can really better the learning for students but also help teachers in their work.
I will also be looking into using both flipgrid and minecraft for education in my classroom next year.I would use flipgrid for language learning. I was also use it for formative assessment in the way that i can gauge student understanding based on their responses, i could therefore use it to identify the students who made need additional help. I like the way it provides differentiated feedback.
I like minecraft for education as this game based learning platform can engage the students by bringing abstract concepts to life!
Some challenges that I may face include data privacy and security , the teacher training and ensuring that we don’t become over reliant on it!
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There have been a lot of useful ideas in this module to help with teaching and learning in the classroom. When used correctly it can make lessons more engaging and personalised for the students. Minecarft education is an excellent tool to engage students – they’re learning and collaborating in a fun way that doesn’t seem like ‘work’.
The immersive reader is very practical and easy to use and I will definitely be using this as a support for reading for those kids that need extra support. The fact it can translate will also help with the EAL students.
I was also be looking into the Dreamspace project too which looks great. It seems to have a good structured approach and would be great for new ideas for STEM,
A challenge will be having enough devices for students, and having them charged and working properly.
I’m looking forward to using some of the tools recommended on here which I am learning about for the first time.
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Based on what you have learned in this module, how do you think AI can transform the teaching and learning experience in your classroom? Provide specific examples and potential benefits and discuss any challenges you might face in implementing AI tools. Post a reflective piece (150 words min) to this Module forum as a Reply to this post.
From my reading of module two, It is clear that AI can tranform teaching and learning experiences in my classroom. I like the idea of using Mathia to create programmes that are differentiated for each child and progress is easily monitored, This would be great for assessment at the end of a topic. I am also going to use Immersive Reader, being in a DEIS Band 1 school, we have many struggling readers, this tool would be great to use during literacy stations where you have a group working independently and the teacher could then work with the struggling readers using Immersive Reader. This would engage the children easier than books as it is a different form of reading to books. Further to this, our school has started using Khan Academy for generating assessments on Ipads. This is great because it improves engagement and allows the teacher to give assessments based on a child’s individual ability. The challenges you would face is the cost of the Ipads and the AI programmes. These can be expensive to buy but also you have the expense and time it takes to train up teachers in using this software.
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One specific challenge I face in my classroom is meeting the wide range of learning needs within a single lesson. Some students understand things quickly and require extra work, but others require additional support or a completely different approach. It can be challenging to meet everyone’s needs while keeping the entire class engaged. After learning more in this module, I can see how AI tools could really help with differentiation. For example, adaptive learning platforms could adjust tasks in real time based on how each pupil is doing, helping to keep them working at their own level without feeling left behind or unchallenged. AI could also support pupils with additional needs—for example, offering simplified explanations or reading support using voice tools. One potential challenge is making sure these tools are used fairly and don’t widen the digital divide. We’d need proper access to devices, training, and ongoing support to make it work well. But overall, I think AI could help create a more inclusive and responsive classroom environments.
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Hi Brendan,
Welcome to the course.You’ve identified a challenge that all us teachers face ,trying to meet a wide range of learning needs in a single lesson whilst at the same time keeping everyone engaged and certainly as outlined GenAI can hellp here.
I particularly like how you’ve highlighted the potential of adaptive platforms and voice tools to support learners at different levels, especially those with additional needs. Also your point about the digital divide is well made, access and equity are mission critical if we want these tools to work for everyone.
One suggestion around differentian and inclusion could be to explore tools like Microsoft’s Reading Progress or Immersive Reader (if your school uses Microsoft 365). They’re great examples of how AI can support personalised learning and accessibility. And all is not lost if your’re not teaching in a 365 school. Microsoft’s standalone Reading Coach app is a completely free & extremely powerful literacy tool.
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<p style=”text-align: left;”>I too have a wide range of needs in my classroom and having something like Immersive reader would even help read out Maths problems for children who struggle with the reading but are able for the Maths. Also agree with using it for assessment and differentiation, great timesaver.</p>
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I agree Brendan — differentiation can be a real challenge. I am looking forward to seeing how AI can help with differentiation in my own 5th class in September. For example, students who struggle with reading can use Immersive Reader to access a history text an in Maths kids can work ahead using Mathia for advanced maths practice. It really will help both stay engaged and learning at their own level.
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Looking ahead, I believe AI tools like Immersive Reader and MASH Plus can have a powerful impact on both teaching and learning in my classroom. Immersive Reader offers great support for children who may struggle with reading by allowing them to personalise how they access text—changing font size, spacing, colours, or even having it read aloud. I had a child last year with visual difficulties, and being able to adapt the background colour would have made a huge difference to him. On a practical level, AI can also ease the teacher’s workload. It can help with creating lesson plans, adapting materials for different learning levels, and even handling admin tasks like report writing or drafting emails. This means more time spent actually teaching and supporting children. While I know there may be a learning curve in using some tools effectively, I’m excited to explore their benefits and integrate them into my teaching in the year ahead.
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A very interesting module. The platforms of Squirrel and Carnegie look very interesting, maybe one day they’ll be free for us to try!
I like the idea of using Minecraft education, it’s one the children are already interested in so would be engaging and fun for them.
Immersive reader would be very helpful in helping children read at their level, my classroom is multi grade with a majority of EAL so would allow for more independent work, providing we actually had enough iPads for all!.
My main take away however is how I can use AI in my planning and sourcing resources and material. I found the Maths plan useful in that I always know what I want to teach but AI will help me focus my objectives and give ideas for differentiation. I have also used in in my teaching of features of poetry, using the prompt -write me a poem full of similes/metaphors.
As for the challenges, access to equipment in most Irish schools will hinder really getting to use AI as well as being aware of GDPR guidelines. We need to be more and more aware of safety online.
Regarding the video on the use of AI in China… Terrifying!! I nearly expexted the headband to give a little electric shock if it sensed a child not paying attention. We as teachers need to watch the children ourselves, there’s a lot more to school than academics. We are the ones with the children everyday and we know their faces, their moods, when something is bothering them… Looking at a screen to see who’s working takes all that away. Please God we never see it.
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Hi Michelle,
Welcome to the course. t’s good to hear you found the module interesting, and I agree, Squirrel and Carnegie look like exciting platforms. If and when they become freely available, well that’s whole other ball of wax as increasingly premium AI tools are only available through paid subscritions with ‘Lite’ versions available free of charge. This is certainly the case with the big players in the GenAI space like, Chat GPT, Copilot and Gemini.
Minecraft Education (And gamification in general) are great for getting pupils engaged, as you’ve mooted, when they are already familiar and enthusiastic about something, it makes learning feel more natural and fun. And your point about Immersive Reader is well made. In a multi-grade classroom with lots of EAL learners, having tools that support independent reading is a big help.
You’ve also raised important concerns around the lack of devices and GDPR, these are real barriers we need to be minful of. And again, I agree, the video from China is frigtening. Technology should support us, not replace the human connection we have with our pupils.
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One of the biggest challenges I face in my classroom is meeting the wide variety of learning needs while staying creative and keeping up with everything else teachers juggle daily. Differentiation takes time—something I never seem to have enough of. Between supporting EAL learners, mixed abilities, and planning engaging lessons, I often feel stretched thin.
After completing this module, I started to see how AI could support me—not as a shortcut, but as a partner. Imagine being able to create reading texts or vocabulary tasks instantly, adjusted to different ability levels. Or using AI to generate comprehension questions, visual aids, or lesson outlines in seconds. Even having an AI summarise student writing or offer quick feedback could help me focus more on the children themselves.
But I do worry. Will I become too reliant? Will it take away from my own creativity or instincts? Also, time to learn these tools is hard to find. But if used mindfully, AI could give back what we miss most—time to connect, time to reflect, and time to truly teach.
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Based on this module, AI promises to significantly transform my classroom’s teaching and learning. Foremost, personalisation and differentiation will be revolutionised. Adaptive platforms, like Khan Academy, could offer each pupil tailored learning paths and real-time feedback on numeracy or literacy, allowing them to progress at their own pace. Tools such as Immersive Reader will boost accessibility, supporting diverse learning needs directly.
For me, AI offers huge efficiency gains. Generating differentiated materials, crafting quick quizzes, or drafting lesson plans can be streamlined, freeing time for higher-order teaching and direct pupil interaction.
Challenges remain, however. Ensuring equitable access for all pupils, along with providing comprehensive teacher CPD to prevent overwhelm, are critical. Navigating ethical considerations like data privacy and maintaining the essential human element in education also demands careful planning. Despite these hurdles, AI’s potential for a more personalised, efficient, and inclusive learning environment is genuinely exciting.
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I work in an ASD class so providing personal and differentiated learning experiences is part and parcel of my job everyday. I am also mindful that my students learn in diverse and varied ways. Finding different ways to engage them in learning can be challenging. I have found that using their particular areas of interest is helpful when I want to make a lesson meaningful and relevant.
A number of my students are avid followers of Minecraft and I have already created Minecraft texts for reading using Chat GPT. I will now use Gemini or Copilot to create texts, giving more detailed prompts, such as asking them to use the first 10 Dolch words. I will also explore Minecraft Education Edition. I will generate quizzes using Google forms.
I did not know about Immersive Reader and I will definitely try this out with a struggling reader in my class.
Like other contributors to this forum, I was horrified to see how AI has been used to monitor and train the unfortunate students in China. I don’t think I could use the verb teach when describing this awful scenario!-
Hi Mairead,
Welcome to the course. As you’ve outlined, using students’ interests like Minecraft to build literacy and engagement is great idea, particularly in anin an ASD class where personalisation is key as you’ve said.
Exploring tools like Gemini, Copilot, and Immersive Reader adds even more flexibility. As I’ve said previously on this forum, in addition to Immersive Reader you could try out some of Microsoft’s superb Learning Accelerators Microsoft’s Reading Progress for instance, especially, if your school uses Microsoft 365) It’s a great examples of how AI can support personalised learning and accessibility. However, all is not lost if your’re not using M365 . Microsoft’s standalone Reading Coach app is a completely free and powerful literacy tool.
Finally, I agree, that example from China is deeply troubling. Real learning should empower, not control.
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I found many elements of the Chinese video clip disturbing. This technology strips kids of their individuality, expression and takes away from their soul, imagine getting into trouble from your parents because the AI caught you yawning multiple times throughout the day? What if the teachers lesson plan was boring or uninteresting, the kid is made to suffer if they’re not interested? What if the student is more artistically inclined and gets more excited when doing art instead of mathematics? This tech forces them not to have a natural interest for certain subjects vs others. The worst part is the fact that the results are published for all parents to see. How does this not cause discrimination? Parents could encourage their children not to hang out or play with kids who are consistently viewed as being distracted.
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As an SET, I liked seeing the possibilities of Immersive Reader, particularly for struggling readers. It is easy to use and allows teachers to modify what text is assigned to the child, which can make it more interesting to them, encouraging them to read. Often parents ask how to support their child at home and this would be a very useful and practical tool to use at home also.
I’m very new to AI so seeing the maths lesson plan being generated so quickly and accurately by Gemini, Co-Pilot and ChatGPT was very interesting. I can see how this will be a useful resource for planning lessons and also for assessing the lessons – there was a follow up prompt on Co-Pilot asking if something needed to be explained in more detail or if a warm up activity was needed, which shows their endless possibilities.
I particularly liked the Minecraft Education platform and could see this being an engaging tool in classrooms, once they are equipped with enough devices and proper Wi-Fi, something that is still an ongoing issue in a lot of schools. -
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AI has the potential to transform the teaching and learning experience in profound ways, making education more personalised, inclusive, and efficient. Tools like Century offer tailored learning pathways that adapt to each student’s strengths and areas for improvement. By analysing real-time data, Century helps teachers identify knowledge gaps and intervene early, ensuring no student falls behind. In my classroom, this could allow for differentiated instruction, where students work at their own pace while I focus on targeted support.
Immersive Reader, another powerful AI tool, enhances accessibility for students with reading difficulties or language barriers. It can read text aloud, break down syllables, and translate content—benefits that would support EAL students and those with dyslexia.
Azure’s AI services, such as speech-to-text or language understanding tools, can assist in automating tasks like grading or feedback, saving teachers time and increasing instructional quality.
However, challenges include equitable access to technology, data privacy concerns, and the need for teacher training. Ensuring all students have devices and internet access is essential, and educators must be equipped to use these tools effectively. Despite these hurdles, the thoughtful integration of AI can create a more engaging, responsive, and inclusive classroom environment.
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I thought Module 2 was very interesting. It neatly summed up the journey schools are on with AI so far. I totally agree with efficiency and productivity. As a multi grade teacher, it affords me so much extra time on other areas of teaching and learning. Many of the apps mentioned here are such a clear examples of that, especially in terms of differentiation and targeting shortfalls in learning through data. Tasks that used to be time-consuming are now much quicker, which gives teachers the chance to offer more personalised learning and respond to students’ needs in real time. That kind of instant feedback is very helpful when it comes to adjusting the content in a classroom with children from 3rd-6th. I was also unfamiliar with Immersive Reader. It seems like such a brilliant and accessible tool for students who struggle with reading or need extra support. It’s a perfect example of how AI can be made accessible and genuinely helpful in the classroom.
The video about AI use in China definitely raised some important questions. It really drives home how essential ongoing training and CPD are for all staff. With so many AI tools out there, it’s easy to see how teachers could feel overwhelmed without the right guidance. Module 2 does a great job of showing how powerful AI can be when it’s used thoughtfully and responsibly.
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I think AI could be very benefical. I was interested in doing this course to see what benefit it would be to my teaching – eg alleviate the workload, creating better resources to guide lessons and maybe helping with assessment. I found the videos using Gemini, Copilot and Chatgpt very interesting and how they compared – though 2 of the videos would not play to the end for me!
On the other hand, I worry about the overexposure of young children to technology, our overreliance on screens and the affect that this is have on children’s attention span. I do not think that technology is a good replacement for physical manipulatives for young children. I would be wary of using Mathia, Squirrel, Century or Azure in my classroom. While I can see the benefit of this individualised approach, it lacks the social interaction that is so important in school. There is also the cost associated with these programmes and the fact they are not created for the Irish curriculum. The video about minecraft was interesting but I don’t think it is something I would like to encourage in my classroom as it would be putting pressure on parents to have access to these games at home. I have primary-age children and we, as parents, have made the decision not to give out children devices. If their school was encouraging the use of minecraft then it would make our position a lot more difficult. Also I have read recently of a number of lawsuits that have been taken against the creators of minecraft due to “intentionally designing their game to hook young users. These lawsuits highlight links to gaming addiction, depression, and other mental health.”
I would be interested in trying immersive reader, flipgrid and Dreamspace TV.-
I agree that over exposure to screens is not healthy for children especially at a young age. The video on AI in China was quite scary and extreme. I have used Minecraft education in class and found the children loved using it , whether building the GPO or Trenches for WW1 , they had a blast and taught each other.
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AI has the potential to enhance the teaching and learning experience in my 5th class classroom by making education more engaging, personalised, and efficient. For example, AI-powered tools like adaptive learning platforms (e.g., Century Tech or Squirrel AI) can tailor content to each student’s pace and ability, helping struggling learners catch up while challenging advanced students. Language models can assist with creative writing prompts, grammar correction, or even generating Gaeilge vocabulary games, making lessons more interactive and fun.
AI can also support you as a teacher by automating time-consuming tasks such as grading quizzes, analysing student performance data, and generating differentiated lesson plans. Tools like speech-to-text and immersive Reader can help students with learning difficulties participate more fully, while AI-generated visuals or simulations can bring abstract concepts to life in subjects like science or history.
However, challenges include access to devices and internet, maintaining data privacy, and avoiding over-reliance on technology. Professional development and clear guidelines will be essential to integrate AI meaningfully.
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Hi Lisa,
Welcome to the course. You’ve detailed a range of ways GenAI could support teaching, learning and assessment in your 5th class, from adaptive platforms that personalise content, to tools that assist with accessibility and creativity. These examples show how AI can help meet diverse learning needs, while also easing some of the workload for teachers.
Your point about challenges is well made. Access to devices and the internet, data privacy, GDPR, the list goes on and it reinforces the need for clear guidelines and, as I’ve mentioned across these fora, ongoing and relevant professional development in this space.
You’ve also highlighted how tools like speech-to-text and Immersive Reader can support struggling learners. To build on this, you could design a lesson where pupils use an AI tool to generate visual explanations of a science concept they find challenging. Pairing this with speech-to-text for written reflections could make the activity more accessible and engaging, while also supporting literacy and comprehension, and accommodating diverse needs.
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We already use AI to some degree in our school. Platforms like Aladdin for attendance, communication with parents and fellow colleagues; Google classroom to showcase and grade student work, the Drumcondra tests are online and it saves so much time – not having to grade or correct plus the insights are instant. Google forms and mentimeter for pupil and teacher surveys
The kids themselves have used the AI aspects of Canva, Kahoot! and Splashlearn and I’ve used chatgpt for planning lessons, rewording reports; other AI tools for creating backdrops for Christmas plays and concerts and quizziz for assessments on certain topics. We’ve also engaged with Dreamspace over the last few years.
There are so many ways to use it and it definitely has the potential to save a certain amount of time for sure, cut down on administration and increase productivity and efficiency. I agree it needs to be taken on a little at a time and I love the fact that it is UDL and therefore inclusive by nature – unless of course there’s inbuilt bias which is something to look out for. The part that most excites me is use of ‘all you can eat’ platforms like Century AI, Squirrel AI and Knewton where the learning is tailored to the needs of the children, content is created for them, they can work at their own pace and any possible issues are highlighted and recommendations made. These are obviously global platforms and I am not sure how they align with the EU regulations around AI as yet but it would be good to know what platforms like these are/could be verified for use in Irish schools so we could get going!In my classroom for now, I’m definitely going to work on digital literacy including checking sources, creating prompts, teachable machine looks great, I also like the look of Napkin that comes up with visuals for all kinds of text.
Microsoft reader is very impressive when you are using the microsoft suite but while its free, in my experience I’ve had to find work arounds when using google docs and slides – which is a pity. Those who have Assistive tech packages, that include MS Office in the Reading Unit find it really good however. We availed of the free minecraft in schools a few years ago but unfortunately our chromebooks were not powerful enough to run it so we couldn’t use it which was so disappointing. We are a big school of over 800 pupils so licences are costly too.
As I’m going through this course, I’m thinking about how AI can really help level the playing field for kids with numeracy and/or literacy struggles…. Even something as simple as asking AI to outline the steps you should take to solve a problem and then asking it to create other problems to practice using those steps or simplifying/clarifying texts; creating ways to help them remember tables or spellings etc….This is an area I’m definitely going to work on.The chinese use of AI in schools is an eye-opener! What is that headset actually measuring? Humans are not machines built for specific input and output – our minds naturally wander and make all kinds of connections as we learn and while I’d love my kids to focus on every word I say – I’m not the ‘Be all and End all’. Where’s the room for learning from one another? For imagination and creativity? It’s all so clinical and controlled not to mention the repercussions for mental health! I guess this demonstrates that the biggest challenge for all of us going forward will be finding Balance. Balance between real human experience and AI such that it enhances wellbeing and cognitive ability by facilitating learning in lots of ways, rather than a tool to push scores higher and higher. We are obsessed with analysis of everything to do with humans nowadays to the point where it is too easy to pigeon-hole in a world where a much broader education is crucial. Finding the balance between moving forward with the necessary caution but at the necessary speed will also be a challenge- teachers can be agile but its not as straight forward for government departments.
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Wow Deirdre, it sounds like you’re already very comfortable with using AI in the classroom. I’ve actually taken a few ideas from your reply that I’ll use myself in the future (using AI tools to create backdrops for Christmas plays, Splashlearn which I’ve just dabbled in before replying to your answer and Canva). I agree with you with regard to the use of AI in Chinese schools. While I found that video intriguing in one sense, I found it very unsettling in another. There has to be a time that a child’s mind can wander. They’d get burnt out very quickly if they were expected to ‘be on’ and focused all the time. Also, the video highlighted that the software was very sensitive and may not provide accurate feedback. Ultimately, I think this is taking the use of AI to a level that is not really productive for pupils, teachers or parents. Imagination and creativity would be completely stifled if this technology was in place.
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Hi Deirdre, I never thought of Aladdin as a form of AI but you’re right, it does a lot of the heavy lifting for us calculating the scores for Drumcondra, Sigma -T tests and also with attendance patterns.
I hope the department will develop a sanctioned AI programme we can use in schools that will cater to the individuality of each learner, Squirrel and Carnegie look very interesting but probably expensive to sign up to I imagine.
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This module has provided an extensive list of resources to choose from to enhance teaching and learning in the classroom. While I was aware of some of them, I had never actually used them and I’ve spent some time today experimenting with them. The tool I’m most looking forward to using is Google Forms. After creating a ‘test’ form, I realise just how quick and easy it will be to use this as a form of assessment in my class. Not only that, it’ll be more time efficient for the children too. Instead of getting them to write out answers to questions based on a topic, it’ll be so much quicker for them to click a multiple choice answer or quickly type an answer into their chromebooks.
The ‘immersive reader’ tool looks very impressive too but I don’t have it on my version of Microsoft Word. I think mine is too old (Word 2013).
I enjoyed learning about the global a.i. applications but when I looked into them further, not all of them are accessible to us here in Ireland either because of our position geographically (e.g. Carnegie looked for a US address), or because the fees are too expensive (e.g. Century starts at £910). -
After going through this module, I can really see how AI could shake things up in a positive way. Tools like Microsoft’s Immersive Reader would be brilliant for supporting students with different learning needs. For example, if you’ve a child with dyslexia or an EAL (English as an Additional Language) learner, Immersive Reader can read out the text, break it into syllables, and even translate it into their home language. I’ve seen it used with a 5th class pupil who struggled with reading comprehension—it gave them the confidence to work independently and begin to enjoy reading.
Minecraft Education Edition is another game-changer especially as a lot of the children are already very familiar with it as an application when using it at home. I can imagine teaching local history by getting students to recreate a ringfort or a famine village in Minecraft. Or using it in SESE to explore biodiversity by building ecosystems and seeing how changes affect the environment. It’s hands-on, creative, and students I’m sure would be much more engaged with the lesson content.
Of course, there are challenges—like making sure all students have access to devices and that teachers feel confident using the tech. But with the right support and training, I think AI tools can make learning more inclusive, fun, and meaningful.
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My few take-aways from this module that I will use in my teaching are:
Immersive Reader- I have never used it but it is such a fantastic tool that I cant wait to get going with it in September, I feel like the children will love it and it will help them so much.
Kahoot was my only go to foe quizzes- but now i will use MS Forms and Google Forms to create my own which will form a big part of my assessment and its assessment that children love.
And I hope that we never go as far as China have- those poor children, they are not robots, they are kids, a very hard watch. -
I do believe that AI can be used to great benefit in the primary classroom. I have used it in a small way already with some success. It can be used as a tool to help teachers with their preparation, planning and assessments. One area where I have used it to good effect is to provide differentiated reading passages for pupils in the the classroom. Passages can be made more challenging for more able pupils using AI tools. Texts can also be made more accessible for some pupils by reducing the reading level, adding vocabulary lists to help with understanding or making assessment more suitable to the pupils level. This allows the class to read about the same topic or piece of fiction but at a level suitable to them. It also allows for more rich classroom discussions about the topic as everyone can contribute. I have also used Google Forms in the past for simple classroom assessments. With the advent of Gemini these assessments can now be generated using AI in Google Classroom. They still need teacher input to ensure that they are at the correct level and are accurate for pupils.
I did find the Chinese video at the end of the module unsettling. I feel it showcased an example or where the use of AI has gone too far in an education setting. It’s use in that way is not something I would like to see used in an Irish classroom. There are data and ethical implications about using AI in this way without proper and rigorous research.
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Hi Gerard,
I agree with you about the ethical implications of using AI without proper research.
I also found the video at the end of the module unsettling. As the neuroscientist who was asked about the headbands pointed out, EEG is a complex technology that cannot be just be rolled out in classrooms to measure children’s attention levels.
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AI can most certainly transform the teaching and learning experience in the classroom in a positive way. I use google forms quite often for surveys as part of SSE which is extremely efficient and beneficial. It is a wonderful way of getting feedback from all members of the community in an efficient manner saving you time. Module 2 introduced me to the Immersive Reader which I think is an extremely beneficial tool for pupils experiencing difficulty with reading. I love the fact that you can change the background colour, break the words into syllables and the audio reader. Minecraft Education allows pupils the opportunity to problem solving and I have no doubt that it would motivate the pupils. AI can be used for administrative work and preparation for teaching and learning therefore allowing teachers the opportunity to spend more time teachi9ng and supporting pupils. I did find the use of AI in China quite unsettling and feel it is extremely important for teachers to receive CPD regarding AI and for the use of AI to be monitored.
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I’m very familiar with Microsoft Word but I hadn’t come across immersive reader before, It looks like it would be an excellent tool to support reading next year. In our DEIS band 1 school we have many children who are reading at a significantly lower level and I think this tool would really help them feel more independent at completing tasks.
Google Forms looks great for giving quizzes and doing assessments, up to now I’ve been using Kahoot which the children love but I will try out Forms next year. I also know that Minecraft Education would be very popular in my school and would support problem solving skills and could even be used with SESE topics. I will definitely looks into this further and try to implement it next year in learning support.
I was both fascinated and horrified by the video about how AI is being used in school in China. I understand this is only being piloted there but I really hope the future of education does not look like this. The poor children, the headbands don’t take into account if the child is not paying attention because they are tired, sick, difficulties at home or other worries going on. I think as teachers we all know the children in our class so well, we don’t need AI to tell us if they are not concentrating or absorbing the information. I feel AI would be better used in helping children who do find it hard to concentrate to engage in the lesson.
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I found it interesting and reassuring to see that there was an AI national strategy as this is something that we must embrace and embed in our curriculum. I feel that it will work well with the STEM new curriculum and the digital learning strategy. This module was eye opening for me as I was aware and had used Chat GBT, but it was interesting to see Gemini and CoPilot and have effective they also were at planning lessons. Like others I found Minecraft Education excellent as so many pupils are already engaged with this. Although I didn’t use AI when I worked in the UK I used learning response systems which gave immediate feedback and worked similarly to websites such as century. I found century (along with Carnegie, squirrel and knewton) so interesting. These websites offer personalised learning journeys with support to improve outcomes. However these cost money and could not be used as a solution to improve learning but in conjunction with.
Similar to others I was shocked at the lengths at which China have gone to pioneer AI and ensure that students are listening, not yawning and on track. It is scary how some places can use AI to the detriment of some learners in their quest to be the best.
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Based on what you have learned in this module, how do you think AI can transform the teaching and learning experience in your classroom? Provide specific examples and potential benefits and discuss any challenges you might face in implementing AI tools.
I would have been wary of using AI in the classroom before engaging in this course . I suppose it is because of lack of knowledge and being lead through small steps that I can integrate it into my planning , teaching and assessment .I can see huge benefits it has assisting the preparation of lessons and suggestions that would make the lessons more engaging and fun lessons .
I could see how I would use it to make individual worksheets and activities in phonics and reading comprehension work . I will engage more with Immersive Reader and making more personalised learning for all readers both the struggling child and the more capable reader. I will also be trying to make assessments of work covered like quizzes etc.
I also enjoyed learning about MathaiX and the tailored maths support given by it .I will also look into The Khan academyI also will engage with the RTE Dream Space lessons and see where these will take me in teaching in the classroom .The challenge for me will be to engage with something new and use it to support my teaching and children’s learning .
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AI has the potential to transform the teaching and learning experience in a 5th class primary classroom from my personal experience by personalising education, increasing engagement, and supporting differentiated instruction. For example, AI-powered platforms like adaptive learning apps can tailor maths or reading content to each student’s ability, offering challenges to advanced learners and reinforcement to those who need more practice. Tools I found useful this year include speech-to-text or text-to-speech can help students with learning difficulties such as dyslexia, making lessons more inclusive. I emailed the book companies, and they sent me PDF copies of the books on our book list, which worked very well using Immersive Reader.
As a teacher, AI can reduce administrative tasks by assisting with analysing student progress to identify learning gaps. AI tutors like chatbots can offer real-time support or answer questions during homework, helping students outside the classroom.
However, challenges exist. I still face a steep learning curve in understanding and integrating AI tools. There are also concerns around data privacy and ensuring equal access to technology for all students. Despite these issues, with proper training and safeguards, AI can become a powerful ally in fostering a dynamic and supportive learning environment if used correctly.
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Catherine, that is a great idea to email the book companies for pdfs and fair play to them for sending them on. I never would have thought to do that, I will now! I am really interested in using the Immersive Reader going forward. Thanks for sharing this idea as I feel this will help include children with reading difficulties in class novels/readers etc. Thanks
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I would agree with you Catherine. I was quite apprehensive about incorporating Gen AI platforms into my lessons also as I wasn’t equipped with the IT skills to use it appropriately to teach to my class. Yes, challenges do exist and yes data protection /GDPR is an issue however with proper staff training and safeguards within our school environment, AI can become a powerful digital tool in enhancing and supportive a positive learning environment for all.
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As a SEN teacher, the Immersive Reader Programme and the Microsoft Learning Tools caught my attention. I only wish I knew about them sooner. I’ve been working with a number of children with profound difficulties in literacy over the past two years and one child in particular came to the forefront of my mind whilst learning about these tools. Last year I hired a C-Pen from the library for child X to use. Although initially enthralled with the C-Pen, he grew frustrated using it, the pronunciation wasn’t always very accurate and he would often have to re-trace the sentences. With child X in mind, the line focus, page colour and read aloud tools available in Immersive Reader would have made lessons so much more accessible to him. Obviously, not all lesson content is on Word/the web so it doesn’t solve the issue entirely. However, for example, he could have completed research tasks independently and to a standard that represents his intellect rather than his literacy skills on the Chromebook with the named programmes. This would have worked wonders for his confidence in school. The Immersive reader programme and/or Microsoft learning tools are accessible tools that I intend to use with children with similar needs going forward.
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Hi Sinéad. I too had specific SEN pupils in mind when looking at this technology. There are so many issues of difficulty and frustrations for them, it’s great to find something that they might find useful, especially when some children are entitled to use assistive technology as part of their IEPs.
I look forward to learning more on the job with my SEN pupils in September!
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By integrating AI tools into my teaching , it will further enhance the children’s learning experience through fun and engaging ways . It offers differentiated support and a variety of tailor made programmes which caters for all levels of ability in both literacy and numeracy. These AI platforms will compliment the objectives set out in the new Maths , STEM and PLC curriculum.
I am especially looking forward to delving into Immersive Reader with my class . It looks like a fantastic tool and will help support struggling readers (with dyslexia) . I like the fact that it can generate visual explanations and will aid understanding through visual representation .
My class would absolutely love Minecraft Education . It appeals to all learners, it’s visually attractive , interactive and is a super tool for developing the students creative imagination , maths , STEM and engineering skills while also enhancing their analytical skills.
We have been using Goggle forms when drafting school questionnaires to gather both staff and parents feedback as part of drafting new school policies ( Bí Cíneálta). It’s very user friendly and an ideal way of collating data. I also intend to use Google Forms in September to formulate multiple choice questions/quizzes as part of my own class assessment profile.
I used Read theory and SplashLearn as part of my teaching last year . The children in my class enjoyed the variety of lessons and as a result were fully engaged . Passages can be tailored to suit each child’s attainment level both in literacy and numeracy. In summary, AI powered platforms are ideal to use as they offer challenges to advanced learners and consolidate the learning for students who need extra practice in a given area. It is also very useful to track a child’s progress and see them making strides over time through digital interventions .
I found the use of AI in China far too advanced particularly for children in a primary school setting . There needs to be balance of when AI is incorporated during the school day rather than being solely dependent on it. It poses a lot of challenges and as result may affect a child’s overall performance at school impacting their well-being .
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I definitely think AI can transform the teaching and learning experience in my Special Education setting. I wasn’t aware of Immersive Reader before, yet I see that it has many applications, e.g. children with Speech & Learning Difficulties can have their own work read out in class. Pages can be adapted for children with dyslexia and children whose first language is not English could learn how to pronounce unfamiliar words. It look like texts could be copied and pasted onto the page, then the story could be read for the learner. There are many possibilities.
There are challenges in using AI tools in the school setting. We should make sure that children cannot be identified , as many of the applications seem to be learning from us as much as we are learning from them. Also, many of our pupils have access to their own technology at home and we should show them how to protect themselves online.
I’m not sure that I would welcome so much monitoring of pupils to the extent that it is done in China. How do the struggling children cope? Why are all children’s results shared with parents? It reminded me of the old “bata scór” in Irish classrooms of long ago.
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Hi Naomi,
Welcome to the course! It’s good to hear how you see AI-powered tools like Immersive Reader enhancing access and engagement in your SET classroom. As you’ve outlined, Immersive Reader has multiple uses, supporting learners with speech and language difficulties, dyslexia, and indeed EAL.
You’ve also raised valid concerns around data privacy and pupil safety. These are important considerations, especially as AI tools evolve. Promoting digital literacy and online safety is mission critical, particularly for pupils using technology at home. For that digital literacy piece, start small, a simple approach is to get your pupils to regularly collaborate in class, writing prompts and then analysing outputs for bias and/or accuracy. Also comparing multiple AI responses to the same question to highlight variability and perspective.
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AI has the potential to greatly enhance teaching and learning by providing more tailored and learner specific learning experiences.
Tools like Immersive Reader can support learners with varying needs by offering text-to-speech, translation, and reading comprehension features, making content more accessible for diverse learners, including those with specific learning difficulties or EAL pupils. Similiarly, Google Classroom uses AI to streamline classroom management, automate grading, and offer personalised learning pathways for students. These tools allow for real-time feedback, helping both teachers and pupils monitor progress and adjust learning strategies effectively.
The benefits of the aforementioned AI tools include increased engagement, individualized support, and greater flexibility in the learning process. However, challenges might arise in the initial implementation phase, such as training teacherss to effectively use AI tools, ensuring data privacy, and overcoming resistance to change. Additionally, there is a risk of over-reliance on technology, which might reduce face-to-face interactions and the development of critical thinking skills.
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I fully agree with the benefits you can see from using AI in the classroom. Particularly the supports it would provide teachers with to manage assesment, progress and to structure teaching and learning. Certainly it is important to consider that teachers very well may face challenges when they begin on their journey of AI use in schools. That is why i think it would be very beneficial if schools were given specific training on AI use.
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AI has many positive contributions to make to classroom life and the education system. One significant advantage of AI tools would be the ways in which they can support a teacher to target specific needs/strengths of a student or class. It appears that Century AI and Knewton are particularly effective for differentiation. Through this module I recognized how AI assists school life in the are of administration. The likes of Google forms is often used to gather and organized data. I think its important to acknowledge how AI tools are likely to be really engaging to younger generations that are living in a very technological world. Minecraft Education could be a really engaging and inclusive tool to use.
There certainly are challenges that one could face such as data privacy and ensuring the safety and privacy of the students is being considered. Teachers also need to be aware of biases that may exist within some algorithms and AI tools
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I really like the idea of using AI tools such as Gemini, Chat GPT and CoPilot to help with lesson planning. I feel these would be excellent prompts and would help even with termly and fortnightly plans helping me to spread out learning and specific learning targets and objectives. They could even be used for Support Plans and helping identify individual learning styles and goals. We lose too much time and using something like this could speed it up massively. Obviously, as we saw in the video, particular parts may need to be tweaked and edited.
I really liked the use of Dreamspace in this module. I have previously taught Minecraft and the kids loved it. I will look more into Dream Space and the particular lessons that they have. The China video scared me in that it put the children under severe pressure and whilst I think the use of AI in schools can be brilliant, that showed maybe where it went way too far,
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I would really like to make use of Immersive Reader going forward in my classroom. I really like how this is so inclusive of all levels and supports all children with the facilities to change text size, spacing, etc. and also read the text aloud to children. This is something I haven’t used before but it would be so beneficial in supporting children who are struggling with reading. I also like using Google forms and this is something we use widely across our school. It is great to make quick quizzes for revision and for homework on different topics. I use these in the Infant classroom and children choose words with the different sounds that we are learning. We also use this on a wider school level to collect survey responses of children and parents for different things such as wellbeing and Bí Cineálta. I also think the Minecraft Education Edition would be very appealing for children as a lot of children even in the younger classes love the game. It could be used across different curricular areas and for both learning and assessment.
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I agree that chat bots are a great resource with the potential to save us so much admin time, as long as they are used correctly. This is where our experience and professionalism is essential.
I too was taken back by the Chinese video, this seems an extreme side of AI in education and I don’t think this amount of pressure can be good for children, I would be worried about the social and emotional implications of such implementations of technology.
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Hi Aishling,
Totally agree with your points. I love the idea of using immersive reader in the classroom to support children who may need it. Also the use of Forms for quizzes is something which I would love to use. It can help see where children need help but also be used for homework purposes. As well as that, the Minecraft Education would be super engaging for the children.
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I really like the idea of using AI tools such as Gemini, and CoPilot to help with lesson planning. I feel these would be excellent prompts and would help even with termly and fortnightly planning. They could even be used for Support Plans and helping identify individual learning styles and goals. We lose too much time typing up plans and using something like this could speed it up massively. Obviously, as we saw in the video, particular parts may need to be tweaked and edited but to have a base to start with can be of huge benefit.
My class would absolutely love Minecraft Education . It appeals to all learners, it’s visually attractive , interactive and is a super tool for developing the students creative imagination , maths , STEM and engineering skills while also enhancing their analytical skills.
Tools I found useful this year include speech-to-text or text-to-speech can help students with learning difficulties such as dyslexia, making lessons more inclusive.-
Hi Olivia,
Welcome to the course! Thanks for highlighting some practical ways AI tools like Gemini and Copilot can support planning and reduce workload, particularly, as you noted, when it comes to short-term planning and writing pupil support plans. I completely agree that teachers are already overburdened and time-poor due to paperwork, and AI can offer a solid starting point. As is often said, it helps us “avoid the blank page,” which can save a huge amount of time.
This brings me to the importance of collaboration and peer learning at school level. One idea might be to set up informal sharing sessions or adopt a digital champions (mentoring) approach, where colleagues can share examples of how they’re using GenAI tools in their classrooms. This kind of approach can really help build confidence and enthusiasm across the school.
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Through this module I have learned of many different AI applications that I had before and I am excited to try them out.
Immersive reader:
I have worked as a SET teacher for the past three years and therefore have loads of experience working with students with Dyslexia. Immersive reader seems like an incredible resource that could help my students immensely. The challenge would be that not all students have access to a computer, in my experience only students in the bottom percentiles of Dyslexia get access to a Assistive technology. Our school does have a set of laptops and Ipads but these are shared over the whole school.
Microsoft Dreamspace TV – I am on the STEM team in school and I would love to introduce Dreamspace into our school. We have morning meetings every morning across the school, I think the weekly challenge could be integrated in this time. It would also be an amazing resource for STEM week.
CoPilot – Seeing how effective Co Pilot can be for lesson planning excites me. The ‘blank page’ problem is a thing of the past. This can save teachers so much admin time, which is always a positive in my opinion.
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Such great ideas! I’m in a special class and totally agree -Immersive Reader could be amazing, but device access is tricky. We also share iPads across the whole school, so it’s not always easy.
Dreamspace TV sounds brilliant for morning meetings! Such a fun way to bring in STEM.
And yes to CoPilot — it really helps get over that “blank page” feeling. Big time saver!
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I also agree that Immersive Reader would be an excellent resource in SET and EAL. As children progress to the older classes they can become more conscious about receiving SET support. The Immersive Reader and many of the other AI tools could be a great incentive for them to engage in the learning and give them something to look forward too, while learning in a fun and engaging way.
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One of the best ways AI can change the game in teaching is by helping out with administrative tasks – something that takes up a lot of time in special education settings. In my autism class, I often have to write individual reports, document progress and prepare visuals or home communication logs. AI tools can save hours by helping to generate drafts, simplify reports, or even suggest visuals based on specific needs.
For example, I’ve used AI to help me write social story templates or summarise IEP notes in clear language for parents. This means I can spend more time supporting students and less time on repetitive paperwork.
But it’s important to make sure the data we use is kept private and not stored in unsafe systems. Also, some tools still need to be checked carefully to make sure they show the child’s actual progress.
But with the right guidance, AI can definitely make admin work more efficiently and give teachers back valuable time.
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Totally agree with you. The admin side of things can take up so much time and it is great to hear how AI has helped you cut that down. I never thought about using it for social stories or IEP notes but that sounds like a brilliant idea. Anything that gives us more time with the kids and less time stuck at the laptop is a big win in my book. You are spot on about keeping things safe too.
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This module has shown how AI can make lessons more engaging, personalised, and accessible. I had never heard of Immersive Reader but I am looking forward to using it with my class students in September to help with reading difficulties and to translate texts into different languages for the EAL children. Tools like MASH Plus can generate lesson ideas and creative prompts which can in turn save on planning time. Mathia seems to be great for personalised maths practice and can be adapted to each student’s level. Minecraft Education allows students to explore subjects like history or science in a fun way by building and problem-solving in a virtual world. Challenges of using these tools in my school will include having the access to laptops and/or ipads and also the time that is needed for me to teach the kids how to use these tools responsibly. Also, screen time has to be considered and teachers have to be mindful to balance the online with offline activities and real-world interaction to support healthy, well-rounded learning.
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Hi Emma,
I had not heard of Immersive Reader prior to this course either and I think it would be hugely beneficial in the classroom as well as in SET, particularly with struggling readers perhaps with dyslexia. Mash Plus will be a great tool to use to save time in terms of lesson planning. I also agree that students would love engaging with Minecraft Education in terms of exploring SESE subjects!
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I work in a junior school and because of this I am more wary of using too much IT/ AI when it come to very young children. AI should augment, not replace, human interaction. Young children thrive on relationships, empathy, and spontaneous play. That said, I really see the need for AI when it comes to paperwork and freeing up the teachers time to be more hands on with the children.
More and more the Irish system is becoming paper based and instead of things being child led and hands on we are teaching to the plans in order to tick that box. Using co pilot / Gemini will be great for planning and for report writing.
I would love to introduce Dreamspace into our school where the older children could engage in a more in-depth way with STEM. it would enable us to achieve more STEM awards also.
I have also tried using minecraft education which does suit the younger classes, but i still need to get to grip with it to get the most out of it. Ive read that teachersare using it for assessment also so will try this out.
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AI could improve teaching and learning in many ways. A programme such as Minecraft Education Edition could be a great way to use game-based learning in the classroom. Creating quizzes in Microsoft Forms or Google Forms could reduce administrative work such as correcting classwork. In addition, I recently read about a programme called Alpaca which uses AI to screen for dyslexia.
However, there are various challenges to implementing AI tools in the classroom. An AI tool could reflect the bias of its creator. If a school uncritically embraces particular AI tools, it could lead to the undue influence of private companies on education systems. Bias mitigation training would be an important way of addressing this potential challenge. In relation to GDPR, the school’s data protection policies would need to ensure that students’ data is secure.
Finally, as illustrated in the video on the use of AI in China, the ethical use of AI is of central importance. Transparent AI systems that ensure that students’, teachers’ and parents’ rights are respected are essential in relation to the use of AI in education
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Having engaged with module 2, I believe there are many different ways that I can utilise AI to transform the teaching and learning experiences in my classroom. However, as I am a special education teacher working in a special school, my implementation will be very different to some of the methods promoted in this module as many of my students face challenges with skills such as reading, writing and other functional skills. Therefore, I will use AI in a different manner such as to gain ideas for lessons, to differentiate tasks and so on rather than for the students to engage with as a task as this would be too complex for my cohort of students and there needs.
Having said this, I can see the many benefits that AI could bring to both the teaching and learning experiences. For example, it could design activities for students to help aid them in reaching their specific goals on their IEP’s. Furthermore, this could save me time as a teacher. However, it would be very important that all content is thoroughly checked by myself and looked at with a critical eye to ensure it is helping my students achieve their goals. Furthermore, the tools could be utilised to create specific work tasks that suit the specific levels of the students or a particular skill they are working on. It can be challenging in a special school as no books etc are utilised so majority of things are teacher made which can be very time consuming.
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I agree completely with you, Shauna. I think AI would be a great aid to the children you teach in the special school. Considering special class teachers are really left to their own devices and are tasked with creating all their own resources to support the curriculum, I think if teachers understood how to use AI to create these, it would take away one of the stresses that come with being a teacher in a special school.
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I certainly think that AI can transform the teaching and learning experience in my classroom. It would cut down on paperwork and planning lessons. I was very impressed by the lesson planning around Multipication for multigrade 5th and 6th class.
Its important to remember though that AI is just a tool and aids teaching and learning.
In terms of challenges I think there would need to be a whole school approach to using AI. The school community including teachers, management, pupils and parents would need to understand why AI is being used in the school and the benefits of it to learning. -
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This module provided very good examples of AI tools that are available to use in the classroom. Broadly AI can be used in three main ways; as a tool to create personalised learning pathways, for routine administration tasks and as a means to provide data-driven insights. I think the use of MATHia would be beneficial to children in my own classroom as it provides personalised learning experiences in maths for each individual child in the class through its use of tailored support. It identifies a child’s strengths and weaknesses and then provides a programme to help each child develop their own learning pathway. I would think it might take some time at the start of the year to set up the class list and input the tests for each child. If I understand the programme correctly this might be a challenging aspect of the programme.
Century AI seems to be a similar tool in that it identifies individual needs for each child and creates learner pathway. It is beneficial in that it provides feedback and states if objectives are reached etc. It would be very beneficial in a classroom with its ability to identify who has grasped a concept, ho is strugglng or who needs to put in more effort. It is great that it can assign homework on an individual, group or whole class basis.
Immersive reader is a tool that we currwently use in my classroom and is particularly useful with the dyslexic child. It is free, and an help a hild to read at a slower pace, or break up words into syllables, highlight text etc. Strangely enough I never thought of Immersive Reader as an AI tool.
I am very impressed with the DreamSpace tool and would like to try this out in my class this year.
With all of the above tools the same challenges are present:
- The need to introduce AI concepts gradually so as not to overwhelm students or teachers
- The importance of embedding AI in regular lessons
- The importance of encouraging collaboration among pupils
- The importance of monitoring children’s interaction with AI
- The importance of discussing data privacy and ethics when using AI
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I got a lot from this module. I had always thought of AI as something that might help with planning or maybe correcting bits of work, but this showed me how it can actually support learning in real time. What really stood out was how it could be used to personalise learning. Something like Immersive Reader could be brilliant for children who struggle with reading, and having tools that can quickly generate quizzes or break things down in a simpler way could really support revision.
I also liked the idea of pupils using AI themselves. It could build confidence, especially for those who might be afraid to ask questions in class. It might even encourage a bit more independence with their learning.
Of course, we would have to make sure the tools are age appropriate and safe to use. Not every child will have access at home either, so we would need to be mindful of that.
All in all, I found the module very useful. It gave me a fresh way of thinking about AI and I am definitely more open to using it in school now. I am looking forward to trying a few small things and seeing how it goes.
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I agree David, students using A1 tools can help them to grow in confidence. Also as you mentioned those students who are afraid to ask questions in a whole class setting and find it very daunting and overwhelming are given that opportunity to bring their thoughts, questions and concerns to their teacher,
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Upon the completion of module 2, I think AI can significantly transform the teaching and learning experience in the classroom.
AI can provide personalized learning paths for students. AI platforms like Khan Academy’s AI tutor or Century Tech can adapt content to each student’s level, providing extra practice or accelerated tasks based on real-time performance. This supports differentiated instruction, helping all students progress at their own pace.
Automated Feedback and Assessment. Tools like Gradescope or Edmentum can automatically grade assignments and quizzes, freeing up teacher time to allow teachers to focus on instructing.
AI can enable teachers with intelligent content creation. AI can generate quizzes, summaries, and lesson plans using tools like ChatGPT or Quizizz AI, helping teachers save time while maintaining high-quality instruction.
AI can also be a great support for diverse learners. Text-to-speech, real-time translation, and AI-powered reading assistants can support ESL students or learners with reading difficulties, making the classroom more inclusive.I believe one of the main challenges in implementation would be teacher training and confidence and the potential development of overreliance on technology. While AI can support learning, it should not replace critical human interaction, creativity, or the emotional intelligence teachers bring to the classroom. This was evident in the video of the Chinese students.
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Hi Rebecca,
Welcome to the course! You’ve clearly outlined how AI tools can support personalised learning, automate feedback, and assist diverse learners and the examples listed are practical, particularly around differentiation.
You also raise an important point about teacher confidence, the necessity for relevant CPD and the risk of overreliance. It goes without saying that whilst GenAI can support, it can never replace, the human connection, creativity, and emotional intelligence that teachers bring and the video from China, very much illustrated this.
As we move forward, we need to be thinking about how schools can support teachers in using AI effectively, while also protecting the right to disconnect for both staff and pupils.
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I would agree with Rebecca that AI can provide excellent opportunities to personalize learning and create individual pathways that cater to strengths and weaknesses and help to fill in gaps in learning. AI should be used as a support and can not replace the human interactions that take place so many times between the teacher and student during the normal school day. It is time now to equip ourselves with the necessary skills and confidence to use AI tools.
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I completely agree with both Fidelma and Rebecca….AI has so much potential to support personalised learning, especially when it comes to addressing individual strengths, needs, and gaps. As a special education teacher, I’ve seen how powerful this can be for students with learning differences like dyslexia. That said, I also agree that AI should enhance—not replace—the meaningful interactions we have with our students each day. Those personal connections are at the heart of good teaching. I’m also feeling that it’s definitely time for us as educators to build our confidence and skills in using AI tools effectively and responsibly.
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You make a very good point about supporting and not replacing the human interactions. Many teachers will choose not to use AI and many will use it as the assistant to the teacher. Like everything, when you become accustomed to using a certain type of technology it becomes embedded in your practices.
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One of my biggest challenges is delivering effective maths lessons in a multigrade classroom (5th & 6th classes). With pupils at different class levels and abilities, providing appropriate differentiation can be very demanding. I believe AI-powered Intelligent Tutoring Systems have the potential to transform this experience.
AI tools like Century AI can adapt tasks to individual students’ levels, offering personalised support and instant feedback. This allows pupils to work at their own pace while I focus on small-group teaching or targeted interventions.
Minecraft Education also offers exciting opportunities—its maths-based challenges and spatial reasoning activities promote problem-solving and can engage learners in a more interactive way.
The potential benefits include increased student independence, better use of class time, and more effective differentiation. However, challenges include access to devices, consistent internet, and the time needed to become confident using the tools effectively.
Overall, I believe AI, used thoughtfully, can be a powerful support in complex multigrade settings.
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I have used Google forms in the past to find out if there would be interest in a cycle event that I was hoping to plan. Parents were asked to complete a survey and this was done by the majority promptly. It was easy to set up and results/data was easy to analyse. I like the idea of using Immersive Reader which is readily available with Microsoft Word. This could be a huge support to children that are struggling with reading or have a specific Learning Difficulty. Minecraft is hugely popular and could appeal to the interests of children in the middle classes and could be an excellent way to support their learning. Providing opportunities for children to work in pairs or small groups has been mentioned by both tutors and this would allow children to gain knowledge from each other in terms of using AI and would give them an opportunity to skill share. Mathia X is an AI tool that I would like to learn more about with the intention of using it in the classroom. The video that showed how China is using AI tools in the classroom was worrying as parents did not seem to know where or what their child’s data was being used for. It was also concerning that their child’s concentration or lack of was being monitored and then fed back to parents. Although as one expert said it is difficult to know how accurate this data is. I feel one of the challenges of this approach is how best to maintain the privacy of individuals and how to keep individual data safe. It would also be very important that that the teacher would use age appropriate AI tools and that they would be very knowledgeable on how to use them.
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Hi Fidelma,
Welcome to the course and thanks for outlining in detail how you believe GenAI can support both teaching and administration.
Your example of using Google Forms for event planning shows how digital tools can streamline communication and data collection. Similarly, Immersive Reader is a practical support for learners with reading difficulties, and Minecraft offers strong engagement potential, particularly when paired with collaborative learning strategies you’ve outlined..
Like many others here on this forum, you’ve raised valid concerns about data privacy and monitoring, particularly in light of the video from China. It’s a reminder that while AI offers powerful tools, its use in education must be guided by clear policies and ethical standards. Teachers need structured CPD to build confidence and understanding around GenAI and this kind of knowledge doesn’t develop in a vacuum. it needs to be actively supported and shared across the school community.
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I think the use of AI will definitely have a positive impact on teaching and learning. I like the idea of using MS Forms to create online quizzes for assessment and to give instant feedback. If the quizzes can be set up quickly through AI it will help reduce marking. The only problem may be the logistics of getting all the children set up to complete them. That is an area which I think may be a problem for teaching. Setting up accounts for children using Generative AI websites and making sure that they all work successfully during lessons. I tried ChatGPT last year and each child needed a code to log in and it was hard to keep all the children logged in etc. It will take trial and error to make everything run smoothly. But one thing is for sure that AI will engage and support all the children. Using immersive reader will help support children who need help with their reading. AI tools can also expand higher readers by helping them create stories and ideas with more extensive vocabulary. Lastly I love the idea of using the Minecraft Education website. I have used Lightbot and Beebots before but I think the children would love Minecraft. With the movie coming out last year it would definitely be a hit! The only downside I can see is the difficulties at the beginning with the children learning how to code properly.
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Hi Ross,
Welcome to the course. You’ve outlined both the potential and the practical challenges of using AI in the classroom.
AI-powered tools like Microsoft Forms can certainly help reduce marking by generating quizzes and providing instant feedback and since Forms doesn’t require pupil logins, it’s relatively straightforward to use. However, as you pointed out, other tools, like ChatGPT, do require individual logins, which can indeed make setup and classroom management more complex.
It’s also important to note that tools like ChatGPT and Microsoft Copilot have age restrictions, typically requiring users to be at least 13. This limits their direct use with primary-aged pupils. One workaround is to use these tools through a central teacher account or to explore options like Copilot agents or custom GPTs, which allow you to control access and content. These setups are often simpler than they first appear.
If you’re interested, you can find more on this see Copilot Agents in Education.
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From module 2, I found that there are so many benefits for using AI within the classroom. The use of generative A1 tools can cut down on time previously set aside for planning, grading and making of resources, activities etc. Instead time saved can then be used to focus on student instruction. I have previously used Google Forms to conduct student and teacher surveys in relation to wellbeing within our school and found it easy to use and data can be gathered quickly.
I had previously heard of but have yet to use Immersive Reader. Watching the video of Karrick and how he has become more confident and enthusiastic with his reading was such a lovely watch. The many tools within Immersive Reader can provide something for everyone and not just those who are finding reading a challenge.
I have also seen Minecraft Education in operation in a classroom and it is such a fantastic tool. Along with developing their coding skills, students are given tasks and activities to complete. Students are engaged and interested and don’t see it as learning because it is so enjoyable.
I did however find the video regarding the use of AI in schools in China quite unsettling both as a teacher and a parent. The pressure those students are under to perform in school and be focused surely cannot be good for their wellbeing.
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I think that AI could have a huge impact on the amount of time that teachers spend planning and preparing for lessons. Freeing up this time would allow teachers to shift their focus and concentrate on other areas that can’t use AI for assistance. It was interesting to see the lesson plans that the generative AI models wrote. I think that these lessons are a good starting point for teachers, but I think that it is really important that the teachers do not rely fully on them. As discussed in the modules, AI can hallucinate and give you false information or not respond to a prompt in the way you expect. For this reason, it is vital that teachers read and edit anything that has been created by AI to make sure that it is correct and appropriate for use. Teachers have their own skill set that they have developed throughout their career and this should be used in conjunction with AI tools.
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Hi Roisín,
Welcome to the course. You’ve outlined in detail here how GenAI can support teachers by reducing time spent on planning and preparation, allowing more focus on areas teaching, learning and assessment and personal interaction.
Your point about using AI-generated lesson plans as a starting point is spot on, the human in the loop is mission critical. In fact any kind of AI output shouldn’t be used without review. Almost like a health warning, we need to always be mindful that AI can produce inaccurate, misleading and/or biased content, so it’s essential that teachers apply their own expertise to check and adapt what’s generated.
As alluded to many times across these fora, GenAI should support, not replace, the skills and experience that teachers bring to the classroom.
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The AI tools covered in this module have the potential to transform my teaching and the learning in my classroom in extraordinarily powerful ways. I feel Immersive Reader will promote more inclusive literacy learning which in turn will help to build the confidence of the struggling readers or SEN children I teach. I look forward to delving deeper into the various functions available.
The use of Microsoft Reading Coach would allow teachers to cut down on the amount of time doing 1 to 1 reading assessments and would allow children and parents to easily track their child’s progress.
The videos on AI being used in the classrooms in China I found to be quite alarming both as a teacher and primarily as a parent. Not only do I feel it could cause harm our children’s well-being and creativity if it was introduced in Ireland, but I also feel it would promote a surveillance culture in our classrooms.
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Hi Laura
Thanks for your post…like you, I’ve been really inspired by Module 2 and the possibilities AI offers in the classroom. As a special education teacher, I work with students who have severe dyslexia, and one tool I’ve found incredibly helpful is Microsoft’s Immersive Reader. It supports reading by allowing students to hear text read aloud, break words into syllables, and adjust visual settings like font size and background colour. This kind of accessibility can make a huge difference in helping students engage more confidently and independently with content. It’s great to see AI tools being used so meaningfully.
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Based on what I have learned from this module I think that AI can certainly begin to transform the teaching and learning experience in the classroom. I can imagine I will use AI tools to assess the learning and as a basepoint for lesson plan creation, for extension activities and to focus my own lesson objectives. I found the maths lesson plan comparison both informative an thought-provoking and it was great to see how quickly AI completed the task. I had been using kahoot to date for assessment and found the data from self-composed specific quizzes very useful, although time consuming. Kahoot enabled me to spot the gaps in knowledge and monitor progress individually however some of the AI tools such as Century AI seem to have a far more sophisticated approach.
The immersive reader function in Word is a fabulous development and although this type of technology isn’t new, it was expensive so to have it as another function in word is wonderfully beneficial.
I found the clip from China disquieting, albeit for research. This overanalyses and monitoring of young pupils has in my opinion very few advantages. -
Based on what I’ve learned in this module, it’s clear that AI has the capacity to significantly enhance teaching and learning in the classroom by offering personalised, data-driven support. One of the most transformative aspects is AI’s ability to tailor instruction to individual student needs. I have learned about many during this module. For example, Carnegie Learning provides adaptive, AI-driven Maths instruction that responds to how each student learns, offering targeted feedback and support in real time. Similarly, Knewton uses learning analytics to personalise content delivery, helping students stay on track and teachers identify knowledge gaps quickly.
Century AI, developed in the UK, is particularly useful for teachers as it reduces workload by automating differentiation, assessment, and feedback. Tools like Squirrel AI in China go a step further, offering cross-curricular support with AI tutors that adapt content across subjects to suit individual learners.
In my own teaching practice, I’ve used Kahoot! quizzes which have helped me to identify learning gaps and served as a form of assessment which the student enjoy engaging with.
Additionally, Immersive Reader, which I only recently discovered, offers excellent support for struggling readers through features like text-to-speech, translation, and adjustable formatting. I see real potential for this tool within our SEN provision and plan to share it with my staff.
Of course, implementing AI tools comes with challenges. The sheer number of platforms available can be overwhelming, and issues around data privacy as shown in the video as well as, digital equity, and staff confidence must be addressed. Ongoing CPD will be vital to ensure that teachers are equipped to make informed decisions about the ethical and effective use of AI. I believe with the right support and safeguards in place, AI can play a powerful role in transforming the learning experience for all students.
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We have clearly seen from the video at the end of module 2 how much AI can actually do for teachers. Would I like this level in my classroom? I’m afraid not. The wearing of a headband that can analyse a persons brain activity throughout a school day and then report back to parents is an added pressure for teachers. The parent might question why wasn’t my child concentrating? Was your lesson not interesting enough? Did you not correct them and get them to concentrate? Its also quite unfair on the child. Nobody can be expected to give 100% attention all the time.
While I feel that this level of AI is a step too far the benefits at the level we are familiar with now are huge. Being able to tailor content to the needs of individual children and allow them to work at their own pace is fantastic. Automated grading systems and the ability to analyse student performance takes of a lot of pressure off the teacher and frees up valuable time.
It is definitely the way forward but like everything will meet its challenges. As a teacher I feel that there will definitely be ongoing training needed. This course is a bice stepping stone but AI is progressing fast so it will need to be ongoing to keep up. There is also the fear of over reliance. Will we get lazy and rely too much on AI? -
We have clearly seen from the video at the end of module 2 how much AI can actually do for teachers. Would I like this level in my classroom? I’m afraid not. The wearing of a headband that can analyse a persons brain activity throughout a school day and then report back to parents is an added pressure for teachers. The parent might question why wasn’t my child concentrating? Was your lesson not interesting enough? Did you not correct them and get them to concentrate? Its also quite unfair on the child. Nobody can be expected to give 100% attention all the time.
While I feel that this level of AI is a step too far the benefits at the level we are familiar with now are huge. Being able to tailor content to the needs of individual children and allow them to work at their own pace is fantastic. Automated grading systems and the ability to analyse student performance takes of a lot of pressure off the teacher and frees up valuable time.
It is definitely the way forward but like everything will meet its challenges. As a teacher I feel that there will definitely be ongoing training needed. This course is a bice stepping stone but AI is progressing fast so it will need to be ongoing to keep up. There is also the fear of over reliance. Will we get lazy and rely too much on AI? -
At the end of this mo0dule and probably the main reasaon that prompted me to undertake this course is to become more efficient with my time. I hope by becoming more adept with all AI has to offer, I will be able to devote more time to teaching instruction and pupil engagement. This module allowed me to become familiar with platforms other than ChatGBT such as Squirrel, Century and Carnegie. I liked the suggestion of using leaarner objectives and outcomes as more specific prompts when using these platforms. This will be of great benefit to me when planning lessons.
The Immersive Reader was another practical tool that I can see myself using in the classroom to enable children to read more effectively.
A challenge of AI in the future is that teaching and learning will become too personalised and that we all, teachers and pupils may lose sight of the power of learning from each other.
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Hi Eleanor,
Thanks for sharing your reflections here. Like many other things, when we get further into something we can often get the clarity we are looking for at the outset. Broadening our use of AI tools beyond Chat GPT is a really important step – whilst they are all pulling from the same data, many apps such as those listed can play a key role in saving time and increasing productivity. Various platforms have been specifically designed with education settings in mind and can often create ready made templates and designs that are in tune with exactly what you are looking for. As you work through the course, I hope more of these will be discovered.
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Module 2 really got me thinking about how much potential AI has in my classroom. As a special education teacher working with students who have severe dyslexia, ADHD, and other additional needs, I’m always looking for creative ways to make learning more accessible and engaging. I already use the LEGO Spike Essential programme with my students through the LEGO First League, and I’ve seen firsthand how coding and hands-on learning can help build confidence, problem-solving skills, and a love for STEM.
After this module, I’m even more excited to explore tools like Microsoft Dream Space and Minecraft. I can see how these platforms could be used to introduce AI in a way that’s fun and meaningful, especially for neurodiverse learners. What really stood out to me in Module 2 was the emphasis on ethical use. While AI can definitely save time and help with differentiation, it’s so important to think about how we use it—and how we teach our students to use it responsibly.
This module has really shifted my thinking. I’m feeling more confident and motivated to bring AI into my teaching in a thoughtful, student-centred way.
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I’m excited by the potential of tools in this module to transform my classroom practice. There was a lot of information in this module. Some programmes stuck in my mind more than others did. Personally , I feel that a small selection of tool would be best to implement. Carnegie offers adaptive maths instruction, tailoring content to each student’s learning pace, which supports differentiation. With the new maths curriculum in place, this tool seems like a great place to allow the children to engage with the new curriculum at their own pace.
Century works to create personalise learning pathways, ideal for identifying gaps and create targeting support. This is especially useful in mixed-ability classrooms like my own and many classes in rural Ireland.
Immersive Reader enhances accessibility by supporting students with literacy difficulties, EAL learners and those with dyslexia. This allowing for a more inclusive learning environments. It is wonderful to see how the tool has greatly improved the learning experience of the child in the video.
However, challenges remain, ensuring data privacy and managing screen time are ongoing concerns. -
My few take-aways from this module that I will use in my teaching are:
Immersive Reader- I have never used it but it is such a fantastic tool that I cant wait to get going with it in September, I feel like the children will love it and it will help them so much.
Kahoot was my only go to for quizzes- but now i will use MS Forms and Google Forms to create my own which will form a big part of my assessment and its assessment that children love.
And I hope that we never go as far as China have- those poor children, they are not robots, they are kids, a very hard watch.
AI hopefully will transform primary teaching by personalising lessons, identifying student needs, and offering instant feedback. It will reduce teacher workload through automated tasks and enhances engagement with interactive tools. AI supports differentiated learning, helps track progress, and encourages creativity, making education more inclusive, efficient, and tailored to each child’s strengths. These benefits will be huge in the primary education system. -
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As I said in my previous post, personalised learning for each student is just an amazing aspect of AI and for me as a teacher the most transformative. During the module, it spoke about
It discussed many ways of how learning can become more interactive and engaging for pupils with many text books having interactive activities included. There was a huge amount of applications including Mathia, Century AI, Teachable Machine, Minecraft Education and many more than have endless possibilities in classrooms. The immersive reader was on particular tool from microsoft that captured my attention. As a google school, I am immediately wondering to google have a similar free tool.
Bias and privacy are two significant concerns. Schools have to comply with GDPR regulations and all schools need data protection policies that ensure privacy for all statekholders.
Bias mitigation training is required as biases from the developers can be reflected in content. Given the political situation around the world, bias mitigation is a concern and needs to be taught to teachers and pupils alike. Resourcing this in schools would be a serious obstacle and needs careful consideration. .
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AI can certainly transform the teaching and learning in my classroom.
Personalising the learning to meet the unique needs of each student is very exciting as that can be a laborious task with the level of need presenting in my class. To have proper supports, plans and content recommended according to need will be an invaluable resource. I also think it is really exciting that you receive real time results and feedback in terms of any assessment and recommendations for learning so we are meeting students where they are at. I like that the students can be masters of their own learning here as feedback can be shared with them too. Learning gaps can be picked up and so that in itself will inform planning and contribute positively to the spiral nature of the curriculum.
Example: I have a child in my class who is a gifted student. There is such a cross section of learning need across my class that I don’t spend sufficient time challenging him.
Benefits: It will help me create content for him that is in line with what I am teaching but at a level higher to the others.
Challenges: The learning has to suit the child so it isn’t a case of providing the content and letting him to it. He must still be part of the learning and be included in the overall classroom learning.
The challenge of AI is not the tool itself but using it appropriately. Getting the prompt correct and using the best AI application for the job in hand is also an important consideration.
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Hi Melanie,
Thank you for this contribution. I think your post has highlighted the central benefits and limitations of AI in a classroom context very succinctly. AI does offer us the opportunities to create learning experiences that will challenge all children at their current level. However, I love how you have pointed out that it is not simply about sourcing content and letting them at it. To be able to include the child in the overall classroom learning in this context requires the skill of the teacher and the ability to marry their pedagogical knowledge, the needs of the children and the content that has been created.
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AI can be hugely beneficial to both students and teachers. It can have positive impacts on providing opportunities for individualised learning and in providing interesting, accessible and differentiated materials for students. I look forward to trying out Immersive Reader as this is new to me. This would be a great tool both in the classroom and for SET. I also think that it is great to have options such as Gemini and Chat GPT as it offers you the opportunity to input your lesson requirements and choose the one that best suits you. These tools would also be really helpful for SET in setting SMART targets for their students SSPs. Having watched the recording of the children attending the school in China, I felt sorry for the children. It really demonstrated how important it is for us as teachers to have control and to ensure that AI is used for the benefit of children and their learning. The way AI was being used in the recording seemed very experimental and GDPR was also a huge issue. Continued CPD to keep up with ever-evolving AI is vital.
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Hi Lisa,
You are absolutely right to identify the potential use of AI for the construction of SMART targets that can be placed in a child’s school support plan. I know myself that it is often very difficult to ‘word’ your targets to ensure they are SMART, despite often having a very good idea of what you want to achieve over the course of the plan. In putting a general target and asking for specific SMART targets would be a very good use of Chat GPT, Gemini, etc. I find the speech to text really useful and time-saving for constructing prompts like this and might be worth consideration.
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Hi Lisa,
I completely agree, AI cna be very useful to both teachers and students. As you point out teachers in a SET environment would particularly find it handy and the fact that there are a range of options to use also gives you a wide scoop when planning lessons.In addition, I also share your concerns about how AI is being used in China. The video definitely raised a lot of concerns to me and I don’t think I would like to go down that path in this country.
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This module has shown teachers many ways in which AI can transform the teaching and learning of pupils in their classrooms. I was particularly impressed with the lesson planning carried out by Gemini, Copilot and Chat GPT. I will be using this when introducing and teaching more complex topics this year.
Immersive Reader looks like being an invaluable tool when supporting children with reading difficulties. I have researched it more since the introduction and I will certainly be trying it out next year.
Minecraft education seems like an excellent way to use aspects of AI in the classroom. It is certainly popular with children now.
I will also be using MS Forms and Google Forms much more next year.
The use of these new approaches will provide a more individualized and differentiated education for my class.
Challenges to the use of AI include data protection and in some cases cost. We also need to be mindful of using AI ethically.
On a final note the video from China is very disturbing and is not where we should be heading in Ireland in using AI in our schools.-
Hey John,
I really enjoyed reading your post — it sounds like you got a lot from the module. I felt the same about the lesson planning tools like Gemini and ChatGPT. I’ve just started using Eduaide and it’s already making life a bit easier when it comes to planning for different ability levels in one class. Totally agree with you on Immersive Reader too. It seems like such a simple tool, but I think it could make a real difference for kids who find reading tough. I’m hoping to try it out properly next term. And yes — that video from China was pretty unsettling. It definitely made me think twice about how we approach AI in schools. There’s so much potential, but we really need to keep the human side of things front and centre. Appreciate your thoughtful take on all of it.
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As I’ve begun learning more about AI in education, I’m realising how much potential it has to transform teaching and learning in Irish classrooms. One area that really interests me is how AI can help differentiate instruction. I would be keen to look further into tools like Century Tech and Knewton to see how they can personalise content based on a pupil’s ability and learning style as this seems really valuable for meeting diverse learning needs. As literacy lead, I’m also curious to explore Microsoft’s Immersive Reader as it could be a great tool to support pupils with dyslexia or other literacy challenges.
BENEFITS: AI can reduce workload by handling administrative tasks like grading, attendance, planning, and even emails or newsletters. This could free up time for more meaningful teaching and support better work-life balance — something I know many teachers are looking for.
Last year in SET, I explored ChatGPT and Gemini to see how they could support creativity in lesson planning, especially in topics I feel less confident teaching- particularly around social skills. These platforms were particularly useful in helping me create social stories. Returning to mainstream this year tools, I would like to try out Flipgrid as it seems like a great way to encourage collaboration and allow pupils to reflect on their learning in a fun, interactive way.
Challenges: Cost could be a barrier for many schools, and ongoing training would be essential as the technology changes so quickly. The last video highlighted the importance of GDPR and data protection, and the need to be cautious around bias and the accuracy of AI-generated content. As I have not used AI with the children just more on a personal basis, I hadn’t thought much about how to tell if a pupil’s work is their own or generated by AI — something which I think will be important to consider going forward. Also the video on China was somewhat disturbing and it wouldn’t how I would like to see AI play out in Irish schools.
I would also like to look further into The knewton platform. The premade assignments, with already prepared and sensored content, could save so much time for teachers when doing project work espeically in SESE.
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Hi Maria,
Thank you for outlining so clearly some of the benefits and challenges around AI integration in our classrooms. The point you have brought up around cost as a potential barrier is particularly interesting. Whilst there are many free versions of different software available, we are beginning to see so much of this excellent content being put behind a paywall. It may be the case that even the free version of Chat GPT for example becomes so inferior to the paid version that we almost feel like the paid version will be essential. This is something I have noticed around the length of time that it takes to create an image lately, which is something to be cognisant of.
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Hi Maria, I agree that both cost and ongoing training could be a challenge for schools. We are so stretched in relation to both time and finances, that this could be a reason that school management might make the decision to not invest as thoroughly or as quickly. Your mention of GDPR is also interesting. We have such stringent GDPR laws in the EU in comparison to China, however I wonder if the legislation will be updated to keep up with the speed of introduction?
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Doing this module has really changed the way I think about how AI can support teaching, especially at primary level. With a 4th class group, I can see real potential in using AI to save time and make lessons more engaging and tailored to different learning needs.
I’ve started exploring Eduaide.ai, which is very helpful for generating lesson ideas and adapting activities for mixed abilities — a big help when you’re juggling lots of levels in the same classroom. I also see how tools like Khanmigo or Socratic could support students’ learning at home in a more guided way, giving them a boost with things like project work or tricky maths problems. While I wouldn’t use them unsupervised, I think there’s room to explore their use in small groups or stations.
For literacy, Immersive Reader really stood out. I’d like to try it with some of my pupils who struggle with reading confidence — it seems like a simple but powerful way to support them.
Of course, there are challenges too. Cost is one issue, and we’d need clear school guidance on data protection and keeping student work authentic. But overall, if used thoughtfully, I believe AI can be a practical support in the classroom — not to replace good teaching, but to help us do it even better.
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Like the other comments cost is something I feel is going to be the biggest challenge we face in the embracing of ai and the accompanying technology. Many of the ai tools recommended bar the exception of chat gpt and its like is that they require a subscription cost to make use of the full capabilities. Add to this ensuring there is sufficient access to devices including laptops, tablets is expensive. Maintaining and upgrading technology to get the most from what is available is expensive. Where is the money going to come from?
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I was unfamiliar with MS Word Immersive reader – this is a great tool that will personalise the learning of students and particularly with struggling readers. Some of the features that are of particular benefit is the text read aloud, word translator, liner separator and ability to change background colour and breaking up words into syllables. I look forward to using it in the classroom in the coming year.
Another tool that I think is beneficial is Minecraft in Education. It makes learning fun and engaging, allowing students to build, explore and create in a digital world. It would help to build teamwork, creativity, and problem-solving skills. Pupils would be learning without even realising it.
One of the challenges I would face in my classroom is connectivity. When multiple devices are being used at the same time connectivity is slow and this can be very frustrating for both the teachers and the pupils. Also teachers would need more training so that they can confidently use the tools available and teach the pupils to use them too. -
Based on what you have learned in this module, how do you think AI can transform the teaching and learning experience in your classroom? Provide specific examples and potential benefits and discuss any challenges you might face in implementing AI tool
Immersive reader is something that i feel will be of use in my classroom. I am an SET teacher and have children who struggle with accessing the in class text, use of this will be similar to the old text to speech programs we used that were expensive. Natural reader is a similar program I have since learnt about.
I have gone down a rabbit hole inspired by this course and have found that grammarly, a program I have used in the past to assist children in spelling and grammar correction now has an ai add on that will assist with speech to text.
This is something I have been looking for as have a number of students with expressive language difficulties. The children find it difficult to express and organise their thoughts in writing but find verbally expressing their ideas easier. Previous programs that offer this have been unreliable.
The challenge i perceive I will face the most is time. As an SET teacher time is limited and there is so much you want to do and teach in a short period of time. I do think children will grasp the use of ai quicker than we anticipate as it is novel, which makes it fun and not seem like standard learning.
I am lucky that my school has invested in technology as the biggest challenge is that with the chronic lack of funding by the dept, providing all children with access to laptops, tablets etc is going to be the biggest challenge.-
Hi Felicity,
Thanks for your post here and for outlining a really pertinent challenge in terms of the use of AI, and technology in general, to support learning. Especially in an SET setting (where the time we have with individual children is so tight), we want to be making the best use of our time. It’s fair to say that so many assistive tools can help the children we work with, but the danger is that it may take some time to land upon the correct tool. As such, taking a small step such as incorporating one tool each year could be useful. As we become more familiar with what these tools do, we will be able to make more informed decisions about whether it would be a suitable for for a child’s particular needs. Over time, we will build up a repository of tools that we can confidently pick and choose from.
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I agree Felicity, Immersive reader is a fantastic resource that I can definitely see myself using in the coming year. I would have used it this year had I known about it. I do think that the biggest challenge is having access to IT for the children who need to use it and that they actually know how to use it. In my own school I can see internet being a big issue also as it is unreliable and patchy with a max of 6 iPads working slowly at any one time. The time it takes to set them up and getting them working takes precious minutes away from the lesson and children can become frustrated trying to get things to work. I must look into Grammarly like you mentioned as it sounds like it has many benefits for all children but most importantly the ones who may need the most help.
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AI is a fantastic tool and resource for transforming learning in the classroom. It opens up a world of endless possibilities and creativity. When considering certain children in my class this year I was in awe of the possibilities that Immersive reader on Microsoft word offered. When I looked into it and tried it out, I could think of endless ways it would have helped certain children in my class this year. I wish Microsoft had made user more aware they offered a function like this. I run a Teach the teacher feature in my class each year and next year I plan to use AI to help the children to craft their presentations and to create quizzes or games for their peers. A challenge I can see occurring is that some children do not have basic computer skills and will need to know how to use a computer or laptop in the most basic of ways before being able to create using AI. Saying that I do think that the different AI platforms will make certain things easier for those children as they just type in a prompt and the platform generates an answer back. This takes the workload off the children.
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Hi Rachel,
I agree that AI really does have the potential to open up that world of possibilities. There are so many tools which can now make learning accessible and interesting for children who may have found ‘traditional’ approaches or content either too difficult or not interesting enough. You are correct to point out that a certain level of skill is required to engineer prompts and use technology at even a basic level. However, all of these challenges can be overcome with a structured and cohesive plan to develop basic computer skills.
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Hi Rachel. I love the idea of ‘Teach the Teacher’. I always tell parents and teachers that the children will be fine at whatever technology we are using or hoping to use- be it dictation, class dojo, see-saw, google classroom, TTRS. It takes them no time to adapt. They could definitely teach us a thing or two. We have all been integrating technology for some time. The speed at which AI tools are becoming available is astounding and I know that the children are probably already ahead of us. We need to keep up.
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One of the key challenges I face in my class is managing consistent engagement and behaviour. We have high rates of poor attendance, some regular school refusal, and limited access to technology at home. Many of our pupils come from socio-economically disadvantaged backgrounds, which often affects their readiness to learn so based on this module, I would like to try out some of the different AI tools mentioned, like Immersive Reader as I think it would benefit the children I teach.
I would like to use other AI tools available that allow for each pupil to have personalised reading or maths programmes which could offer differentiated lessons and activities tailored to each pupil’s level. I think this could help me to identify areas of weakness for some pupils which may result in them acting out and disrupting lessons – if these weaknesses can be addressed in a fun and engaging way then this could help to limit misbehaviour.
However, as I stated in my reflection on Module 1 – in my school limited home access to devices and the internet means most of this type of learning would need to happen during school hours. Despite these hurdles, I believe with proper training, planning and support, these tools have the potential to enhance learning in my classroom and across the whole school but training for all staff is key!
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Laura, I hope AI will help us to address individual needs. You mention that many of your pupils come from socio-economically disadvantaged backgrounds and that your school has high rates of poor attendance. I find that these pupils who regularly miss days at school often have gaps in their conceptual knowledge which can be hard to identify and address in a supportive way (before their next absence and while continuing on with the curriculum!) Personalised reading or maths programmes could be useful to target these gaps.
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Like so many other participants on this course, the video of the school in China left me feeling disturbed about how technology can be imposed on so many aspects of humankind. Childhood should be a protected time when children are encouraged to explore, play, and discover themselves without the pressures and expectations of adulthood. While using technology to monitor academic achievement can be informative for teachers, the way in which it was adopted wholeheartedly to capture every aspect of learning, concentration and application, children’s every movement seems invasive and controlling. This experiment may ultimately undermine the pupils’ ownership of their own learning.
I’m hopeful that in Europe, the many challenges of AI in education will be addressed collaboratively and with the interests of children at heart. The EU Guidelines reference many challenges. This information will need to filter down to school management and teachers to guide us in forming policies in our schools, and planning how we use AI in our work to be mindful of GDPR and data protection issues and bias.
In my own, (albeit limited) experience of AI, I have found Co-Pilot and ChatGPT have been useful for coming up with targets for individual IEPS, for planning and for differentiation and also for more administrative tasks such as drafting emails. Our school have made considerable use of Google Forms for collating information for whole-school planning, and for gathering views from parents and staff in various surveys. I haven’t used Immersive Reader or Reading Coach but I can see wonderful potential for assisting particular pupils in customising their experience of learning to read, allowing individual choice of how the text is presented in terms of colour, size and spacing and how it is read aloud. I look forward to exploring this with other class and SET teachers to help our struggling readers.
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Hi Karin, I completely agree that kids should have time to explore and play without feeling watched all the time. The way some tech tracks everything does feel really invasive and can take away from kids owning their own learning. I’m hopeful Europe will figure out how to use AI in schools in a way that actually helps teachers and protects kids.
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Looking ahead, I’m really keen to keep using tools like Immersive Reader and MASH Plus in the classroom. Immersive Reader is especially helpful for students who struggle with reading or have additional needs. From experience with a previous student who found it really difficult to concentrate when there’s too much text on the page, being able to adjust the spacing, change the background colour, or have the text read aloud has made a big difference for him. It helped him feel more confident and less overwhelmed when faced with a piece of reading/classwork.
On the practical side, AI tools have been a big help with planning and admin. They’ve helped me save loads of time by suggesting lesson ideas, adjusting work for different ability levels, and even helping draft reports or emails. It’s taken a lot of pressure off and given me more time to focus on actually teaching and supporting my students. I’m really looking forward to seeing how I can use these tools even more next year.
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Karin, I felt the same way after watching the video of the school in China – it was really unsettling. Kids should be able to enjoy their childhood without feeling like they’re being watched all the time. Learning should be about growing and learning from mistakes not being constantly monitored for every movement or facial expression. It just felt a bit too much, and I agree that it could easily take away a child’s sense of ownership over their learning.
I’ve also been using ChatGPT and Co-Pilot for planning, and admin bits, and they’ve been a real help.
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Thanks for sharing your experience—it’s really encouraging to hear how tools like Immersive Reader and MASH Plus have made such a tangible impact in your classroom. I completely agree with you about the benefits for students with additional needs; making content more accessible through small adjustments like spacing, background colour, or read-aloud features can make a world of difference in how students engage with learning. It’s great that you saw a boost in confidence in that student—such a powerful reminder of why inclusive tools matter.
I also relate to what you said about the time-saving aspect of AI. The ability to quickly adapt resources or draft communications is such a game-changer, especially during those really busy weeks. It’s reassuring to know that AI can support both student learning and teacher wellbeing. Like you, I’m excited to explore how we can keep building on this next year to make our teaching even more effective and inclusive
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One major challenge in my classroom is supporting students overwhelmed by reading tasks. I have students who would shut down at the sight of a full page of text. I normally would have adapted texts manually or offered one-on-one support, which is hard to sustain with many students. That is why I am overjoyed to be introduced to Microsoft Word’s Immersive Reader. I can see this tool helping students facing these reading difficulties by offering options to adjust spacing, background colour and hear text aloud which will boost their confidence and engagement.
Additionally, I have made use of AI tools like Chatgpt and Copilot in the past to help with minor admin tasks but I can see them saving me hours by drafting tailored lesson plans. The example of a numeracy lesson was particularly insightful and I will be adapting that for my classroom. I’m also excited to play around a bit more with MATHia X, which adapts to each child’s math progress, and Minecraft Education.
Challenges remain around costs, device access, subscriptions and connectivity, limiting tool use. That said these technologies can make learning more inclusive and manageable without losing the vital human connection.
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AI has the potential to significantly transform the teaching and learning experience in my classroom by enhancing personalisation, efficiency, and engagement. One of the most impactful ways AI can support teaching is through differentiated instruction. For example, I can use AI tools like ChatGPT or MagicSchool to quickly generate multiple versions of a reading comprehension task at varying levels of complexity, ensuring that all students are working at an appropriate level.
AI can also provide creative lesson stimuli—such as generating short stories, visual aids, or interactive quizzes—tailored to student interests and curriculum objectives. Tools like AI image generators or text-to-speech software can support visual and auditory learners, improving accessibility.
On the assessment side, AI can help track student progress with real-time data analysis, highlight patterns in learning, and suggest next steps for intervention.
However, challenges include ensuring data privacy, managing screen time, and maintaining the teacher’s critical role in decision-making and pastoral care. AI should enhance—not replace—the human element of teaching
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In recent years I have been working as a S.E.T. primarily with children with dyslexia. I have used Immersive reader on some occasions and would really like to use it more as the benefits are really excellent. The built in tools like line focus, changing background colour, syllable, grammar identification etc all go toward helping to level the playing field for students with learning challenges. The text to speech function also works really well. Immersive Reader can also be used on websites which can support children’s learning when researching for projects etc.
Minecraft for Education is something I would like to explore further as I don’t know a lot about it. I have used Google forms but only as a way too gather information from parents and staff. Using it to aid pupil learning is something worth looking into.
Challenges around this i have found is that not all homes can afford a device to follow up on the learning in schools. Also a lot of parents feel ill-equipped to support their child or feel they just do not have the time. In school itself we are lucky that we are pretty well resourced with Chromebooks and iPads. However this is severely hampered by a really unstable WIFI connection throughout the school building. Thankfully it is being looked into and really hoping we will be in a better place come the new academic year. Trying to whizz around all the children in class with their device to ensure they are on task is a challenge in itself. An extra pair of hands is always recommended particularly with more junior classes. As well as putting aside extra time as things nearly always deviate from the plan!
I have to say I found that last clip about AI in Chinese classrooms extremely impressive but concerning at the same time. Its just incredible the rate at which AI technology is developing in our world. How it is managed is a huge challenge for each jurisdiction.
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Hi Petrer
As a former SET I can vouch for Immersive Reader. The Immersive Reader tool can make content so much more inclusive for pupils with visual impairments, specific learning difficulties, and for users who find concentration and focus difficult. I have found that the Read Aloud function is also great for proofreading, as it will read aloud exactly what the child has typed, allowing them to audibly spot grammar and spelling mistakes. It’s a must-use tool for all teachers and is a fantastic example of how digital technologies can be used to enhance learning.
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Hi Peter,
I had never heard of immersive reader prior to this module but I am really looking forward to using it for the coming year. Every classroom always has students who find learning difficult and therefore might show a lack of interest. This tool could help combat that and help them to integrate better.
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I agree with you, the clip showing brainwave tech gadgets in Chinese classrooms was very impressive but rather unsettling to say the least. The speed at which AI is advancing globally is unbelievable. However, I believe we are still a long way off from seeing that level of integration in our own classrooms. We must ensure that AI supports but doesn’t replace the human connection at the heart of teaching. The focus must remain on how children learn, and AI should be used to enhance creativity, engagement, and inclusivity, not just efficiency.
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AI will not replace teachers, but will enhance their ability to meet the diverse needs of students. The most significant benefit I can see with AI is saving time particularly around paperwork and content creation. It allows teachers to focus more on meaningful interactions with children rather than administrative tasks.
In the infant classroom for example, tools like Book Creator can support young learners to create their own digital stories using drawings, voice recordings and simple text. AI can support by suggesting vocabulary, reading the story aloud and helping with sentence structure. This supports early literacy, language development, and creativity while giving teachers real-time and accurate insights into child’s progress. It also allows for differentiated learning, where each child can work at their own pace and ability level.
AI tools in general can support lesson planning, create customised assessments and help identify knowledge gaps in students. With dynamic, interactive content available literally at the click of a button, their learning becomes more engaging and less reliant on traditional textbooks. The shift supports the development of critical thinking, problem-solving, and collaboration skills, preparing students for the future.
Challenges include limited funding across the entire education system, the need for ongoing teacher training, concerns about data reliability, and ethical considerations such as GDPR and bias. While we are very far from advanced technologies like brainwave-reading devices shown in the video in module 2, the tools we have today already offer endless possibilities to make learning more inclusive, efficient, and inspiring. All that’s needed is enthusiastic teachers and the sky is the limit.
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Hi Karen, I like that book creator gives pupils the autonomy to create their own stories based on their interests. In SET this year I will use this with my literacy pupils to motivate them and keep them interested and engaged. Another free option for creating stories is Google Docs. With the supervision of a teacher it is easy to navigate, the pupil can insert pictures and videos and thery can narrate their stories with the voice typing feature.
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I have spent the last 4 years teaching in the UAE where each student brought their own device to school everyday. Lessons were generally based around these devices with textbooks/copybooks being at a minimum. Obviously with it being in the UAE there were all manner of language difficulties, with some students being very strong in English and others struggling. Immersive Reader would be a very beneficial and useful way lf combatting this, providing students with the aid and scaffolding needed in order for them to complete their tasks and make them more accessible.
Obviously in Irish classrooms this is the same. Students have many different levels in subjects, English included and Immersive Reader could help here too. However one challenge I could see would be the lack off access to devices for the students to use the tools. Obviously most students would have access at home but in previous schools I have worked in most classes have perhaps one hour slot per week with chromebooks/iPads etc. Getting time to use these tools efficiently will definitely be something I see as a challenge.
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Hi Darragh, Immersive Reader is my stand out take away too from this module.
An option for a school lacking a sufficient number of IT resources for regular student access would be to provide a student access on the teacher’s laptop when it isn’t required or to extend a screen to the IWB, whilst a pupil reads with the assistance of Immersive Reader.
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I agree Darragh Immersive Reader is a resource that could be used with all levels in the Classroom. I also had a look at Mash Plus which creates lessons for all topics. Google forms is a useful tool for administative tasks, I look forward to learning about other such tools to lighten the paperwork side of teachijng
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Based on what you have learned in this module, how do you think AI can transform the teaching and learning experience in your classroom? Provide specific examples and potential benefits and discuss any challenges you might face in implementing AI tools.
Learning about different AI based programmes in the US, UK and China was very interesting but with regards to China’s use, something of a cautionary tale!
I believe strongly in the phrase ‘everything in moderation’ in relation to AI usage in the classroom but I think it will be very useful in my classroom in the current year. I will be in SET and I think my planning will be greatly aided using Chat Gpt etc. I also really enjoyed learning about immersive reader, which I wasn’t aware of. I can definitely see the potential benefits to this.
With regards to challenges, I think writing smart, succinct prompts for the AI tools like Gemini, CoPilot etc will be someething that will take me a while to get good at. I also think creating lesson objectives that link up specifically to the Irish curriculum will be an area where human oversight will be needed so as to avoid other countries curricula being used. Again I feel this will be down to using clear and specific prompts so I will need to start working on this area of my own skillset! -
AI has the potential to transform teaching and learning in Irish classrooms by making education more inclusive and efficient.
In terms of learning, AI offers tools that personalise and support student progress. Personalised spellcheck helps improve writing accuracy, while AI is making textbooks more accessible and enabling dynamic learning through interactive digital formats. The immersive reader for students with different learning needs by reading text out loud, breaking words into syllables or translating text supports diverse learners, particularly those with SEN or EAL. Flipgrid is a video discussion platform which students can record and share short videos, improve communication skills, encouraging their voice and confidence.
For teaching, AI can help educators monitor student’s performance more effectively and free up more time to teach by reducing admin tasks. Tools like Microsoft Teams – teachers can manage classes, assign homework, give feedback enhance classroom organisation. In line with the National AI Strategy, tools like AI e-mail assistance can draft and send e-mails, make newsletters and answer common questions. This makes communication with parents and students quicker and easier and more time for planning and teaching.
Challenges include teacher training and safeguarding data, but the potential for positive change is significant.
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Hi Laura. Thanks for your post and for sharing your reflection on the benefits of AI. You’ve outlined a really positive picture of how these tools can enhance what we do in the classroom. When a tool like Immersive Reader allows a child to engage with a difficult text, we realise that AI is not just saving time for you as a teacher; it’s also boosting the child’s confidence and independence. The same goes for tools like Flipgrid. Giving pupils different ways to express themselves often brings out strengths you might not see in written activities alone.
As you point out, professional development will be key if AI is to be adopted fully across the curriculum. Perhaps one of the most useful things we can do is keep sharing our experiences, what works, what doesn’t, and how our pupils respond to this new technology. That way we can all grow and develop with this technology together as a profession.
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I think AI can have a really positive effect on my teaching and the learning experiences in my classroom. Particularly for children with SEN. I think starting with learning tools which you feel confident with using firstly is a good place to start. Some learning tools which I feel can make most impact for me right now would be Immersive Reader. I had used this before but did not realise the amou t of functions available. I loved the function which allows you to change the backgroud colour,ths would prove very helpful for children with dyslexia. Children with EAL can also mire easily access class content through the translation function.
I also love the idea of using Google forms in class. I worked in an Educate Together school before and Democracy is one pillar of the ethos,using google forms could easily collate data within the class,children could even create their own form for other subjects such as data in Maths.
Microsoft learning tools has huge potential benefits,a more reluctant writer may be comfirtable doing a first draft of writing but can then achieve a sense of success by editing and publishing wirk using speech to text functions. A resource I’ve used with great success with a 1st class boy.
Finally Minecraft Education is a very child friendly tool available to teachers which develop creation and discovery while inspiring exploratiom and discovery. This software could be used to transform project work in class. Children could create 3d models within the software and invite friends to work collaboratively on the project. Lots of potential here too.
I think a challenge which may arise using AI would be access to laptops or computers and sadly internet reliability can still be challenging in country schools. I also feel safeguarding data and using AI in a safe and effective way may be a challenge as it is still quite a new approaach to teaching and learning.-
Hi Anne Marie. Thanks for your reflection and contribution to the forum. You have highlighted some very practical ways that teachers can use technology to support the range of needs in the primary classroom. The example of changing background colours in Immersive Reader for children with dyslexia is exactly the kind of digital support that can have a big impact on comfort and comprehension. As you point out, the translation feature opens up access for children learning English, which can make a real difference to EAL children. Your idea of using Google Forms to gather class opinions and even create maths data sets is a nice way to integrate digital literacy into other subjects. The success you’ve had with speech‑to‑text tools shows how the right resource can encourage even reluctant writers to get their thoughts onto the page.
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Based on what you have learned in this module, how do you think AI can transform the teaching and learning experience in your classroom? Provide specific examples and potential benefits and discuss any challenges you might face in implementing AI tools.
Over the past two years, I have been working in an autism class in my school. This will be my third year in the class. With the dynamic in my class, I have found much of my time, doing a lot of extra paperwork, emailing parents, following up on reports, meeting different experts, social workers and therapists for the different children. I have found that this than impacts on my time teaching and particularly planning. I am looking forward to using the different AI tools mentioned in the slides to help me prepare and organise the different aspects of my classroom, teaching, preparation and assessing. I particularly liked the examples given in the slides about how to use Chatgpt and the other AI tools to draw up a lesson plan under the different headings. This saving of time would greatly help me as time is the most important factor in an autism setting. My biggest concern and area that I think might hold me back using AI for this particular function will be the formatting the document back into a word document but over time I am sure I will be able to use the AI tools for that too.
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Ai is certainly transforming education and will continue to do so, therefore as educators we do need to embrace it. It is making education more personalised, it can assist us in identifying learning gaps, give us real time feedback, enhance our teaching strategies by giving us interactive engaging content.
Now more than ever before digital literacy for both teachers and children is a must!
One of the tools introduced in this module which I would be interesting in introducing to 6th class is search coach, an important one to teach the skill of efficient searches and evaluating of results.
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Thanks for posting your thoughts, Alice. You’ve summed up the AI dilemma very well that faces all primary teachers. On one hand there is the personalised support and real‑time insights AI can offer, but they do come with a need for us teachers to sharpen our own digital skills and help our pupils develop theirs. Search Coach is a good example of something that can make a big difference to older students who are starting to do more independent work. One way to roll it out with your 6th class might be through a short research project on a topic they are interested in. Before they begin, spend some time modelling how to use Search Coach to refine queries, look at the quality of sources, and cross‑check facts. Then let them try it themselves, perhaps in pairs, and ask them to identify one example of a trustworthy source and one that turned out to be unreliable, and why. This turns digital literacy into a practical skill, and you’ll quickly see where further teaching might be needed.
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I wouldn’t yet be a position of feeling that AI can “ transform” my teaching and the learning experiences of my pupils. That is quite a strong statement of change where it to take place. The major barrier being access to individual devices for pupils. All of the personalised learning programmes, such as Mathia X, Squirrel AI and Century AI of course could possibly provide avenues to “transform” my current practice but it just isn’t a viable route in a school where 50 iPADs are used by 600 pupils across the year.
In terms of what I could take from the AI tools featured, the standout for me would be Immersive Reader. Although our school version of word on the staff laptops doesn’t have Immersive Reader available, through exploration I have discovered that I can publish a Google doc to the web and then open it in Microsoft Edge which does have Immersive Reader functionality. I’m considering it useful for a pupil struggling to read but more than able to process content delivered audibly and fully participate in learning similar to their peers. My classroom laptop would be available at various parts of the day to allow for this opportunity.
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Im excited to use immersive reader in my classroom in September. We have previously paid for an app snap type pro which has been an excellent tool for our dyslexic children but what makes immersive reader most appealing is the fact that it is free! One feature that is missing is changing picture to text element. Id like to explore and see if there is a workaround for this.
I was interested to see Minecraft as a suggested app for schools. Previously I had thought that Minecraft was just a minefield of danger for anonymous online chat rooms etc However after a deep dive I have learned that this is only the original minefield integrated into Java that allows this feature and that appropriate controls are in place provided it is setup correctly.
I thought the lesson plans generated by the various ai platforms were really good. I’d love to know if its possible to insert our fortnightly planning grid and use this for planning- would it populate the columns correctly?
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Hi Fiona.
Thanks for your post and for your contributions to the course to date. As many on the forum have suggested, Immersive Reader is a fantastic resource. It does feel like a gift when you’ve been paying for similar services, and the range of customisation options can make a real difference to pupils who struggle with reading. If you’re missing the picture‑to‑text element, one workaround worth exploring is the Office Lens app. It’s free as well, and you can use it on a phone or tablet to snap a photo of printed material, then convert it into editable text that can be sent straight into Word or OneNote. From there, Immersive Reader can read it for the pupil. It’s not quite the same as having everything in one place, but it might bridge the gap without adding extra cost.
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I believe that AI has the power to significantly transform the teaching and learning experience in my classroom. Possibly one of the most exciting aspects is that it allows for an individual learning style and pace for every student in my class, enabling me to better support both advanced learners and those who need more time. AI-driven platforms can suggest resources, adapt questions, and provide instant feedback, making learning more meaningful, inclusive and accessible.
It can also certainly help to streamline my testing and assessment – for example, creating class tests and assessments, providing insights and analysis, and ultimately reducing the amount of time I need to spend on these areas. This means that I can dedicate more of my energy to direct interaction with students rather than administrative tasks.
Additionally, AI has the potential to promote a genuine interest for students in their own learning as they’re using engaging material tailored to their interests, hobbies, talents, etc.
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Hi Laura. Thank you for your post on the potential benefits that AI could bring to your teaching. The idea of having technologies that adapt to each child’s pace and interests is certainly appealing, and anything that frees up more teacher time for face‑to‑face work with pupils is a bonus. The right AI tools can help those more able pupils to feel challenged and those with learning difficulties feel supported. Of course it can also make the process of designing and marking assessments a lot less time-consuming.
One thing to keep in mind as you start experimenting with these platforms is to begin small and see how it fits with your style and your pupils’ needs. For instance, pick one subject area or unit and use an AI tool/technology there first. This will give you a clearer sense of how AI recommendations fit with the teaching and learning that happens in your class and whether what you are seeing truly benefits the children. You could then decide which AI features are beneficial to your teaching and where you might still prefer to stick to traditional methods and approaches.
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AI can transform teaching and learning in a variety of ways.
Children can develop greater independence in their own learning and begin to develop more responsibility for their learning through access to AI tools. Generative A! Tools like Chapt GPT/ Gemini allow children to simplify reading, summarise texts, use prompts and develop learning pathways.
AI allows learning to become more interactive through the creation process. Creating videos, quizzes, short stories and more.
Children can also receive instant feedback on their work, use AI to highlight mistakes and suggest improvements.
Teachers’ time constraints can be helped by using AI to create simple and effective resources. AI can be used to analyse writing samples and create spelling lists, grammar lessons and reading strategies based on individual children’s needs.
There will be many challenges when using AI. Differentiating between students’ own work and that of generative AI will be very difficult. There is also the argument that using AI tools will rob children of their own creativity as problems can be solved instantaneously.
Children who have grown up with modern technology often take information at face value and will not fact check or attempt to prove authenticity. As a result teachers will not only have to plan for what they will teach but also the capacity of AI to generate incorrect information
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Hi Padraig. You have captured well the possibilities and the pitfalls of using AI in the classroom. The support they offer can motivate learners and lighten your teaching load, but as you say, there’s a risk that pupils will accept everything they see on screen without question or rely too heavily on ready‑made answers.
One practical way to address that is to build in explicit “verification” steps whenever AI is used. For example, when pupils use a chatbot to summarise a text or answer a question, ask them to highlight one piece of information they will check against another source and to explain why they trust that source. Similarly, if they use AI to generate ideas, have them select two suggestions that they must develop further by adding in their thoughts and observations. Taking this approach will help reinforce that AI is just a starting point, not the finished product, and it also promotes their own critical thinking and creative skills.
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I would have a couple of children in my class that would be very weak readers and it is becoming a huge self esteem issue for them. The immersive reader is definitely an AI tool that I will be experimenting with this coming year in order to give these pupils a boost to their self esteem and help improve their reading. I also have EAL pupils who I feel would also benefit from the use of this tool.
I have used Google forms in the past and found them an incredibly useful tool. Our school also took part in a pilot project using Minecraft as a tool to teach pupils about media. the pupils loved it and it would definitely be something I’d use with an older class. We have Minecraft educational on all our ipads in the school.
The idea of AI creating my planning makes me feel like I’m cheating somewhat, but it does take up a massive amount of teachers’ own personal time so I feel as long as it’s tailored specifically by the teacher to individual classes, then it can only be worth a try!
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I agree Victoria, Using Immersive Reader for both weak readers and EAL pupils sounds brilliant – I can see how that would boost their confidence and make things more inclusive. Minecraft sounds great too, I intend to dip my toe in this year, and it’s good that you’ve already seen how much the pupils enjoy it.
I get what you mean about AI planning feeling a bit like cheating, but I think agree with you that as long as we tweak it for our own classes, it’s just another tool to make life easier. And if it frees up more time to actually spend with the kids, then it’s definitely worth using.
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This module has taught me that using AI in the classroom has many advantages, especially in helping to tailor learning experiences to meet each student’s needs. One of the things I struggle to make time for lately is differentiation. There are many different ways that students learn and various needs in our classrooms today. Anything that can help with this is a great addition. I believe that tools such as Gemini, Copilot, and ChatGPT can be helpful in this situation. They can help create fun lesson plans that match the interests of the students in your class. At the start of the year, I make an effort to find out what the students are interested in and include these topics in some of our lessons during the year. AI can be a helpful tool for this. Minecraft Education is a game that can really get students excited about learning because it’s very popular among kids.
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Hi Tadhg.
As a former SEN teacher, I agree that planning differentiated learning for your pupils can take lots of time, and it’s great that you are starting to realise how AI tools can greatly assist with this task. I like how you get an understanding of a child’s interests at the start of the year and plan materials/activities that take these interests into account. This can be a great motivating factor for the individual pupil and keeps them engaged in their learning. One suggestion would be to use AI tools to generate tiered tasks or activities for your pupils. You are simply using AI to create three versions of a task that are all at different levels of difficulty. That way, every pupil is working on the same task but at a level suited to their needs. This is an excellent way of managing differentiation for your class.
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The use of Ai will greatly enhance and transform teaching and learning in the classroom. First of all it has many benefits for both the teacher and the students. Ai creates a more personalised learning experience for students, giving each student the best chance to succeed. It can provide early detection of areas of whereby a child might be struggling but also challenges more able children. Asa result it can help teachers monitor children’s performance, helping them to identify learning gaps in students learning and ways that they can change their teaching to best suit the needs of their class. Ai can also help save teachers time on planning and administrative work and allows them to focus on their teaching. There are various ways that Ai can transform teaching and learning. Firstly it can help create more personalised lesson plans for teachers tailored to students interests. I look forward to trying various programmes such as Minecraft and the immersive reader. I think the immersive reader is an excellent tool at building confidence in children who are reluctant and afraid to read. While there are many benefits associated with Ai, there are some challenges such as it being expensive to implement, the need for further staff training and it may now always provide accurate information due to the biased provider.
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Hi Paige, they are all great points that you made and I too see the challenge that biased providers may have on the future of learning. Perhaps not at the moment in a country like Ireland but in places like the US and China with the various societal issues and that are places that are or are becoming more dictatorial its not too much of a jump to see companies that will develop technology that isn’t neutral but rather a purposeful tool used to further state narratives or be used as a stick to keep people in line – social credit scores based on classroom outcomes and so on.
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I can see how AI can potentially really enhance teaching and learning, especially when it comes to differentiation in the classroom. With such large class sizes and such varying levels of needs nowadays, if used correctly AI tools can help cater for these differences and massively cut-down on preparation time for teachers.
From this module I have learned how Immersive Reader by Microsoft could work brilliantly for pupils who struggle with reading. Vidnoz sounds like a really fun resource to make topics more exciting for students. Mathia X sounds very useful in identifying areas of weakness in children’s numeracy skills and could be helpful for pupils trying to master new concepts. Squirrel AI Knowledge maps previous-related knowledge before starting a new concept, which would be a very helpful assessment tool. Century sounds like a helpful tool in finding any missing knowledge and misconceptions. I also think the Minecraft Education Edition would be very fun to use and will definitely give it a try. It can be used to help monitor progress across strands and support making interventions.
I look forward to trying out these applications and discovering how they can enhance teaching and learning in the classroom.-
Hi Rachel. Hope you are enjoying the course so far.You have highlighted a great range of tools in your post. All these tools can help teachers to address the many ranges of abilities and learning styles in today’s classroom. It’s important to remember to try out one or two tools at a time rather than trying to introduce too many at once. You could start with Immersive Reader and then gradually introduce Mathia X or Century. That way, you the teacher, and the pupils in your class will get enough time to explore each tool properly.
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The main challenge I face working in the special ed setting that I do is being able to meet the diverse needs of the students from a curriculum standpoint as the intellectual, behavioural and engagement levels of each of the students can differ greatly (this is true of any educational setting but is more pronounced and obvious in my school. As a consequence, each student IEP can be very different and no one student is getting the extent of the education that they could if they were in a setting where streaming was across the board or they were grouped according to their needs and abilities. Though this isn’t to say that the social education that they get, or the more invisible and beneficial aspects of the curriculum are not important – our school is very strong in this area, I believe.
However, addressing the topic I believe that any of the big 3 AI platforms – Gemini, Copilot, and ChatGPT could really help me in this as I could draw up one lesson plan for the class and ask the AI to differentiate the lesson for the ability level of my students, especially using an AI tool/resource like Diffit. This is a massive game changer in that I often do not have the time to create differentiated LPs to the level that I would like. The almost real-time creation of these LPs and their differentiated nature opens so many doors for me as a teacher – giving each student real individualised material. Some challenges that may arise is that many of these platforms and tools are subscription based, and the school may not employ them and the initial learning curve for the staff on how to use the various platforms and tools may be steep (depending on the tech savviness of the individuals – teachers, SNAs and students alike. Though the benefits are clearly enormous once these initial factors are addressed and overcome. -
One challenge I and I’m sure many other teachers face in the classroom is finding enough time to prepare differentiated resources and assessments that meet the wide range of needs in my class. Some students require additional support, while others need greater challenge, and creating personalised materials for each group is time-consuming.
AI can transform this aspect of teaching and learning by streamlining resource creation and offering personalised content. For example, tools like Azure, CoPilot, and ChatGPT that were covered in this module can generate lesson plans in maths, create differentiated practice questions, or design quizzes tailored to different ability levels. This saves valuable preparation time and allows me to focus more on supporting pupils individually, whether that is providing extra explanations or stretching higher achievers. Initially AI is a tool in creating resources but some of the speakers made good points that it can actually help teachers with their wellbeing.
The benefits of using AI include freeing up teacher time, providing quick access to a wide range of ideas, and supporting more personalised learning experiences. However, a key challenge will be ensuring that what AI returns is accurate, relevant, and aligned to our Irish curriculum. Teachers will need to carefully write prompts, refine AI-generated content, and adapt it to their classroom context. There is also the need for professional development so that teachers feel confident using these tools effectively.
Overall, AI has the potential to reduce workload, enhance personalisation, and improve teaching and learning, provided it is implemented correctly. -
AI has the potential to significantly transform both teaching and learning in my classroom, especially through tools like Microsoft Immersive Reader and Minecraft. I am looking forward to seeing how Immersive Reader can support students with diverse literacy needs—it reads text aloud, breaks down syllables, and even translates text into different languages. This is incredibly helpful for EAL students or those with dyslexia, allowing them to access curriculum content more independently and confidently.
Minecraft is another AI-enhanced tool that brings learning to life in a creative, interactive way. It encourages problem-solving, collaboration, and critical thinking—skills that are sometimes harder to foster through traditional teaching methods. Students become much more engaged when learning is hands-on and game-based.
That said, challenges remain. Not all students have access to devices at home, and I do worry about screen time and students becoming too reliant on technology. There’s also a learning curve for us as teachers to use these tools effectively. But overall, with the right support and balance, AI can make learning more inclusive, personalised, and engaging. -
AI tools like CO-Pilot give teachers the opportunity to create individualised lesson plans that are personalisd to target the specific needs of pupils. This extends to assessment where teachers can create tests using AI tools like Google’s Gemini to assess the learning of a particular area.
Teachers can save time on correcting work using AI tools like Coursebox. There is a free option and it automatiaclly grades quizzes and provides feedback.
AI will have the greatest impact on Language Learning going forward. The use of AI tools could enhance the teaching and learning of Gaeilge as well as English for EAL learners. But there is the risk of inaccuracies so AIcannot be relied on solely for teaching language.
A challenge teachers face with AI is that pupils may use the likes of Chat GPT to do their homework for them and are we up to speed enough yet to recognise this? We need to be trained in AI and there is cost involved in this as well as the cost of some AI programmes for schools.
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Hi Aoife. You make some good points in your post, especially regarding the debate around the opportunities AI tools can give us in the classroom versus the challenges and problems that come with the new technologies. I agree that AI can have many advantages when planning and creating resources for language learning, particularly for EAL pupils. One idea would be to use AI to create vocabulary games and simple listening tasks for Gaeilge or English. This will save valuable time for you as a teacher to focus on providing effective teaching and learning experiences for your class.
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Based on what you have learned in this module, how do you think AI can transform the teaching and learning experience in your classroom? Provide specific examples and potential benefits and discuss any challenges you might face in implementing AI tools.
I think the main benefit of the use of AI in primary school is that it acts as a smart assistant to the teacher, helping to develop personalised learning for every child. The suggested assessment tools in this module, such as Squirrel and Century will enable early detection of learning gaps. The child can be assessed and feedback is instant, allowing the student and the teacher to become immediately aware of difficulties in understanding, giving the pupils the best chance to succeed. This feedback can be used to develop specific targets for a child’s Support Plan.
Such AI led programmes are so beneficial as once assessed, students can engage with learning content that adapts to their learning pace.AI helps with administrative tasks, allowing the teacher more time to focus on teaching the pupils. It was beneficial to listen to the teacher from Scoil Mhuire in Rosslare who is availing of AI to enhance the educational performance of its pupils. Carlow Educate Together use of Mash Plus was interesting. The Immersive Reader appears to be an extremely useful learning tool.
Of course there are challenges of using AI in the classroom, the major one being the expense of implementing it in the school and the continual retraining of teachers. The introduction of such tools may also lead to anxiety among staff, as they may lack confidence in using technology. Through their digital strategy, the department of Education plans to provide support to allow teachers to gain confidence using AI in the primary classroom.
Another challenge is that research has shown that some of the AI creators can sometimes reflect biases, resulting in inaccurate information. There are also privacy concerns when using AI and the school must comply with GDPR. Educators, students and parents must know how this technology works, promoting transparency if vital in school. The Teaching Council has outlined ethical standards which school must follow when using technology in the classroom.
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Hi Derbhla. Thanks for your post and reflection on the use of AI in education. You have highlighted both the benefits and challenges this new technology presents to schools, and you have done it in a very balanced way. You point out one great benefit of AI, the planning of personalised learning materials for a wide range of abilities and levels. This is where AI can be a real time-saver for the teacher and, as you say, can feed into the development of the child’s SSP, especially when it comes to creating Smart Targets. Consider including the child’s voice when setting their targets. For example, after using Century or Squirrel to help you identify an area of difficulty, you could encourage the child to help decide on a short-term goal or target they’d like to work on.
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This module really opened my eyes to the different ways AI could change some aspects of my classroom. The part that struck me most was personalised learning. In a mixed-ability class, it’s always a juggle to keep everyone on task at the right level. I like the idea that an AI tool could adjust reading or maths activities to suit each child, so no one feels left behind or unchallenged.
I was also introduced to Immersive Reader, which I wasn’t familiar with before. I can see how it could be a huge support for children who struggle with literacy, letting them access content more easily and feel included. That kind of tool could make a big difference to their confidence.
Another big benefit I can see is how AI could reduce some of the more mundane teacher tasks. If it can take on things like creating comprehension questions or tracking assessment data, that gives me more time to actually be present with the kids in class, which is where I feel I make the most impact.
One challenge is that not every child will have instant access to a computer, so I’d need to think carefully about how I could organise and facilitate use of the platforms so that all children benefit equally. -
This was a great module and while it was full of apps and information- I found it practical. There are times when I feel totally overwhelmed by technology. So I think the key would be to use an app at a time. I have a strong interest in Dyslexia so I think I will start by commiting to immersive reader for some of our older kids who use assistive technology. I read in the article about immersive reader’s picture dictionary and read aloud options. As many of the students I teach are visual learners, I can see this being an excellent tool.
I think that AI could be the key to Universal Design for Learning- which is the most ideal but time-consuming and often unrealistic approach for any classroom teacher. As ever, the prompts will be key and I can see how you could input text or information into co-pilot, for example and ask for it to be differentiated. In this way information can be made accessible and tasks based on content can be made engaging. All children have access to the same content represented in different ways.
I am teaching 20 years and I agree with a teacher in one of the Minecraft videos for educators. We cannot become stale. We have to move with the times. AI is an amazing tool and we need to prepare the children for the world they live in and with how quickly things are changing- it’s time we change too. If we don’t the children will be left behind and we cannot risk that.
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Based on what you have learned in this module, how do you think AI can transform the teaching and learning experience in your classroom? Provide specific examples and potential benefits and discuss any challenges you might face in implementing AI tools.
AI can transform teaching and learning by reducing the teacher’s workload and making learning more interactive while aligning it with the technology children encounter outside the classroom as a result of this it increases student engagement in their own learning. Using AI tools such Dream Space, Teachable Machine, Microsoft Azure, and Minecraft Education can transform the classroom by making learning interactive, personalised and fun. I had never considered using Minecraft in the classroom and didn’t know an education version was available. I can see many instances in how this AI app could be incorporated into my teaching and learning for example in SESE children could be learning about sustainability and then use Minecraft to design a sustainable village or if studying various countries using Microsoft Dream Space maybe create famous landmarks in conjunction with project work on a particular country. The benefits of using AI in the classroom are that you are appealing to the child’s world, they live in a technological society and by including AI we are enhancing their engagement, creativity and hands on learning in the classroom. There will however be challenges ensuring that each child has access to an ipad or laptop, ensuring proper guidance and also the requirement of extra staff until children become familiar with the programmes they are using.
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Hi Claudia,
Thank you fir sharing your thoughts through this post. Your use of the terms ‘interactive’, ‘personalised’ and ‘fun’ are particularly striking for me. It is clear that these three words should categorise the majority of learning experiences in our classrooms. However, it can be quite challenging for us as teachers to continually come up with lessons that lend themselves to this. Having AI tools gives us the opportunity to pick and choose experiences that will lend themselves to these terms. Indeed, our own knowledge of teaching and pedagogy should allow us to tailor and adapt some of the ideas provided to us.
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