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ASSIGNMENT
Consider one of the AI application examples highlighted and explain how you would introduce this to your pupils. 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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I have explored Khan academy kids and found it to host an array of useful things that I could use with a class.
We are all well aware of wellbeing being a big part of our current curriculum. With everything going on, including advances in technology it is so needed. We have found children’s wellbeing being greatly affected by current trends and we need to help provide them with the skills necessary to navigate through life.
I see lessons on helping children cope with big emotion- to be able to communicate and name feelings, which is such a valuable life lesson. This social and emotional development is vital today.
There is a section to support teacher in their back to school section, juggling with big emotions etc. As a school where I work, we are facing big changes in September so this section is going to provide support and ideas hopefully.
In general I think Khan academy kids is a great place to introduce AI applications to children as its interactive activities are so appealing to children. It also links nicely with things/ games that the children are used to playing. Therefore they will be able to link known information to the world of AI. Once they are aware of AI and its uses you can then go teaching challenges surrounding AI etc.
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From the tools highlighted in this module, I would like to introduce Scratch programming. The step by step process of linking blocks of code in a sequenced manner would be very beneficial for developing problem solving skills amongst pupil. I think organising pupils in pairs, at least initially would be useful here where pupils can problem solve together and remain motivated. The opportunity to share what they have created with their peers or possibly other class groups would also help motivate pupils.
The fact that there are ready made lesson plans from Scratch.ie which lead pupils step by step through creating their animation is very useful. They also have challenges built in which would push pupils further and inspire further creativity so differentiation is already built in to these lesson plans.
The lego blocks are very visual for younger pupils and really introduces the idea of programming to young pupils in an age appropriate way.
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One of our classes began using Khan Academy this year as a pilot in our school and the feedback was very positive. Pupils really looked forward to using the Chromebooks, logging into their accounts and progressing through the assigned work or completing their own activities. Even the impact this has on pupil wellbeing is huge – pupils are experiencing success as they complete activities which are pitched at their level as the AI has identified their starting point and provides personalised support/feedback where necessary.
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James, that sounds so rewarding for the pupils to be able to begin at their level, pick up where they left off the following Chromebook session and utilise their time for exactly what they need. It benefits every pupil in the class, those who are high achievers, those who have poor attendance etc. The teacher can observe and guide, relaxed in the knowledge that everyone is engaged and working at their pace and level.
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Hi James,
I have used Scratch with my pupils and they love it. its very versatile and can be used in all kinds of ways and subjects. I agree working in pairs or groups is a good way to go. Some of mine already had experience of Scratch or block coding and they were able to move around and help others but you could also ask in ‘experts’ from other classes too, I used the in-app tutorials but scratch.ie looks more structured and less cluttered.
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To introduce Khan Academy Kids to my class I would start with a “Big Idea.” To increase their interest , I would frame it as a special adventure where they’ll play learning games.
I’d use the whole class whiteboard/ screen to introduce the app’s characters This helps students feel connected and excited.
I would demo and navigate the app together as a class. Showing them the “Library” for stories and the “Playground” for different subject games. Explain the “Learning Path” as their personal adventure map where they can earn stars.
It would then let them have some hands on learning experience Let students try a simple activity independently on their devices. Then, give them some free time to explore what interests them most.
I would Bring the class back together for a brief “sharing circle” to discuss what they found. Finally, set clear expectations for when and how they will use the app in the future.
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Hi James,
I also looked at Scratch. I hadn’t thought about putting pupils into pairs in the early stages. I think it is a great ideas and one which I think I will give a go until I get used to it myself. I agree that the pre-made lessons are great especially for someone like me who isn’t familiar at all with it. I tried out Robo garden but it was way more confusing from a teacher point of view – I couldn’t seem to see the lessons to assign the pupils or have a go at trying anything out – even when I signed in a pupil! The motivation element of sharing their creations also will keep a good buzz in the classroom.
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I have dabbled with Khan Academy before but I will certainly look at introducing it on a more formal basis over the coming year. I was always associated it as a maths resource, but it has resources for SESE subjects, English etc too. The pupils can track their progress and there’s extra material for them to engage in as well. It won’t replace direct class teaching but would act as an enjoyable enhancement, revisionary and assessment resource.
A weekly session for, say, maths might look like this. Monday, direct class teaching and demonstration of methods of the topic with demonstration video from Khan Academy possibly.
Tuesday would include a recap on methods and progress tracking with teacher designed tasks on Khan.
Wednesday might have new methods or extension of old strands introduced to the mathematical topics. As per the new Primary Maths Curriculum, Khan Academy can show real world examples too of the mathematical topic in practice. For example, data, shape and space etc.
Thursday might include some problem solving or quiz activities, where teachers and pupils can assess how they are progressing. Again Khan Academy can provide these.
Friday would be games day with interactive activities for the children on Khan Academy.
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Hi Mark,
Thanks for sharing your well-structured weekly plan. Introducing Khan Academy in a formal way, as you’ve outlined, should offer consistent support for pupils across the strands the new Primary Maths Curriculum, I think you’ve got the balance right between direct teaching and using KA resources and the use of real-world examples and progress tracking adds value.
If you decide to trial this approach, it might be worth gathering feedback from pupils (Via a Google or Microsoft form) after a few weeks to see if the structure needs tweaking. To further build on what you’re planning, consider using Khan Academy’s unit mastery system to help pupils set personal goals. This can support differentiated learning and give you insight into who may need additional support or indeed what pupils need to be challenged more.
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I found your weekly plan using Khan Academy really inspiring — especially how it integrates with the new Primary Maths Curriculum. I’m still quite new to AI myself, so reading practical examples like yours really helps me visualise how I could start using these tools in my own teaching.
I’ve also explored Khan Academy briefly before but didn’t realise just how broad the subject coverage is until this module. Like you, I initially thought it was just for maths, but I now see how it could support SESE and English too, which is a real bonus.
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Very similar myself Mark in that I have used Khan Academy in the past but I am looking forward to getting back to it again now especially with all those new resources and expansion into other curricular areas. Your weekly outline is very useful and certainly provides plenty food for thought to introduce KA for use alongside the new Primary Maths Curriculum.
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Having looked at a lot of the GenAI tools that have been suggested in the classroom I was particularly drawn to the Khan kids academy and its use in the classroom .
I will be having Infants in Sept so I know that emotions and social development will be to the forefront . I looked at what was on their app and much of it appealed to me and I will definitely use it . I then asked chat Gpt to use the material available to create a week of lessons . The response was impressive and I believe will cut down on the work of the teacher providing the right prompts are given .🟢 Monday – Naming Emotions
App Activity: Watch a story like “How Are You Feeling?”
Discussion: Ask, “How do the characters feel? Have you ever felt that way?”
Follow-up: Children draw a face showing how they feel today.🔵 Tuesday – Managing Emotions
App Activity: Try a mindfulness or breathing exercise (found in “Circle Time” videos).
Practice: Teach the class “Belly Breathing” with Kodi.
Follow-up: Make a calm-down corner with visual cues from the app.🟣 Wednesday – Kindness & Friendship
App Activity: Watch a story about sharing or helping a friend.
Discussion: “What does a good friend do?” Write responses together.
Role Play: Children act out friendship scenes.🟡 Thursday – Problem Solving
App Activity: Story or video where characters resolve a problem together.
Discussion: “What happened? What choices did they make?”
Follow-up: Introduce simple solution cards (“Stop. Think. Choose.”)🔴 Friday – Reflection & Sharing
App Activity: Free choice SEL story or mindfulness activity.
Group Reflection: “What did we learn this week about feelings?”
Art/Story Time: Draw or tell a story about helping a friend or feeling brave. -
I love this response and like you definitely plan to use AI as a time saving tool in the future, especially at infant level. It’s also a great support during those moments when you’re planning your next theme and need some inspiration, whether it’s story suggestions, activity ideas, or ways to link learning across subjects. AI has so much potential to make planning more efficient and creative.
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I really enjoy reading the weekly plan. It’s great that AI can compose a plan like that, that would often take me a long time to con up with. I think using AI in this way will definitely help speed up the planning process but also help with new creative idea that motivate and encourage the children. Social and emotional topics often require a lot of time in September, I think the content would also benefit 1st and 2nd class.
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That sounds like a brilliant way to structure the week! I love how you’ve balanced direct teaching with the use of Khan Academy as a support tool rather than a replacement. I didn’t realise it had resources across so many subjects either. It sounds like a great way to keep things fresh and engaging. The Friday games idea is especially nice to keep motivation across the week.
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I think to help junior classes engage critically with AI and develop digital awareness, children could take part in a fun “Ask the Bot!” activity children could ask simple questions to an AI like Gemini and compare its answers with their own knowledge discovering that bots can sometimes be wrong. This encourages curiosity, critical thinking.A follow-up activity, could help children to analyse the fairness and tone of AI responses , helping them spot bias and to maybe rephrase sentences to be more inclusive and kind. These activities could be part of SPHE or SESE lessons. Both activities could encourage empathy, ethical thinking, and digital literacy in creative, age-appropriate ways.
Teaching digital literacy through creative, ethical AI engagement is vital in developing responsible, resilient learners. As outlined in the Draft Wellbeing Framework by the NCCA and Primary Curriculum, fostering a sense of agency, critical thinking, and empathy is central to children’s development. By integrating tools like Gemini in age-appropriate ways, we can help children understand that while technology is useful we need to be always aware of bias. It is equally important that children are taught to question and think independently. This approach also safeguards against AI outputs that may be inaccurate. We need our circle time, discussion time to keep creativity in our classrooms . Classrooms need to be safe spaces where digital tools are used with care, creativity, and ethics.
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Hi Natasha,
The “Ask the Bot!” activity is a creative and age-appropriate way to introduce junior classes to AI while encouraging curiosity and critical thinking. Your follow-up idea around analysing tone and fairness would work well in SPHE or SESE, as you suggested.
Linking this to the draft Wellbeing Framework is timely. Encouraging empathy, agency and independent thinking through digital tools lays a strong foundation for responsible use which can be built on as your younger pupils progress through the school. To further enhance what you’ve outlined, you could include simple reflection prompts after each activity. This would help pupils process what they’ve learned and how they felt using GenAI, supporting both digital literacy and emotional awareness.
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This course has opened my eyes to the potential of AI.
Being in a SET role in the Junior end of school I can see myself using the Microsoft learning Accelerators with students or the Immersive Reader tool. These tools, introduced in an earlier module, are easy to access and manipulate to suit individual needs.
Within this module I have my management hat on and am thinking about how we can prepare children to use AI in an efficient, creative and safe way. For this reason I feel that the Teacher Handbook “Artifical Intelligence and Data Literacy” will be my first consideration this year. I think it will be important to have staff discussion on how we use AI ourselves as teachers and how we can prepare children (especially in the older classes) to use it to support their learning.
I actually used Notebook LM to summarise the aforementioned handbook and the following are my takeaways from that summary:-
The AI Handbook for teachers
- Provides guidelines and activities designed to integrate AI and data concepts into existing curriculum subjects.
- Emphasises the need to empower teachers;
- Stresses the need for ethical AI, privacy, and safety rights for children.
- Advocates for a constructionist approach to introducing AI and Data, where children actively and creatively engage with machines to construct knowledge;
- Outlines eight sessions that introduce key AI ideas to students aged between nine and twelve years. The programmer is directly linked to the Primary Curriculum.
- There are linked resources that can be adapted to suit a variety of needs within the classroom.
I feel that this handbook offers our school a structure for introducing AI in the classroom. Going beyond this will require management and staff to consider the impact of AI on our Digital Framework, our AUP policy and our GDPR policy.
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For teaching 1st class next year, I would introduce Khan Academy Kids to the class. I would start by doing an whole class introduction on the interactive whiteboard to show them how to use it and highlight how they can explore reading, problem solving and other maths topics in a fun and engaging way. The app is easy to use and I love how it can tailor to the child needs and allow them to follow at their own pace. I think the colourful characters and games will encourage interaction and support their learning. I think I would start with letting them explore individually and then in groups. I can track their progress to and provide support where needed. I think this app is kid friendly and will be a great educational benefit to the classroom. My class would love exploring different games and activities that can be tailored to their level. The fact that it can be continued at home with parents support is also great. I look forward to seeing how well it work sin the classroom.
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Hi AnnMarie, I have never used Khan before but I really liked how you broke down the lesson. It makes me want to look into a bit more and maybe try adapt to some of my children. Over the past 2 years I have worked in an ASD classroom and most likely will be returning to it either this year or next, I definitely think some of the students I have taught would be able to take advantage of this AI tool.
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Having used Scratch before, I was excited to learn that there is a Junior Scratch to use on the iPads. As I am currently teaching Infants I would definitely introduce the app to the children in small station groups before bringing them back together as a whole class to recap what they have learned. As they are very young and it may also be their first time experiencing the app, I would put the children into mixed ability pairs in the hope that each child could help their peer during the introduction phase. I believe I would need some further support from another teacher until the children become more experienced with using the app. I noticed on the Scratch website that they also do Coding Cards which would be very useful for small group work. I’m sure I could also ask Magic School AI for some ideas of motivation tasks and activities for the Scratch Junior app.
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I would chat to the children about what computer programming in and then I would introduce Scratch. I would do this slowly allowing them to play with it themselves in groups of two students. First, I would show them a very simple Scratch project on the interactive whiteboard like making the sprite move across the screen. I would then show them how to make the character speak. Then as a class, we would explore the Scratch interface, focusing on the basic blocks: motion, looks, and sound. I would then guide the class through creating a short animation, like moving a sprite across the screen while saying a message. Once they are happy doing this I would then give them time to experiment in pairs. Pair work gives them confidence and allows them to teach each other. As they progress I would ask them to make more complicated projects moving on to individual tasks and projects. Children would be encouraged to work on scratch at home as well as in school.
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I would use Google’s Teachable Machine as a start to help children to gain an understanding of AI and machine learning.
I would firstly check the school’s AUP and GDPR policies to ensure I am following protocol and I would inform myself as much as possible about the tool before teaching the children. We would run through online safety as well as AI, what it is, how it works, the benefits and the risks.
I would choose creating a basic image model as a starter and get the children to teach the tool to recognise something simple first e.g. thumbs up, thumbs down and eventually use it to recongnise living vs. non-living things for science for examplt. I would use LanSchool Air to monitor pupil screens as they work for safety and to control access should any child go off task. I would model initially and then go through the process step-by-step, gradually releasing the repsonsibility to them.
I would then carry out a reflection on the lesson to see how they found it, the challenges, things to work on next time and how it could be used in real life. I would remind them always that input predicts outcome so testing and refining is key and AI should be used as a starter not a finished product so checking is vital.
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Thank you for sharing this. I found it very clear and practical. I particularly liked how you linked the activity to science by using Teachable Machine to explore living and non-living things. Your step-by-step method and the use of LanSchool Air to support online safety and pupil focus seems very well thought out.
Although our school is also a Google School, I realise (Now!) that I have not yet made full use of the Google Workspace tools available to us. Your post has encouraged me to reflect on how we might use these applications more effectively to support teaching and learning. I also appreciate your emphasis on modelling, gradual release of responsibility, and building in time for pupil reflection. These are helpful reminders as we consider how best to introduce AI concepts in a way that is meaningful and age-appropriate. Thank you again!
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Vikki, I totally agree with you about checking the school’s AUP and GDPR policies. It’s essential to ensure compliance and safeguard students’ data. That’s a very responsible and thorough approach- a step that’s easily forgotten. Covering online safety alongside AI fundamentals, including both its potential and risks, will help students develop a well-rounded and critical understanding- a key part of digital literacy today.
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Checking in with fellow staff is a good idea Evelyn, something that I can possibly overlook especially when doing a course over the Summer. I tend to try out the resources myself straight away when the school year starts rather then discussing it with staff members like I normally would when doing a course throughout the school year.
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I completely agree with your approach — it’s thoughtful, practical, and rooted in a strong sense of responsibility. You’ve highlighted some really important points that stood out to me as someone still building confidence with AI in the classroom.
First of all, your emphasis on checking the school’s AUP and GDPR policies before introducing any AI tool is essential. It’s a step that’s easy to overlook in the excitement of trying something new, but it ensures we’re protecting both ourselves and our pupils.
I also love how you planned to link Google’s Teachable Machine to the curriculum — starting with something simple like thumbs up/thumbs down and eventually connecting it to a science strand like living vs. non-living things is such a clever idea. It makes AI relevant and engaging while deepening subject understanding.
Your structured approach — modelling, using LanSchool Air to monitor screens, and step-by-step release of responsibility — mirrors best practice in digital learning. And your focus on reflection, evaluation, and helping children understand that AI is a tool to support their learning (not replace their thinking!) is so important.
Thanks for sharing this. You’ve given me a lot of ideas and reassurance that introducing AI in a primary classroom can be meaningful and manageable.
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I too would like to try Khan Academy as I was not aware of the array of areas it covered. Wellbeing is such a priority area at the moment with very obvious increases in anxiety amongst children and other mental health difficulties so dealing with big emotions is something we really need to equip children with at a young age to prepare them for the high-pressure of modern society.
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Similar to other posters I think that Scratch is a fantastic tool and I would love to introduce Scratch Junior to my class. I would do this in conjunction with unplugged tasks that would not require the technology but would involve thinking computationally. Ideally this would follow a block of lessons involving beebots so children would have this prior knowledge.
Scratch Junior would be taught over a number of weeks. Intitally coding would be introduced about how it is telling a computer what you want it to do! Show children an example. Open it and go through the character, background, blocks, script and what the green flag means.
Show children the app and how to get a character and look at how this could be built upon with simple instructions. Ideally as I am a younger class this would be done with support teacher/Sna in the class to support. Allow children time to play around with it while each week introducing some additional commands while recaping on previous learning.
One of the possible restrictions to this is our apps on ipads and use of ipads can be limited. However all the resouces, lesson plans and support which are already created would support my teaching and delivery of the lessons over a period of approximately 6 weeks.
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Hi Vikki,
It’s always wise to avoid working in isolation with AI tools. Consulting the school’s AUP and any AI-related policies ahould indeed be the first step, and checking in with senior management or the digital learning team can help ensure everything aligns with school protocols.
Using Teachable Machine is an excellent choice for introducing AI, especially with the curriculum links you’ve outlined, like in science. It’s a practical and engaging way to help pupils understand how machine learning works in a hands-on way.
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I’ve started trying out AI tools in my classroom to help with teaching and learning, but since this isn’t a whole-school plan yet, I think we need clearer guidance from education leaders. Our current school policies don’t yet specifically cover the new challenges AI brings, especially around protecting student data and using AI safely. At the moment, I am trying to use AI responsibly and have taken it upon myself to learn more (through yourselves) this Summer.
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One of the stand out AI tools for me was Dffit. I have being playing around with it and shall definitely introducing to my pupils in September. It was really easy to use for example enter the topic “The American Revolution ” into Diffit.
It provides a simplified version of the text that matches 5th class reading level — making complex topics more accessible for all learners.Helps all students understand key events history without being overwhelmed by difficult language. Diffit gives multiple-choice and short-answer questions at the 5th class level. Which you can use as an assessment tool. This will be especially useful in SESE topics across the curriculum. I like that you can adjust reading levels- by creating multiple versions of the same topic so both advanced readers and struggling learners in the same class are supported. -
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I have a 3rd class student with significant learning difficulties, particularly around working memory and sustained concentration. I would like to introduce Scratch as a simple and engaging way to explore coding through pictures and blocks. Coding can offer a structured, visual approach that may help strengthen this particular student’s working memory and attention by breaking tasks into small, manageable steps that need to be sequenced and repeated. I would encourage the student to say each instruction out loud to reinforce learning and retention. Starting with basic blocks like “when green flag clicked” and “move 10 steps,” the student will practise remembering and sequencing actions to make the character move. If they feel comfortable, we can add a “say” block to support multi-step thinking. This process allows the student to hold and process information in short bursts, while developing their ability to apply instructions. I believe this tool will also support their confidence and self-esteem as they experience success in creating something on their own.
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Scratch is great Justine. The Scratch junior App on IPad was great and using it as a tool to assist working memory is great. Another APP we used was called Lightbot. This is similar but you are given a path for the little robot to follow and you have to input the steps he must take to complete the level. It’s not a varied as Scratch (where you can create a wide range of unique actions and sequences) but is good for step by step instructions and challenges.
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Thanks for sharing this. I think using Scratch in this way makes a lot of sense, especially for a pupil who needs things broken down into smaller steps. The visual nature of block coding is a good match for working on memory and sequencing, and I like the idea of the pupil saying the instructions out loud as they go. That sounds like a useful way to help them hold onto what they’re doing.
Introducing just a couple of blocks to start with, like “when green flag clicked” and “move 10 steps,” seems like a manageable entry point. Adding the “say” block later is a nice way to support the next stage of thinking without making it too complicated. It sounds like a positive and practical plan that could really help the pupil feel more confident over time.
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Thanks for sharing this info.
Our school has used scratch for the last number of years. Children in the senior classes are usually given a project to complete on scratch (to make a game) which they then share with younger classes. The Scratch website is well laid out and attractive for children and teachers alike, there are a myriad of resources including videos which are easy to follow.
I work in SET and would like to promote digital literacy for children who struggle with reading, working memory, maths etc. I certainly see potential for this in Scratch.
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I agree with this idea Justine. Scratch is a great resource for coding and improving working memory. The idea of getting them to use the voice command would be great for their confidence and allowing them to see progress in their learning. I am definitely going to use scratch next year and will look into using it for all abilities.
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I completely agree Justine, Scratch is a fantastic tool for students with learning difficulties. Its visual and structured format supports working memory and focus. Breaking tasks into small steps makes coding accessible, and saying instructions aloud reinforces learning. It’s also a great way to build confidence through creativity and success.
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The example given by Eoin of using AI to create newspaper reports that linked to the 1916 rising and showed bias was excellent. I feel this could be used for a wide range of activities across the curriculum and would both enhance the children’s learning but also their critical thinking. Inputting the same event information in the prompt but slightly altering the perspective is an amazing way of having the class think about influences and bias. I think it could also be used in fictional situations and plan on using this method with my novels. This method would not only enhance language development and critical thinking but also align with the SPHE/Wellbeing curriculum and may even help us all to identify fake news (a very common topic in my classroom this year) We are teaching our children to question everything and thus become more active citizens. I was quite surprised at the age requirements of Gemini as we use Google classroom in our school and I thought this would have been available to all users. I will be teaching 6th class in September and feel AI could be used in this way in class particularly with our first novel The Ghost of Grania O’ Malley but of course as stated in this module it is important to follow the guidelines and best practice and I will of course be modelling first.
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Of course start with referring to our schools AUP and AI POLICIES. I’d like to try teachable machine , having researched its possibilities.Using Teachable Machine in a primary classroom offers several educational benefits, especially as it introduces young students to basic concepts of artificial intelligence and machine learning in an intuitive and engaging way. Here’s a breakdown of the key benefitsEnhances Digital LiteracyEarly Exposure to AI Concepts: Students learn what machine learning is and how it works through a hands-on tool.Foundational Tech Skills: Helps develop basic computer skills and familiarity with emerging technologies.Promotes Active and Experiential LearningInteractive & Visual Learning: Kids can create projects using images, sounds, or poses, which keeps them engaged and supports different learning styles.Immediate Feedback: Students see the outcomes of their input in real time, reinforcing cause and effect.Boosts Creativity and Critical ThinkingCreative Projects: Students can build games, stories, or interactive experiences using their own data (like sounds or movements).Problem-Solving: Teaches students how to refine their models when results don’t match expectations.Supports Cross-Curricular LearningSTEM Integration: Combines elements of science, technology, engineering, and math.Links to Art and Language: Students can create AI that responds to different artistic styles, emotions in voices, or spoken words.
Looking forward to trying teachable machine in September!
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You’re absolutely right Orla. It’s crucial to start with our school’s AUP and AI policies.
It’s fantastic that you’ve been researching Teachable Machine and are keen to explore its possibilities! Your breakdown of its benefits is spot on. Introducing young pupils to AI concepts through such an intuitive, hands on tool will indeed be brilliant for enhancing their digital literacy and giving them early exposure to how machine learning works. The way it promotes active learning, boosts creativity through problem solving, and supports cross curricular links sounds incredibly engaging. I can see exactly why you’re looking forward to trying it in September; it certainly seems like a perfect fit for a dynamic primary classroom
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I like the idea of checking bias on text. This could be done on football teams, players, pop stars actors etc to see what type of bias can be traced and identified. It is so important the children ae taught to question information and not take everything thy read as fact. Teachable Machine looks very interesting and could link up well with STEAM project work. Schools will need to have a comprehensive set policies in place before children are using AI . Lots of teachers ( myself included!) need time to do some upskilling too.
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Hi Inez,
Thank you for your post and insights here. Being able to ‘fact check’ information is an essential skill for children and adults in our present society. In the past we would have cautioned against believing everything that Google tells us and that has now shifted towards not believing everything AI tells us. AI tools themselves can be used ion such a way to create learning experiences that allow children to engage in this fact checking – like you have said popular topics like football players, pop stars, etc. may be really useful subjects for this.
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Hi Inez,
I agree with your post.
The “fact check” of information is so topical with information coming form all angles-the use of material that is of interest to children would be a great way to explore this skill. AI tools can be used to generate articles like this so efficiently for the classroom.
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Yes, more important than ever today, especially when the very concept of what the ‘truth’ is is under attack from all sides. I found the fact-checking and bias-creation of texts fascinating. Would have taken ages to source these articles or generate them by yourself so it’s a blessing from that point of view.
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There need to be clear guidelines in place for a schools. This is the future of education and we need to be ahead of it. Instead of negativity towards AI positive advice and supports should be promoted. If used properly it could save so much time and make teaching more effective. Even in my limited use of Chat GPT and Gemini this much is evident.
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One AI tool I would prioritise introducing to pupils is Teachable Machine by Google. Its simplicity and visual interface make it an ideal starting point for introducing the concept of AI to primary pupils in a fun, age-appropriate way. From a principal’s perspective, I would see its introduction as a whole-school initiative during our Digital Learning time or as part of STEM weeks. Teachers could lead short sessions where pupils train the machine to recognise sounds, images, or poses—allowing them to understand how AI learns from data and improves through repetition.
This kind of exploratory learning fosters digital curiosity while also offering a clear opportunity to address ethical questions such as bias in data, privacy, and responsible use. Importantly, it connects well with strands in the Primary Curriculum Framework (2023) under “Being a Digital Learner” and the Wellbeing strand’s focus on media awareness.
In introducing AI, our school would take a scaffolded and reflective approach, offering CPD to staff, involving parents where appropriate, and ensuring alignment with our Digital Learning Plan. Pupils deserve not just to use AI—but to understand it.
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Hi Claire, I fully agree that Teachable Machine is a great way to introduce AI to primary pupils. I liked its simple, visual design that makes it engaging and age-appropriate, and incorporating it into Digital Learning time or STEM weeks would give pupils a meaningful, hands-on experience. Training the machine themselves is an excellent way for them to see how AI learns and to spark curiosity.
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Consider one of the AI application examples highlighted and explain how you would introduce this to your pupils.
I would like to introduce Scratch to my 4th class.
Scratch introduces pupils to the foundations of programming:
Sequences (the order of instructions)
Loops (repeating actions)
Events (like when something is clicked)
Conditionals (if/then rules)Scratch is easy to integrate with other subjects like literacy, maths, science and art.
This is how I’d go about introducing them to Scratch.
– Show a short Scratch demo
– Briefly explain Scratch
-Have a guided walkthrough to make the cat move and say hello
-Encourage independent exploration with a challenge such as “Can you make your cat tell a short joke, dance, or move across the screen?”
– Share and reflect by inviting volunteers to show their project on screen
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Hi Valerie,
Thank your for post post here and for sharing your insights here, specially related to the use of Scratch. Like many of the other applications mentioned in the module, Scratch has huge potential for use in a cross-curricular fashion, with a problem-solving focus at its core. The final point you made in the lesson sequence is noteworthy and one which we should probably give more credence too. Having the opportunity to showcase their work to others can be an important motivating factor for many children. Often, this is not facilitated as the ‘learning/production’ phase of the lesson takes too long but it is certainly something to be considered for all lessons.
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Scratch is a brilliant AI appplication to introduce to any senior class in a school. I have used scratch with both 5th and 6th class. I find they are interested and engaged while using it. I always try to make sure they presnet their work in groups/to the class/display on the school website also. I like to follow on by sharing their wokr so that it goes beyond just using technology. It can spark discussion, collaboration which futher benefits them.
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I was instantly attracted to robogarden playground as I have 1st class and it seems like a fun way to experience AI as it begins with the very basics in a fun way and progresses with various STEM adventures that earn rewards. I have watched a few videos about it but am finding it difficult to sign up to it to explore more, so I thought I would put what I have learned so far in the course into action and I asked Gemini how I could use Robogarden to introduce AI to 7 year olds. The reply I got was informative but long winded for this assignment so I decided to ask notebook LM to summarize the main points and these are the results:
Key Points Summary:
Understanding RoboGarden Playground:
Uses game-based learning with missions and interactive graphics to engage 7-year-olds.
Introduces coding through visual programming (Blockly) with drag-and-drop blocks.
Gradual progression from basic concepts to advanced coding languages.
Self-paced learning with immediate feedback and hints.
Aligns with STEM curricula. Classroom Implementation Strategies:
Pre-teach coding concepts and vocabulary using real-world examples.
Use storytelling to connect missions to relatable problems.
Start with guided exploration (whole-class introduction, pair work, small groups).
Focus on computational thinking (sequencing, debugging, pattern recognition, problem decomposition).
Subject Integration:
Connect coding missions to math, literacy, and science concepts.
Monitoring Progress:
Use teacher dashboards (if available) to track progress and provide targeted support.
Regular check-ins and celebrate student achievements. Classroom Logistics:
Manage devices, headphones, and set clear rules for app usage.
Limit screen time to 1 hour per week for optimal learning. Differentiation:
Advanced learners: Encourage efficient solutions and exploration of challenging missions.
Struggling learners: Provide scaffolding and break missions into smaller steps.
These strategies help introduce coding to 7-year-olds in a fun, engaging, and educational way. -
As an infant teacher in a school with a diverse background, I’m always looking for creative ways to engage my pupils. I would start by using Scratch Junior on our ipads perhaps during Aistear or maybe during station teaching time when I would have a 2nd teacher with me. the children could create simple stories, move characters around by pressing blocks. It seems visual and hands on and does not require strong language skills which is perfect for my children who are learning English and would be great for them as a way of learning sequencing and communication. Although unsure at first, I’m coming around to the fact that even young children can be introduced to basic coding through simple, age appropriate tools like the Scratch Junior app.
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That sounds like a fantastic and thoughtful approach! I completely agree—Scratch Junior is such a powerful tool for infants, especially in a diverse classroom. Its visual, hands-on design makes it perfect for early learners and those still developing their English skills. I love how you’re linking it with Aistear and station teaching—it’s a great way to integrate digital learning into play-based activities.
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One AI application I would love to use with my 1st and 2nd class pupils is Google’s Teachable Machine. It’s a simple, hands-on tool that introduces the concept of machine learning in a fun and age-appropriate way. I would start by discussing how computers “learn” and “recognise” patterns, using real-life examples like facial recognition on a phone or voice assistants. Then, we would create a simple image recognition model together, perhaps teaching the machine to recognise different classroom objects or simple hand signals. This could tie in well with SPHE, Maths (sorting and classifying), or even Gaeilge—teaching the machine different objects in Irish. It’s interactive, promotes teamwork, and gives students a real sense of agency in how AI works.
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Plenty of options to choose from but I’d like to try using Teachable Machine with my 6th Class next year.
I think it could make history lessons more engaging and inclusive for 6th class students with mixed abilities. I could create interactive activities that bring historical topics to life—for example, by training it to recognize images of important figures e.g. Wolfe Tone landmarks e.g. Newgrange or artifacts.
This would support visual and hands-on learners, making it easier for everyone to stay involved. Children who find reading or writing difficult can still participate by using images or movement giving them new ways to express what they’ve learned. I could also build sound-based activities, using music or famous speeches e.g. Pearse in 1916 from the steps of the GPO – from different periods to deepen understanding.
Using this approach would hopefully engage active learning and allow students to explore history through multiple senses. It could make lessons more fun and memorable while giving every student, no matter their ability level, the chance to take part and feel confident in their learning.
I think Teachable Machine is a great tool for children because it can make learning fun, interactive, and hands-on. It supports different learning styles, helping all students feel included. It also builds confidence by allowing children to show what they know in creative ways, not just pen and copy.
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There are plenty of great AI tools to explore from this module, but I’d particularly like to try using Teachable Machine with my own 5th class.
I believe it could make history lessons more engaging and inclusive, especially for students with mixed abilities. For example, we could create interactive activities to recognise images of key historical people, landmarks such as Newgrange or significant events from their textbook. This would provide a visual and hands-on approach that supports different learning styles, especially benefiting children who struggle with reading or writing.
Teachable Machine also allows for sound-based learning. I could incorporate music or famous speeches to help students connect emotionally with historical events and deepen their understanding. I think my class would love this hands on approach to seeing History come alive.
This multisensory approach encourages active learning and helps make history more memorable and meaningful. It gives every student the opportunity to participate in a way that suits them best, helping build confidence and engagement.-
I completely agree about using A.I. for history, Thomas, particularly with the senior classes. The readily available material, tailored to the individual teacher’s input, saves a huge amount of time and can be adapted to suit any topic. It lets the pupil step outside the content in the textbook and engage in the material through a more multifaceted approach, providing a greatly enhanced experience.
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For me and working in a special school I think I would start with something like scratch, I really like that there is a junior scratch and that it would be possible to use it on the ipads. I think this would be a great opportunity to do in a class setting and doing it as part of station teaching perhaps.
It looks appealing for visual learners and I think it would be a highly motivating AI tool.
I also think the teachable machine is a great one too as it caters for all levels of learning. It is interactive, fun and caters for all needs esp for those who cannot write due to there fine motor abilities. It is a multisensory approach which I think is so beneficial and inclusive for all children. From looking at the app it looks like there is many settings like the pose, audio or image project. I think the kids I have would love the pose project. I am excited to get started with some of these tools in September-
Hi Emma,
Thank you for this contribution. Scratch Junior is a really excellent option to introduce the basics to younger children. It works very well on iPad – there are a number of short books available that take you through sequences of lessons that will enable the children to operate it independently and create more complex stories by themselves. In terms of accessibility you have raised an excellent point around multi-sensory approaches being beneficial for all children. It is rare that only one children will benefit from particular accommodations which means we shouldn’t shy away from introducing these to all children in a class.
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For my ASD class, I wouldl like to introduce NotebookLM as a support tool for structured learning and information processing. Children on the autism spectrum often benefits from clear routines, visual timetables and organisation and scaffolding tasks. With this tool, I can upload personalised reading materials (e.g. simplified science texts), and the tool would generate summaries, questions, and explanations tailored to the content. This provides a predictable and focused way to explore new concepts without the cognitive overload of tradition comprehension activities.
To implement it, I would begin with a guided session using a familiar topic, modelling how the tool can summarise and answer questions. Pupils could use it in pairs promoting social and academic interaction.
I truly believe AI can empower students with diverse needs. It supports differenciation and offers a calm, consistent interface that suits many ASD´s pupils preferences.
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Hi Bianca , you have identified some interesting ways to use AI with the children in your ASD class. Using the tools will enable teachers to create clear, predictable texts at the appropriate level for each child, supporting their learning in a meaningful manner. The idea of the children working in pairs to promote their social and academic interactions is excellent and very practical.
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I too am interested in using NotebookLM Bianca! The structure of an AI platform would certainly benefit some neurodiverse learners. You are spot on when you identify the unfussy layout of the interface – it certainly is a user-friendly tool. I think that apps and websites in general are adopting the ‘less is more’ model when it comes to landing pages and associated tabs, to encourage all learners to engage and participate.
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Having 3rd class next year I am interested in Scratch. Learning to code with Scratch is ideal because it introduces fundamental programming concepts in a fun, visual and engaging way, focusing on problem-solving skills and logical thinking. Although scratch is not AI in itself essentially it has many AI features incorporated. Scratch allows users to create interactive stories, games, and animations, encouraging them to express their creativity and bring their ideas to life. Scratch allows users to share their projects and work with others, which fosters a sense of community and learning from each other. It is ideal for 3rd class as it simplifies complex programming concepts into visual blocks. Its drag-and-drop interface makes it easy to build games, animations, and projects without needing prior programming knowledge
How I would introduce Scratch
– Show a short Scratch demonstration on the IWB and explain the key concepts
-Have a scratch movie created that’s links to a topic (Example a social story in SPHE)
– Ask the children to work in pairs to create a movie of their own
– Share and reflect by inviting children to show their project on screen
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Hi Jimmy,
Thank you for your post here and for your overview of how Scratch may be incorporated into your work with 3rd class next year. I really like the idea of linking it specifically with SPHE themes and topics, with social stories being a really relevant choice in all classrooms. Scaffolding the learning from introductory videos and demonstrations to paired creations of their own resources is a really valuable way to gradually release responsibility away from the teacher and towards the children.
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Hi, I am glad I came across this comment because I was not aware how Scratch could contribuite in my ASD classroom. I have students that struggle with literacy and with this tool there is no need to read or write traditional code, which is a big advantage! It is highly visual as well and that is a strong point to take into consideration because it will support the visual learners. I also can use it to create social stories which are vital to introduce changes or something unknown in their routine. I am looking forward to trying this AI tool in my class!
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I currently teach Fifth Class pupils and have used Scratch previously with them, which they greatly enjoyed. Furthermore, the possibility of creating history lessons based on comparing and contrasting biases in various accounts is ideal for that age group. I could definitely adapt that concept for a study of The Great Famine, for example (using ChatGPT, Gemini or similar), which would include articles from both the British and Irish press. It would be interesting to let the pupils see if they could uncover sympathetic voices from the British side or indeed look for reports from the wider world.
I can also envision creating a lesson on how A.I. gathers information. Teachable Machine is a great introduction for pupils in Fifth Class on this subject. I would have them input both audio and visual content but, rather than using their faces for the visual element, they could bring favourite toys etc. to create individualised visual information. Not only does this programme demonstrate that A.I. is manmade at its root (which also ties in with the bias element mentioned), but use of this platform could open up discussion on the possibilities, both negative and positive, that this kind of technology engenders.
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One of the AI apps I would like to try in the school is Khan Academy Kids. I have reviewed it and see that it offers an engaging, and personalised learning experience for young children. Using AI, it adapts lessons in literacy, maths, and social-emotional skills to suit each child’s level. The app is curriculum-aligned, child-friendly, and encourages independent learning through fun games and stories. It also includes features that support teachers and parents in tracking progress.
Another major benefit is that it is free, and we could get it installed on our class sets of iPads to use in our junior classes. We operate a buddy system of learning in our digital strategy plan with our senior students working alongside our junior classes. I feel both sets of students would enjoy using this app and they could see that everyone learns at their own pace and in their own way.
The pupils would have the opportunity to explore key concepts and practice topics to support their learning and understanding through fun activities.
I believe from a teaching perspective; Khan Academy Kids supports differentiation effortlessly. Nowadays it’s all about inclusion and tailoring your lessons so that all children can access the curriculum at their level. Using AI will help all our teachers meet individual needs without having to prepare multiple sets of materials.
One aspect I would like to emphasise to the students is that the AI adapts to each pupil. This experience would serve as an introduction to digital citizenship. Children will begin to understand how their interactions with technology shape what they see and do, planting early seeds of critical thinking about AI in everyday life.
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Hi Geraldine,
Thank you for your post here. Khan Academy Kids is such an excellent resource to use at many classes across the primary school, but especially in the junior end. The range of free resources is remarkable and one which provides us with huge choice across different subjects. The digital citizenship idea you have mentioned is so topical and should be central to children’s lives and school experiences as they grow up. The way children experience content online requires them to have a set of skills that allow them to act ethically and responsibly online.
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I really like your idea of using the senior pupils as a buddy system to the younger children. Even in a Junior School where I teach, this would be very helpful to the class teacher in Junior Infants when they are trying to keep approx 20 4 year olds on task and navigating ipads/chrome books and apps they are not yet familiar with as well as the younger children learning from their older peers.
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Using Khan Academy with 6th class presents a valuable opportunity to enhance teaching and learning in a way that is both engaging and inclusive. With so many areas of the curriculum to cover, it provides teachers with structured resources across subjects such as Maths, Science, and English. The platform supports differentiated learning, allowing students to work at their own pace and level, which is particularly useful in our diverse classrooms. Its interactive videos, exercises, and quizzes make learning more interesting for children and help reinforce concepts. This can work alongside the more traditional textbook work and assessment.
In my school, 6th class students are confident and capable when it comes to using technology, making the integration of Khan Academy into the classroom both practical and effective. A good starting point would be Maths, where we can focus on one topic as a class but allow students to set personalised goals and work through tasks suited to their individual needs.
I have not yet explored the Khanmigo section, but it appears to offer another promising tool for support, particularly through interactive tutoring and feedback. Overall, Khan Academy is an excellent, accessible resource that can greatly support curriculum delivery while promoting student engagement and independent learning.-
Hi Jennifer,
Thanks for outlining how you could use Khan Academy and as you reference, starting with Maths and using personalised goals is a practical way to introduce the platform. Today’s pupils are often referred to as ‘Digital Natives’ which is not necessarily always the case so it’s good to hear that your pupils are confident with technology, which is really important when integrating digital tools in your classroom.
To the best of my knowledge, Khanmigo is currently only available to teachers in Ireland, however, it can still be a useful tool for planning and exploring how AI might support learning. It offers suggestions, explanations, and feedback that can help guide lesson preparation or provide ideas for lessons.
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Using AI tools to help the children identify bias is a great idea. I really liked how two articles were created using different inputs from two sides of the Easter Rising which highlights the different perspectives and biased statements . This is an excellent way to show children examples of bias and can allow then to explore it in more detail.
I explored all six of the AI applications that were on the slide and I was most drawn to Teachable Machine and Scratch. I think the children in my class would love using Teachable Machine to create games and quizzes with their friends. Even if I showed them the YouTube promotional video for Teachable Machine they would get so excited about it. We would start with a fun, exploratory lesson where the children could try out the features themselves and as their confidence grows, we could link it with Science projects, Music lessons or even PE objectives.-
Hi Stacey,
I agree, the examples in this module of using AI tools to explore bias through contrasting perspectives on the Easter Rising is a great approach that can lead to great discussions in class and it gives students a concrete way to identify and discuss bias in context. In this case Irish History but the possibilities are cross-curricular and endless.
As you’ve reference, Teachable Machine is well worth exploring its hands-on, creative bent can really support engagement. Scratch too is highly engaging and offers great potential for creativity and storytelling across the curriculum.
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Hi Stacey,
I agree with you about how AI can be a great way for the children to exam text with bias. Often children will just believe everything they read as fact and it is good for them to realise people’s opinions can be swayed by what other people say. I love how quickly and easily the newspaper articles can be made with the prompts too.
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For introducing AI to junior room pupils in September, I would choose Dash and Dot. These are interactive robots that teach coding and problem-solving skills through play. Dash, the larger robot, can be programmed to perform different tasks, while Dot can be used as a companion to learn through games.
To introduce it, I would start by explaining that Dash and Dot are like friendly robots that can learn new things, just like the students! We would begin by teaching basic commands like moving, turning, and lighting up Dash using simple block coding in the Wonder Workshop app. The app’s visual interface makes it easy for younger children to understand, focusing on creativity and fun.
As students gain confidence, they would work on more complex challenges like navigating mazes or responding to sounds and colors, fostering both critical thinking and teamwork. This hands-on approach encourages learning in a playful and engaging way, making AI concepts accessible to young minds.
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I would consult with the AI Teacher handbook alongside AI policies and school data protection policies prior to the lesson. I think it is important to inform students prior to our AI discussion – using examples i.e co-pilot image generator to convey the output is dependant on the input. The more detail in the prompt the more detailed and accurate the picture would be generated. Following our discussion on prompt engineering, I would model and discuss effective AI uses for children, educating them on bias. We would engage in a whole class discussion of various scenarios where AI is appropriately used and inappropriately used, coming to the conclusion it is a starting point on our learning journey.
I loved the newspaper article example and hope to use this idea with my senior class when analysing AI bias. I would print out two newspaper articles from opposing sides and in pairs students will highlight language that is bias and swaying the audiences viewpoint. There is so much scope for enhancing digital literacy. I think a whole class discussion is important to highlight the bias nature of AI and alongside teachers expectations of students in their AI usage.
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Hi Elaine,
It’s evident from this post that you’re carefully considering how best to introduce AI in a responsible and engaging way in your teaching. Starting with school policies and the AI Teacher Handbook is the right way to go. Coincidentally, i worked (on the website end) with Enrica Amplo who developed the handbook as part of her Ph.D. study, her work is a brilliant resource for building both teacher confidence and pupil awareness around emerging technologies. A practical suggestion as you embark on your AI journey in class, is the co-creation of a simple class agreement/charter on how AI should be used responsibly. It’s a great way to set expectations and give pupils a sense of ownership from the start.
I also like both of the activities, outlined here, Copilot image generator to make prompt engineering real for students and the newspaper article activity, based on the module example to explore bias.
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We are a google school. I would like to introduce the children to Gemini but the access from my school account seems to be blocked so I would need to consult our IT co-ordinator and the AUP to see whether this is possible to change the settings to include its use.
I would like the children to learn to use it for their own research purposes in SESE. As part of the 6th Class history curriculum we learn about The Industrial Revolution and people/objects that help bring about the change. Each child/pair could be assigned a topic to research and feedback to the class.
Alternatively the groups could research the same topic across a few different AI generators and compare their answers.
Inventor:
The Spinning Jenny was invented by James Hargreaves, an English weaver and carpenter, in 1764.
Purpose:
It was designed to increase the amount of yarn that could be spun at once, making the process faster and more efficient.
Mechanism:
The machine allowed a single worker to spin multiple spindles of thread simultaneously — initially 8, and later versions had up to 120.
Impact on Textile Industry:
The Spinning Jenny revolutionized the cotton and textile industry, drastically increasing productivity and lowering the cost of yarn.
Name Origin:
“Jenny” was likely a slang term for “engine,” although some stories say it was named after Hargreaves’s daughter (this is likely apocryphal).
Controversy and Resistance:
Early use of the Spinning Jenny led to resentment among workers, who feared job loss, resulting in some machines being destroyed by angry mobs (Luddite-type protests).
Patent and Spread:
Hargreaves patented the Spinning Jenny in 1770, but by then many machines were already in use, making enforcement difficult.
Manual Power:
The Spinning Jenny was manually operated, unlike later inventions like the water frame, which used water power and was more suitable for factory settings.
Role in Industrial Revolution:
It was a pivotal invention that contributed to the shift from home-based hand production (cottage industry) to factory-based mass production.
Legacy:
The Spinning Jenny laid the groundwork for future textile machinery and is considered a symbol of technological advancement during the Industrial Revolution. -
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Thanks for another informative module and being aware of the ethics involved so important and glad Unicef and others are also keeping everyone aware.in other modules I’d heard khan academy but had never used it so after being referred to again I decided to set up an account. I could choose the children involved and then suitable level for them. I think it would be good to use it in my class as a differentiation tool at the moment and work with small groups to see how we can use it. Lack of resources in a classroom can really impact how we will implement some of these but working with small group will help. It was easy to use, to complete the task independently and as multi grade teacher if I’d to leave that group to help another child the instructions in the task I followed were clear and easy to work independently. I had decided I liked the osmo one too but it seemed to need resources or other equipment than just the app on tablet to work. I downloaded scratch junior and I’ll be honest I struggled but that’s due to my lack of understanding of coding not the app so hoping to teach myself the instructions and then be able to see the benefits for the children to use Scratch coding. I see plenty of positive comments here from.prevoous users so I’m.being optimistic that I can teach myself. The robo garden is another I plan to try on me and then small group in my class. I will need the learning outcomes to be clear as I explore these apps further and not just use them because I want to use them and develop with the AI world.
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Hi Shirley,
It’s great to hear how you’re engaging with the tools and thinking critically about their practical application in your multi-grade classroom. Using these tools with purpose, rather than just for the sake of using technology, ensures they really enhance teaching learning and assessment in your classroom.
I appreciate your honesty about Scratch Junior and rest assured you’re not alone, many teachers feel the same at first, but your willingness to learn and optimism will stand you in good stead I’m sure and the learning curve will be worth it in the end.
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What a very informative and practical module! Lots of great resources and tools to introduce Artificial Intelligence to the children and lots of opportunities to both simplify and extend teaching and learning through the means of digital technologies.
One tool that grabbed my attention during this module is Google NotebookLM. This particular platform was recommended by a secondary school teacher I met on a professional development course recently and was described as a ‘game changer’ in second-level preparation for teaching. Admittedly it is more suited to secondary school students, but could be introduced in senior primary classes for project work, where websites, YouTube videos and PDFs could be summarised in pupil-friendly language.
Alternatively NotebookLM could be used to create mind maps from uploaded notes. A group project could collate their information and create a ‘deep dive’ podcast as a presentation to be shared with the class. Indeed, this could be a precursor to preparation of a ‘live’ class podcast where some students would act as the presenters and discussion panel, and the remaining members be part of the audience.-
Hi Aiden,
It’s good to hear how this module has given you lots of practical ideas for using GenAI to simplify and extend teaching, learning and assessment in your classroom.
Agreed, NotebookLM is a particularly powerful and while as mooted, it’s probably best suited for use with older students. pupils at the senior end of primary could certainly benifit from it’s introduction for summarising websites, videos, and PDFs, as outlined, in child-friendly language You also mentioned mind maps and podcasts, two great uses. I’d argue that the podcast-style feature is one of NotebookLM’s most powerful features. It has real potential to transform how certain learners engage with content, especially those who benefit from auditory learning or have visual impairments. By converting written material into audio summaries, it supports differentiation and accessibility in a very practical way.
That said, it’s worth noting that the current audio output is limited to American-accented English, with no option (yet) to select regional voices. Hopefully, this is something Google will expand on soon, as broader accent support would make the tool even more adaptable.
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I thought the video on NotebookLM was so informative. To me it appears to be particularly useful to the teacher or principal themselves. The idea of putting in circulars or long documents into this application and asking it to summarise the most important facts is a game changer! This could really help reduce teacher workload.
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Teachable Machine stood out to me as an AI tool I could use with my third class come September. Children love experimenting and seeing immediate results, and that’s exactly what this tool appears to allow. The children can teach the computer to recognise their own voice, hand signals, or even poses, which makes learning about AI feel hands on, fun and personal rather than abstract. It helps build digital skills early which links to our Digital Strategy, but more importantly, it encourages problem solving, collaboration, and creativity amongst all children in the class.
For children with additional needs, the visual and interactive nature of Teachable Machine is especially helpful. It doesn’t rely heavily on reading or writing, and tasks can be easily adapted to their pace and interests. Whether it’s recognising different emotions, colours, or actions, the flexibility makes it very inclusive. Overall, it’s a playful yet meaningful way to explore technology that puts pupils in the role of creators, not just users. -
One AI-powered application I plan to introduce to my First Class students in September is Khan Academy Kids. This platform provides strong support for the development of literacy and numeracy skills through a simple, engaging, and child-friendly interface.
Each student will have their own individual account, enabling them to log in independently and seamlessly continue their assigned activities and lessons. The app is designed to adapt to each child’s unique learning pace, offering a personalized experience that fosters confidence and encourages success by presenting tasks that are appropriately matched to their level.
What particularly appeals to me is the app’s emphasis on creativity and the promotion of positive values such as kindness and empathy.
Additionally, Khan Academy Kids is free to download and easy to navigate, making it highly accessible and well-suited for young learners.
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Hi Mary, the fact that you said it was easy to set up would make it appealing to me! Other apps that I have used before require a lot of time in order to set up and the app is not tailored for individual learning! I like the idea that Khan academy in that it adapts to each pupils unique learning pace.
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One AI application from this module that I found particularly useful was Diffit. I would introduce Diffit to my pupils as a helpful reading tool that supports everyone in accessing and understanding content at their own level. I’d begin by explaining that sometimes we all need information presented in different ways – easier words, summaries, or helpful questions – and AI can help us with that. I would model how to use Diffit by selecting a short passage from a subject we’re currently covering, like a science topic, and showing how Diffit can create a simpler version, generate vocabulary definitions, and even offer comprehension questions. This would be especially helpful for children with literacy difficulties or English as an additional language. I see this tool encouraging independence and boosting confidence, while also supporting differentiated learning in a busy classroom. I plan to integrate it during English, SESE, and homework support activities.
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I think Scratch would be a lovely application to try and use with my 5th class next year. I have heard of it before but always been too afraid of it to try it. I have spent time exploring it now and think as a class we could learn how to use it together. There are some lovely helpful videos also on the Scratch website that show you how to do each thing step by step. I think starting off by showing the children some of these short videos will help peak their interest and confidence before giving them a blank page. Teacher modelling will be very important at the beginning but then I think there needs to be a gradual release of responsibility where the children need to brainstorm and solve issues for themselves.
Scratch is great as an introduction for children in becoming greater digital learners. It helps develop problem solving skills and encourages creativity. I also think it would be a super opportunity to get children to work in pairs or groups and develop their collaboration skills.
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From the tools highlighted in this module, I would like to introduce Scratch programming to my pupils. I think it’s a brilliant way to introduce AI and computer thinking concepts in an age-appropriate and engaging way. The visual and sectioned coding blocks make it accessible even for younger pupils, while still encouraging creativity and logic.
I’d start by following the tutorials provided on Scratch, which are very teacher-friendly and provide a clear path through simple projects. Pupils could work in pairs to build simple animations or games, which would support peer learning and help them stay motivated. The built-in challenges allow for easy differentiation, meaning all pupils can progress at their own pace.
Sharing their finished projects with the class or even other classes in their school would give the activity a real purpose and the pupil with a sense of pride. Overall, Scratch is a great foundation for building problem-solving, creativity, and digital confidence.
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One of the most helpful discoveries for me was the Teaching AI Handbook. As a teacher who didn’t grow up with AI, I sometimes feel overwhelmed trying to catch up. This resource gave me not only practical insights but also confidence to start small and be curious, just like my students.
I would begin by using the handbook to guide short, structured activities, such as helping students explore what AI is and how it’s part of our everyday lives. The clear explanations and activity suggestions help me feel supported rather than lost. It’s not about turning pupils into coders—it’s about creating awareness and starting conversations. The handbook also helps me to think more ethically and critically myself.
I could introduce a simple lesson where pupils list all the ways they interact with AI (like YouTube or voice search) and reflect on what AI “knows” and what it can’t understand. This can lead to valuable discussions about fairness, privacy, and creativity.
The biggest benefit is that it allows me to build understanding alongside my pupils. The challenge, though, is time—finding space in a packed curriculum, and making sure we don’t rush but instead reflect. But even short bursts of AI-focused learning can plant important seeds. With guidance like this handbook and tools like MagicSchool and Diffit, I feel more equipped to slowly integrate AI learning in meaningful ways.
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Hi Lina,
I couldn’t agree with you more, the the Teaching AI Handbook is an invaluable resourse for any teacher starting out with AI and a great companion to have on the journey. As mooted on these forums previously, I had the pleasure of working with Enrica Amplo on the teachingai,eu website. Enrica developed this pioneering work as part of here Ph D studies in DCU and must be commended for being an early adopter and for her dedication getting the project accross the line.
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I totally agree with you Lina about finding the time in what is already a packed curriculum, therefore I love the idea you suggested about beginning with the AI handbook and exploring with pupils what AI is and the fact that opening this discussion in your classroom allow for the opportunity to build an understanding of AI together through teacher, pupil interaction. It is also an important time to discuss AI in great detail in a safe and fair environment.
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As I teach in a Gaelscoil, I look forward to introducing Google’s Teachable Machine to senior infants through the use of tumoideachas. I believe it will offer creative and interactive ways to combine technology with language immersion. Using simple and familiar vocabulary in Irish such as animals, colours, or feelings, I would guide the children in using the programme to teach the computer how to recognise patterns, actions, or sounds. The children could also explore by creating their own categories through making faces or showing toys while using Irish words like “sona” (happy) or “brónach” (sad). This approach nurtures curiosity, language immersion, and digital literacy in a child-friendly way. Through modelling and repetition, I’d use phrases like “Foghlaimímis le chéile!” (“Let’s learn together!”) or “Cad a dhéanfaidh sé anois?” (“What will it do now?”). The Teachable Machine will hopefully allow pupils to actively participate while hearing and speaking Irish naturally, strengthening their vocabulary and comprehension. The visual and hands-on nature of the activity makes it ideal for young learners. Exploring this tool through tumoideachas will help maintain a fully immersive environment while introducing digital literacy in a fun, age-appropriate way. It also encourages curiosity and confidence in both language and technology from an early age.
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I think using generative AI to explore biases around a figure like Michael Collins is a fantastic way to bring history alive and teach critical thinking.
To introduce this to my pupils, I’d start by giving them a solid grounding on who Michael Collins was, making sure they understand why people might have different views on him – the idea of different perspectives. Then, I’d introduce the AI tool (like a text generator) as a “clever helper” that learns from all sorts of information on the internet.
We’d then collaboratively prompt the AI to write about Collins. The key learning comes next: we’d critically look at the AI’s output. Does it focus more on his military side, or his political role? Does it use particular words? We’d compare the AI’s version to what we already know, discussing why the AI might have produced that specific narrative. This directly teaches them about bias – how information can be skewed depending on its source or the data it was trained on.
The benefits are huge: it’s a super engaging way to tackle complex historical nuance, directly boosts media literacy, and helps them understand that AI isn’t always neutral. The challenge will be managing potentially unexpected AI responses and carefully navigating the historical sensitivities, but the learning potential is immense.
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I love the idea of calling it a ‘clever helper’, so child friendly and also emphasises that AI is a tool and helps us, but does not replace our own input to learning. I thought younger classes but if I have the opportunity to work with older students again I think your idea on Michael Collins is great! I’d almost just do it myself for fun!
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I think that Scratch would be a nice AI programme to use with 3rd class. Scratch is a very child-friendly platform that gets students thinking like programmers while letting them be creative and playful at the same time. It is adaptable to all ability levels and good scope to stretch the more able students.
I would start by showing them the tutorial video and then explaining a few basics to them, ie
Sequences – They learn that the order of instructions matters. For example, telling a sprite to move before it speaks creates a different result than the other way around.
Loops – Pupils quickly grasp how to repeat actions, such as making a character dance or move in a pattern, without having to write the same command over and over.
Events – Scratch uses triggers like mouse clicks, key presses, or even messages between sprites to start actions. This encourages pupils to think about how interactions work in a program.
Conditionals – “If this happens, then do that.” These logical decisions allow characters to react to user input or each other, adding depth and interactivity.
I would let the children explore the programme themselves. Later it could be integrated with other subject areas such as
– maths, they might build games that involve scoring or timing.
– science, they could simulate a life cycle or demonstrate how a machine works.
– art, the drawing tools and animations allow for vibrant, imaginative projects.-
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Next year, I plan to begin to use Scratch in 3rd class as an introduction to basic coding through a fun and creative way. We will have access to Ipads twice a week so I feel the children can begin by exploring simple programming and then gradually moving on to more independent creations, where I hope we can link coding to the other curriculum subjects of Literacy, Numeracy and SPHE.
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I really like Khan Academy kids and know this is an app that I will be using this coming school year as an SET. I work with children who are mostly on a differentiated curriculum and I really like that this is a personalised and tailored learning experience for children. Children will develop independent learning skills and it will also allow me to track their progress while using the app. It will also be a very useful tool for parents to use at home and having a QR code will make this seamless for parents. I associated Khan Academy with maths but was pleasantly surprised to too the many literacy resources available. I also liked that there were games/videos to target logic, working memory and emotional functioning. I’d imagine I will have to introduce this app on the Ipads to children that I work with in a small group over a number of weeks initially until they are comfortable and confident. A teacher that I work with also sends home little explanation videos on dojo or on a QR code for any new activities and this might be a way to communicate with parents if using this as a homework tool also.
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Hi Jacqueline, I also liked Khan Academy Kids and can see how it would benefit children in a SET class. It’s a child friendly app so you’d imagine that as a teacher, you’d be able to let the children work independently for the most part while you circulate. The fact that the children get to pick prizes as they progress should act as motivation that really keeps them engaged and striving to do their best. I’m surprised that this app is free and I hope this doesn’t change in the future. It covers a range of activities allows children to work at their own pace. That for me is the real selling point of this app, especially when you have kids with diverse learning needs. Each child has their own account and teacher can monitor progress of each pupil. It seems like a brilliant free tool for all to use.
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I am looking forward to using khan academy kids with my senior infant class in September. This is how I plan to introduce it on day one.
Get them excited and interested in using it, build it up, make it sound exciting.
Introduce the app and go through all the workings etc.
Work as a whole class on the app together, stopping and discussing it as we go.
Let them have some free play on it themselves, decide on their character etc.
Bring them back together at the end to discuss as a group what they found/used/liked and disliked.-
I am not familiar with Khan academy but as a fellow senior infant teacher I think that I would take a similar approach Siobhan. Letting them play around with it first can often allow for self discovery learning and a sense of accomplishment when they figure out how to do it for themselves. They can also be great a becoming leaders in learning by showing their friends how they worked the programme out and sharing their learning with others.
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I particularly enjoyed the part of this module where the use of generative AI was demonstrated to explore biases surrounding historical events. In the world we live in, and the varying perspectives we get on current affairs globally, understanding bias is hugely important.
I would certainly use this in teaching and learning in history as this is an area which can often presented through a particular viewpoint. I would ensure my students have a strong understanding of the content. If we were exploring the Pro Treaty and Anti Treaty in 1922, I would ensure strong content knowledge of the basic facts as foundation before exploring bias.
At this point, I would facilitate a discussion on how and why historical events can be viewed through multiple perspectives. This foundation would help them grasp why opinions about him may differ.
I would then give a simple explanation of input to output on AI and demonstrate how the output is dependant on was is inputted. As a class we would agree on the input, emphasising that we will not influence the text generator by adding our own bias. This is where the factual content knowledge is important.
As a whole class, we would critically assess the output and try to decipher any bias in what we are presented with. I imagine, there could be some very eye opening examples for the children where they can witness the bias at play and thus lead them to think about their engagement with AI, and many other forms of media.
A follow on or development of the lesson, would be giving the children prompts about certain figures involved in the Treaty negotiations, with the learning intention of identifying bias.
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Hi James,
Good to hear you enjoyed the AI demo in this module exploring bias in historical reporting around the 1916 Easter Rising and I agree, understanding bias is essential, especially in today’s world where perspectives on current and indeed historical events can vary so widely.
What you’ve outlined, starting with a foundation of factual content, specifically here, the Pro and Anti-Treaty positions in 1922, ensures pupils are equipped to critically engage with multiple viewpoints. I particularly like your focus on guiding students to recognise how bias can shape narratives, and how AI can be a tool to uncover and discuss those biases.
To finish, your follow-on activity, using prompts about Treaty figures to identify bias, sounds like a great way to extend the learning. It’s an excellent example of how AI can be used not just to consume content, but to interrogate it.
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This year, I had the opportunity to introduce the Scratch Junior to my Senior Infant class using some of the school ipads, and the results were both surprising and rewarding. Despite their young age, the children engaged with Scratch with remarkable ease. Its visual, block-based interface allowed them to grasp basic programming concepts like sequencing, loops, and cause-and-effect without the need for reading fluency. We used it to create simple animations and interactive stories, which not only supported their digital literacy but also enhanced their storytelling and problem-solving skills. Not only that but they had great fun in doing so.
I haven’t had the chance to use RoboGarden Playground, but I’m interested to giving it a try this year. From what I’ve seen, it looks like another fantastic way to introduce the kids to coding in a fun and age-appropriate way. The colourful visuals and game-like challenges seem perfect for keeping their attention and helping them learn basic concepts like sequencing and directions through play.
Maybe I could use it during our station teaching time, possibly linking it with literacy or numeracy activities. I think it could be a great tool for encouraging problem-solving and logical thinking, even at this early stage.
Reflecting on this experience, I’ve seen how even our youngest learners can thrive with the right digital tools. Scratch provided a playful yet structured environment for exploration, and I’m excited to continue integrating age-appropriate AI tools to foster creativity, curiosity, and confidence in my classroom.
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Hi Laura, I love the idea of introducing Scratch Junior to the Infants. As I will be teaching in Infants next year I would love to do this as we have access to school ipads. I think the idea that children can grasp the basic programming concepts without needing reading fluency is great as reading fluency is still only emerging in Infants. I love the idea of creating animations and stories and I think children would find it very engaging and enjoyable. I am looking forward to introducing this to my class next school year.
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I really like Scratch, the visual programming tool that introduces a child to basic coding concepts by allowing them to create their own stories, animations etc I like this because it’s a web based tool so I wouldn’t have to be asking our secretary to download it onto the Chromebooks. After spending some time exploring it for a while, I think it is quite user friendly. I also asked my ten year old son to play with it while gently guiding him through it, and he seemed to enjoy it and get a great kick out of his creation. He loved that there were a variety of ‘sprites’ and backgrounds to choose from and that he had the power to control what the ‘sprite’ did.
I can see how there are opportunities for children to work collaboratively on a project together and how excited they would be to show off what they had created to other groups. I feel like it would be a very good ‘beginner’ app into the world of coding for children. -
I plan to introduce the AI-powered Khan Academy platform to my 5th class pupils in alignment with the new Primary Maths Curriculum, it is important to ensure the approach is age-appropriate, engaging, and mindful of the school’s Acceptable Use Policy (AUP) and GDPR regulations. I will present Khan Academy as a fun, safe, and interactive way to explore maths through videos, practice exercises, and personalised help. It is important to explain to pupils that this tool can support what they’re already learning in class, helping them to build confidence and deepen understanding at their own pace. It is crucial to emphasise that their privacy and safety online are important, and that the school has taken steps to ensure their use of Khan Academy complies with data protection laws. It is important to guide students through initial logins and model how to use the platform responsibly, linking it to familiar topics from the new curriculum, such as problem-solving, reasoning, and real-world maths. Encourage pupils to explore topics independently while reminding them of safe online behaviour. By making learning personal, positive, and protected, Khan Academy can become a valuable tool in supporting pupils’ mathematical development in a secure and structured environment.
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I was very interested in the section of this module where Eoghan used Gemini to create newspaper reports about the Easter Rising from two different perspectives. I think this is a great way to expose children to different viewpoints and also help them to identify bias in writing. I look forward to trying this out next year with my students. It is so important to teach children to become critical thinkers and to see how language use can manipulate their ideas and beliefs.
I will use a similar approach in SPHE when looking at media and identifying persuasive techniques used in advertising. I tried this out using Gemini and asked it to come up with an advertisement for Minecraft aimed at children, using persuasive language. I also it gave a similar prompt but asked it to create an advertisement aimed at adults. I think it will be very interesting and worthwhile to compare and contrast both advertisements. It will also be useful to identify the persuasive language and techniques used. -
There are many AI tools that were shown that could be integrated into a primary school class for September. I’m teaching 1st class next year and had 2nd last year. An activity I did last year was an oral language lesson where the children asked ChatGPT a question based on the topic we were studying. They would learn about the importance of being specific, asking open/closed questions and getting to compare their answers to the bots. Another tool that could be used is Khan Academy. This is a programme that we used last year in our school. I would use it for assigning lessons on a Friday during Ipad time. I could design teacher-designed tasks that the children would complete. This gave me a great indicator as to who had a good grasp of the topic at the end of the week and who needed help. You can also differentiate these lessons and track their assessments. It is a brilliant tool when used alongside concrete materials and books.
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Hi Cian,
You given some great, practical examples of how AI tools can be integrated into the curriculum with your 1st class in September. I particularly like the oral language activity with ChatGPT detailed, its an excellent way to develop questioning skills and digital literacy in tandem. How you have been using Khan Academy sounds really well thought out, it certainly is a great platform for ongoing knowlege checks and differentiation as you’ve outlined.
To build on this, I’d suggest sharing some of these approaches with colleagues, maybe through a short demo or planning session. Peer learning and collaborating on good practice can certainly help others get started with AI and build confidence using GenAI tools in a manageable way. A win-win for your school!
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I really like this oral language lesson Cian, simple but very effective. It’s a very practical way to teach children to use specific language. Obviously human interaction is different and even without asking a specific question, a person may still provide the ‘desired’ answer. AI will only answer the question asked, in turn developing effective questioning skills. I will try out your idea, thanks for sharing.
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One of the AI applications I would like to introduce to my pupils is Scratch. Having explored the website, I found it to be user friendly, something I value highly until I find my feet with such applications. I found the ‘Educator Guides’ particularly helpful and would use those to begin with when introducing Scratch. The guides/lesson plans are well laid out, practical and engaging for children. They combine whole class teaching, independent and collaborative work and a chance to voice opinions. As the lessons are predicted to last 60 mins, 10 mins; imagine, 40 mins; create, 10 mins; share, I think 1 lesson a week would be a good place to start. Many of the lessons are cross-curricular so timetabling won’t be an issue. The Creative Computing Curriculum gives some nice suggestions for assessment such as maintaining a journal, be it paper or digital, and also offer potential prompts for journal reflections. They truly are providing all the resources for us to start successfully implementing this programme with our pupils.
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Hi Sinéad,
I agree, Scratch is a great platform as it offers an accessible and engaging way to introduce pupils to coding and computational thinking. Its intuitive interface makes it easy to navigate, which is especially helpful when you’re, as mooted, starting out on the coding journey with your pupils.
Also, as referenced, the Educator Guides offer an excellent jumping-off point as they’re clearly structured and support a variety of classroom scenarios, also, opportunities to share opinions adds a reflective element to the each lesson.
I also agree with your plan to start small with one lesson a week is both practical and sustainable. There’s always the danger of ‘fizzle out’ if too much is introduced too quickly. And as you note, the cross-curricular nature of the lessons means they can be integrated without adding to curriculum overload.
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I think I would like to try Scratch next year with some of my SEN pupils, although I would need to practise it myself first! I could see it being a great motivator and useful tool for some pupils in particular, who struggle with the formal classroom set up and can be difficult to engage with. I could see Scratch being introduced as a “game”, in which they could express themselves and create their own material, which they could share with their class.
I would also like to explore the Khan Academy Kids app, particularly in the area of emotional awareness, which I think would be valuable for children who find self regulation very challenging.
Following the slide about biased coverage of the 1916 Rising, I asked ChatGPT to produce three articles about the 1847 potato famine in Ireland, one from the British Government’s perspective, one from a Fenian newspaper (fictional) and the third from a newsletter from the Society of Friends. They were fascinating pieces to explore in a senior class and produced in seconds!
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Hi again Naomi,
One of the most biggest advantages of GenAI is its ability to rapidly generate powerful content as your famine examples illustrate. The real key lies in crafting well-designed, thoughtful prompts that guide the LLM toward the specific outputs you require. Spending time carefully crafting your prompts is time well spent as the resulting outputs will invariably be more effective and save time in the long run.
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I too felt that Scratch would be extremely employable and beneficial to use in the classroom. Using it for SEN activities and lessons is an approach I had not considered however I do see that it would be an engaging and possibly well suited platform to use with children who are more suited to a create learning environment. Although I dont teach a senior class, I am very interested in what you say about creating various texts and exploring them with students. I think this could make for really enjoyable and different lessons.
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This module led me to consider the ways in which I would practically employ AI tools in the classroom. Many of the applications discussed could be used but I particularly like the sound of DashDot and Scratch.
I would introduce Scratch to my class through project work. Allowing children to work in small groups with ipads would enable them to share and build on their digital literacy skills. I would set the class with a very specific task such as creating a visual animation of a particular event or story. Modelling this process would be very important so as that the students can then make informed attempts at creating something they are proud to present to others. Childrens collaboration, organizational and many others skills would be target here. A possible progression from such a lesson, would be to allow students to use Scratch to create a digital story of their own using Scratch.
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Hi again Kate,
As mentioned, Scratch is a fantastic starting point for introducing pupils to coding and computational thinking.
Another excellent resource is code.org, which I’ve used in many different classroom contexts in the past. It offers structured activities and pathways suitable for a wide range of classes/age groups. It’s also great for unplugged activities that you can use to reinforce concepts without devices, which can be helpful when the iPads are unavailable.
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Module 4 has some wonderful examples of AI tools and resources that I intend to start using in September. I have used Osmo before and the pupils loved it as it is extremely self motivating. I thought Khan Academy was extremely impressive as it caters for so many subject areas. I intend to start with Maths, English & SESE in September. Having explored Khan Academy, it is so teacher friendly with instructional videos, exercises & lots of assessment tools and even better that it is a free resource. It is child friendly too catering for each child’s individual needs placing the material at their level and allows them the opportunity to study at their own pace and motivating them at the same time. I would imagine that pupils are so engaged with this interactive type of learning, that they would look forward to using Khan Academy while at the same time accessing a high quality of education.
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The AI application that impressed me most was the example using AI to help pupils identify bias. The newspaper reports about the 1916 rising were excellent examples. I am not teaching but if I was this would be an area I’d love to explore. This approach is excellent, not only for History which can often be taught from a particular point of view, but right across the curriculum. It would certainly engage the pupils, enrich the learning experience and develop critical thinking. I think it’s a wonderful way to encourage children to think about and discuss perspective and bias. I feel that understanding bias is essential in modern day life where the perspective of news reports and world events can vary hugely! As a nervous newcomer on the AI journey, I think a great starting point is the ‘HANDBOOK FOR TEACHERS’. As well as the introduction to the multidisciplinary world of AI in school: from design-based learning to AI and Data key ideas, there is a full programme of 8 sessions. How each session is integrated into the primary school curriculum and the expected learning outcomes are highlighted
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I have used Scratch with 5th class kids previously. To introduce it to my class, I’d start by chatting to them about what it is – a fun way to make games, animations, and stories using simple code blocks. Then I’d show them a quick demo on the whiteboard, like getting a character to move or talk using blocks like ‘move,’ ‘say,’ and ‘when clicked’. After that, we’d do a beginner project together step by step, maybe making a little animation where a character walks and says something. I’d let them work in pairs for peer support and so they can help each other out. I would also give them a simple printed out guide to follow. Once they get the hang of it, I’d let them try their own ideas and be creative. They’d be learning how to think logically, spot mistakes (debug) and build things step by step all while having fun with coding.
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That sounds brilliant! I have used Scratch a bit myself too and completely agree that it is such a fun and accessible way to get kids into coding. I love your idea of starting with a demo on the whiteboard. It really helps take the fear out of it when they see how simple the blocks are to use. I also like the idea of giving them a printed guide as a bit of backup if they get stuck. Once they get going, it is amazing how creative they can be with their own games and animations.
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From the tools highlighted in this module, I would like to introduce Scratch programming. To introduce Scratch to my pupils, I would start with a simple, teacher-led demonstration—such as creating a short animation or making a character move and speak—so they can see how the blocks fit together like a puzzle. Then, I would guide them through a basic hands-on project, encouraging experimentation and collaboration. Over time, I would encourage my pupils to explore more complex tasks, building their confidence and digital competence.
The ready-made lesson plans available on Scratch.ie are an excellent resource for teaching coding in the classroom. These lesson plans guide pupils step by step through the process of creating their own animations, making it easier for both teachers and students to follow along and stay engaged. Lessons enable built-in differentiation which allows all pupils to work at their own level and pace, ensuring that everyone is supported and appropriately challenged in a mixed-ability setting.
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I agree Michael! The ready-made lesson plans online via Scratch.ie are a fantastic resource to both teachers and pupils, especially for those who may be new to teaching or learning coding. The step-by-step structure makes the lessons accessible and manageable, even for beginners, and helps build pupils’ confidence as they see their animations come to life.
I also appreciate how the lessons naturally lend themselves to differentiation. It’s so important in a mixed-ability classroom that every pupil feels both supported and challenged. With Scratch, more advanced learners can explore and expand on projects, while those who need more guidance can follow the structured tasks at their own pace. This flexibility not only supports inclusion but also encourages creativity and problem-solving across all ability levels.
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I feel Scratch is a fantastic tool and I intend to introduce Scratch to my class. Scratch would be taught over a number of weeks. Initially coding would be introduced about how it is telling a computer what you want it to do! Show children an example. Open it and go through the character, background, blocks, script and what the green flag means.
Show children how to get a character and look at how this could be built upon with simple instructions. Ideally as it is first introduced this would be done with support teacher/Sna in the class to support. Allow children time to play around with it while each week introducing some additional commands while recapping on previous learning.
One of the possible restrictions to this might be timetabling the use of ipads and chrome books. However all the resources, lesson plans and support which are already created would support my teaching and delivery of the lessons over a period of approximately 6 weeks.
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Scratch is a programme I used a few years ago but haven’t made use of since then and is one I’d love to start using again. From my use of Scratch I found it an easy way to introduce children to coding and found it accessible and enjoyable. I think the step by step process of Scratch is really beneficial for developing children’s logical thinking and developing their problem solving skills. In the beginning I would give children time to play around with the different tools and blocks of code so they can see what is possible with Scratch. I think this would give all children an opportunity to access Scratch at their own level and to not feel under pressure straight away. Once children are more familiar with the different tools we could then start to follow the ready made lesson plans. The challenges could be used for children who are finding Scratch easier to use and this differentiates to ensure everyone is access at a level suitable to their ability. I think children would really enjoy Scratch and this is one I am excited to get back to using.
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Teachable Machine seems great for sparking curiosity and conversation. I’d use it to build early digital literacy, confidence, and critical thinking skills in a playful, accessible way. I would introduce my 1st class pupils to the idea of how computers can learn through patterns and examples. We’d start by creating a very simple image recognition model together, maybe teaching the computer to recognise happy and sad faces, or different classroom objects. I’d model the process on the interactive whiteboard, showing how to take example photos and train the machine, helping the children understand that we’re “teaching” the computer just like they learn from us. To differentiate, I’d give extra support to pupils who need it by working with them in small groups or pairing with a more confident student and keeping the activity very hands on. For children who find the concept abstract, we’d act out the idea, pretending to be the “machine” and responding to input like claps or hand signs. More confident pupils could try collecting their own data or testing different categories. I think my 1st class last year would have really enjoyed using it and it would be something that many of them could have tried independently.
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From the tools highlighted in this module, we have explore Khan and Osmo but I would like to introduce Scratch programming throughout the school. Some teachers have explored it briefly however as IT coordinator I feel I need to encourage it to be used in a more specific manner and timetable it through out the year . At some stage it might be necessary to do a teacher-led demonstration—such as creating a short animation or making a character move and speak—so they can see how the blocks fit together like a puzzle. Teacher then don’t feel daunted in exploring this app and feel more confident in delivering lessons to the class.
As mentioned by another teacher the ready-made lesson plans available on Scratch.ie are an excellent resource for teaching coding in the classroom. These lesson plans guide pupils step by step through the process of creating their own animations, making it easier for both teachers and students to follow along and stay engaged. I hope that by 2n class and little steps all children will be able to code and create a project independently.
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Hi Michelle,
As a previous incumbent of the digital learning coordinator role for many years, I’m acutely aware of the need to lead by example so introducing Scratch in a more structured way makes sense, and informal CPD sessions covering just the basics will go a long way in building teacher confidence. And again as you’ve referenced, the Scratch.ie lesson plans are a great support for this.
Your goal of having pupils independently coding by 2nd class is realistic, particularly with the approach you’ve outlined here but as I suggested in my previous reply on this forum, Scratch doesn’t have to necessarily be the only game in town code.org, offers structured activities and pathways suitable for a wide range of classes/age groups and is well worth checking out to compliment the work you’ll be doing in Scratch.
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I will hope to introduce Khan Academy kids to my students. As I am working in a special class, I believe this is one of the more suitable tools for me to utilise with my cohort of students. It would work well as the learning experiences can be tailored to the very specific needs of the students in the class.
I would use it in this way:
Introduction: A small group lesson on the overall concept
Development: Students working on a task suited to their specific ability with 1-1 support from the teacher at some point to assess how they are getting on. (class of 6 pupils so this is possible).
Assessment: Use the tasks given and teacher observation to assess how the students got on and where they may need further support or if they require a further challenge.
Follow up with individual morning work tasks to reinforce learning and develop skills.
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Hi Shauna,
Thanks for sharing your plan. From what you’ve outlined, Khan Academy Kids will work well in your special class, particularly with its ability to personalise learning to individual needs.
Your structured approach as detailed with a group introduction, differentiated tasks, teacher support, and follow-up work, should ensure all pupils are supported and have the necessary scaffolds for them to work independently. Also, using observation alongside task outcomes for assessment is practical and suited to your class size of 6.
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Thank you for sharing your plan! Khan Academy Kids sounds like a great fit for a special class, especially with its flexibility to adapt to individual learning needs. I really like how you’ve structured the approach with a clear introduction, development, and assessment phase – it makes the learning process both targeted and supportive.
Having a small group of 6 pupils is definitely an advantage when it comes to providing 1:1 support. I also love your idea of using follow-up morning tasks to reinforce the learning – such a smart way to consolidate skills and build routine.
I’d be curious to hear which specific activities or areas in Khan Academy Kids you find most engaging for your students!
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I will be teaching a senior class next year and am excited about using AI tools with them. Before I introduce any AI tools I would check in with the children around their understanding of and misconceptions about AI. I would explain to them that many of the games or apps they use on their devices already use AI. I would aim to develop the children’s understanding of AI by explaining how it works, and in particular, make them aware of that the output generated is very dependent on the input, ie the prompt. I would model effective AI use myself. I would promote and revise internet safety before beginning the use of AI in the classroom. I would also highlight with the children the importance of fact checking and not to take everything at face value. I would also teach the children about bias.
I have used Scratch Junior in the past and would now like to try Scratch with my older class. Children can create stories, games and animation using Scratch.
I also liked the Osmo app, although it would be more suitable for the junior classes. I like the way the tool uses concrete materials with the digital games. In my school 6th class buddy up with the new Junior Infants. I think it would be beneficial for both classes if the 6th worked with the juniors and taught them how to use Osmo.
I also like the use of Gemini to create different texts on the same topic from different perspectives. This would really help children with their understanding of bias.
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I found the Teachable Machine example really inspiring and definitely something I would love to try out with my class. It is such a hands on way to show how AI learns from data, and it is simple enough for younger pupils to grasp. I would start by asking them what they think a machine “knows” and how it “learns” just to get their minds ticking. Then, I would introduce the Teachable Machine and show how we can train it to recognise objects, sounds, or poses. We could start with something fun, like training it to spot whether someone is smiling or not. They would take photos of themselves smiling, not smiling, maybe even making silly faces, and then test if the machine gets it right.
Before we started, I would make sure to check the school’s GDPR policy and get the go ahead to use images or video with the pupils. If needed, we could also train the model using objects rather than faces to avoid any data protection concerns.
What I like most is that it makes the idea of machine learning very real. It shows them that AI does not just magically know things, it learns from what it is given. It would also naturally lead into discussions about bias and fairness, especially if the machine starts getting things wrong. That could open up some brilliant conversations about how important it is that AI learns from a wide and fair range of data.
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Hi David,
This is a great example of how to make GenAI both accessible and meaningful for younger pupils. Using Teachable Machine to explore how machines “learn” through data is an excellent way to demystify AI and spark pupil’s inherent curiosity. I really like your idea of starting with a simple, fun activity like recognising smiles, however before proceeding with taking photographs it is important to check not only the school’s policies around GDPR and child safeguarding but also the school’s Acceptable Use Policy. Many AUPs require prior permission and the use of school-authorised devices for capturing pupil images. While some schools include a general opt-in at enrolment, it’s always best to confirm.
That said, your suggestion to use objects instead of faces is a smart and safe alternative if needed.
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I like the idea of using Teachable Machine.
I have 5th class and I could use it as part of the ‘feelings’ module in SESE.
The children could train the AI to recognise facial expressions such as sad vs happy; excited vs bored; angry vs calm etc….
Follow up discussion about the variety of expressions used by kids to show different emotions (one child’s happy, might be another child’s excited);whether the AI made mistakes and how easy/hard the AI found it to identify to 100% vs how easy/hard it can be to determine other peoples emotions because not all of use express them in the same way.Pupils could also draw comparison charts – perhaps in the form of a decision tree- to show how we learn vs what a machine learns and role play human reactions versus AI reactions. This could then be the starting point for a conversation on the topic of whether or not AI should make decisions for us – the importance of empathy and the ways in which AI is helpful to us and ways in which it is not.
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Deirdre, your idea for using Teachable Machine in the ‘feelings’ module is brilliant! I often see in school how tricky it is for children to read emotions as they are so different from person to person. Using AI to categorise expressions would perfectly highlight this nuance. The AI’s ‘mistakes’ become powerful teaching moments, showing that human emotions are complex, far beyond what an algorithm can grasp. This comparison of human and machine learning is so interesting, pushing them to think critically about empathy and the unique qualities we bring that AI can’t replicate. It’s a fantastic blend of digital literacy and social-emotional learning.
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The AI tool that I am most looking forward to using with my class next year is Khan Academy. I have used it in the past before the current advent of AI tools. It was a very valuable resource then especially in numeracy and with the middle and senior classes who could be assigned activities based on different topics and could complete these at their own pace.
Having being reminded of its potential again because of this course I was delighted to see that they have expanded its resources into many other areas of the curriculum.
I will start back using Khan Academy again using the Maths section. I think their videos can be used to reinforce their topics that have been directly taught and discussed in the classroom. They also provide support for pupils at home if they wish to recap a topic. Their sets of activities could then be set as early finisher activities or for homework depending on access to appropriate devices. The assessment features allow the class teacher to check for understanding and gain insight into how pupils are progressing.
On a Friday or at the end of a topic I think it would be valuable to allow the class to complete whole class activities on the topic in class. Again it would allow the teacher to circulate and check for understanding. The teacher could also use this time to station teach and work for 10 minutes with mini whiteboards on misconceptions with a group while other groups continue to work on Khan Academy activities.
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Hi Gerard,
Your plan to use the Maths section of Khan Academy as a reinforcement tool in class and at home is a really practical way to support differentiated learning. The flexibility it offers for early finishers or homework tasks is a great use of the platform, and the built-in assessment features as mooted will give you useful insights into how your pupils are getting on.
I also really like the idea of using it for whole-class activities at the end of a topic on Fridays. Supporting this with station teaching and targeted interventions using mini whiteboards is an excellent example of combining digital tools with effective classroom strategies.
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This module has given me some great suggestions that AI can be a valuable tool for supporting children in my withdrawal groups for both Maths and Literacy as they benefit from more personalised instruction.
Khan Academy will allow me to adjust the difficulty of the Maths questions I ask the children, which will be based on each child’s responses. This will allow me to offer more support if and when needed. For example a child who is struggling with number bonds could benefit from the practise at their individualised level while being provided with visual models.
In literacy, Gemini can help a child who may struggle with creative writing by asking for a story starter or help finishing a sentence. In the mainstream classroom a child with Dyslexia could benefit from using Immersive Reader, as they have the opportunity to access the same poem/ text that the rest of the class is reading, benefiting them by feeling part of the class and not segregating them.
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I am excited to use AI in my classroom from September. I have a multigrade 5th and 6th Class and we do a lot of project work using the ipads, drafting Powerpoints, voice to text etc.
With our digital technology time, we have rules around how we use the iPads and working collaboratively etc. I would introduce AI in a similiar way. I particularly like Gemini and Gamma.
The pupils would need a lot of modelling of AI, which I would see as a whole class instruction via the whiteboard. Then I would give small tasks that they would complete in a group. My end goal would be for each child to be able to work with the two AI applications independently. I think this would be a lovely end of day activity or Friday afternoon.
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After exploring Khan Academy Kids, I am genuinely impressed by its intuitive design, engaging content, and the way it blends learning with play. I feel this AI tool is particularly relevant to the junior end.
I would introduce this app to my pupils, by firstly starting to incorporate it into our literacy and numeracy stations. I’d begin with a whole-class demonstration using the interactive whiteboard, allowing the the class to become familiar with the main characters, activities, and how to navigate the app. The characters like Kodi and Ollo are appealing and relatable, which definitely would aid in helping to ease the children into digital interaction.
I would allow opportunities for the children to engage with this app in small groups/ The children could explore the app with tablets, with a focus on by learning goals guided by the teacher initially. I’d encourage them to reflect on their favourite parts and share with the class. I love how the adaptive nature of this app ensures each child is challenged at their level, allowing me to better differentiate instruction.
Reflecting on its potential, I believe Khan Academy Kids can be a valuable companion to traditional teaching and reinforcing concepts, building confidence, and supporting independent learning habits from an early age. It’s also helpful for home-school links, giving parents access to high-quality, free learning resources. I definitely look forward to integrating it into my future teaching practice.
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As part of this module I looked into Khan Academy as an AI tool in the classroom. I work in a small school and we have 20 Ipads which are shared throughout the classes. I think Khan Academy would be a super option for my class as it offers so much for the children and they can progress at their own level. I love how it has games and activities in Maths/ English and more! It will definitely engage the children and is a great way to get away from the text books. I plan on using it in stations as an independant station. However I would provide adult supervision at the beginning to ensure all children were comfortable with the programme and can progress swiftly.
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I would be interested in introducing Scratch to my pupils.
I used Minecraft Education edition a few years ago with a special class I was teaching. Some of my students had already played Minecraft and adapted well to the Education Edition. While other students found it quite challenging. It was also a very steep learning curve for me as a teacher!
I have heard of Scratch before but have never actually used it. I tried one of the beginner lessons ‘Make it Fly’, which involves changing some of the commands in a game to make a cat fly in different directions. What I really like about this program it that it starts at a beginner’s level, that doesn’t presume prior knowledge. It also teaches coding skills in a clear, enjoyable and interactive way. There are also some very good resources for teachers on the website, including a guide on how to teach a workshop on Scratch.
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It can be tricky to introduce digital resources to a class. I had a similar learning curve with Minecraft where some students had never really played it, but a lot of them were pretty good at it already. It was funny trying to teach something that I knew they knew more about than me! In the end, I had some of the more proficient students helping the ones who were finding it difficult, which worked well as the ones who were ahead didn’t get bored and the ones who didn’t know how to use it got some one one-on-one support.
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I have never used Minecraft in the classroom before but it sounds like it might be something useful for children who are tech able and needing an extra challenge. I didn’t realise there were 2 versions of it until this module and I wonder would I be able to use it myself.
I have also heard of scratch before but never used it. I like what you say there that it is so easy to use and starts at a beginner level meaning that anyone can try it out as they don’t need prior knowledge. I know it is around a long time but I have just never found the time to start using it in the classroom as we never had the internet or resources available to use it. I liked the guide that helps when explaining to the children how to use Scratch and how it was fun for the children to use.
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I would use Scratch with my class as I am teaching in the junior end of the school, so I feel like Scratch is one of the more accessible programmes for that age group. I like Scratch because it is a well-established programme, so it has lots of resources to go along with it and lots of ideas to get inspiration from. I would introduce Scratch by doing a series of the beginner lessons to help the students learn the basic tools they need to use the programme. Once they were comfortable with it, I would give them some free play time to let them explore what else they can do and to use it in a way that is interesting to them. I would then try to integrate some Scratch lessons and projects with whatever our current theme was.
When I was teaching 5th class, I used Minecraft Education with them. I introduced it in a similar manner, and the class loved it. Even some of the kids who were complaining that Minecraft wasn’t cool anymore at the start were on board with it by the end of the year!
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One AI application I would introduce to my pupils is Teachable Machine by Google. It is very easy to use and a great way to help children understand how AI learns from information. I would start by chatting with the class about what they think AI is and where they have seen it before, like smart speakers, video suggestions or talking toys. Then I would show them how Teachable Machine lets us teach a computer using pictures, sounds or movements.
In pairs or small groups, pupils could train the machine to recognise different objects or actions, like waving or holding up a book. After trying it out, we would talk about how many examples it needed to learn, and why it sometimes gets things wrong. This would lead nicely into a discussion about fairness, mistakes in AI, and how people still need to guide and check what AI does. It is a fun way to show that AI is not magic, it just learns in a different way and needs clear and careful input to improve.
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Hi Michelle,
It is so important that children understand how AI applications operate and the information that they draw upon. Google’s Teachable Machine is a great tool through which this can be explored. It is so important to have these discussions around the mistakes that can still be made by AI and how we can best go about fact checking and ensuring the information we have is accurate. These are key skills that our children will need as they progress through second-level education and beyond.
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An AI application which I have experience using is Scratch and Scratch JR. As a Senior Infant teacher who loves lego, I can see how children love to work in following designs and constructing items. I have Duplo Coding express lego on my wish list. This is easier to put together duplo lego which can be coded to be manouvered by the app. This ticks many boxes- problem solving, constructing, STEAM and assimilates nicley with the new maths curriculum. I think it is a nice way to introduce youn g children to AI. In doing so, I hope to promote criical thinking skills as well as teamwork and vitally learning by play and doing.
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Thank you for sharing some more great links and ideas. This module really gets you thinking about how we can safely start introducing children to all areas of AI. After exploring some of the research pieces introduced I feel less confident in the use of some of AI tools by the children themselves in the classroom setting. As the technology evolves I’m sure this will change.
I like the idea of coding as an introduction to AI for children. I’ve used scratch with classes in the past and it’s a wonderful resource and has come on a lot since I was introduced to it many many years ago. Children are naturally coding in their daily lives with the many smart devices they have access to already.
The Google teachable machine is amazing. I’ve showed this to my own children and they think it’s very cool. I can imagine how I could use this with a class in order to slowly teach them how intelligent some of these programmes really are and how they can easily be programmed.
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Module 4 provided so many great examples of AI tools and resources that could be used within the classroom in September. While teaching abroad in a school that followed the Common Core State Standards for maths I found Khan Academy really useful as a teacher. It provided lots of informative videos that I used myself especially when having had no experience of the Common Core Standards but I also used it as a teaching resource for my Grade 4 students. The instructional videos were easy to follow and I liked that the step-by-step tutorials were clear and concise especially for my students whose first language was Arabic. I found it very user friendly too. I hadn’t realised that there was also the Khan Academy Kids App and having explored this resource I can see how students would find it very engaging. It also offers so much across many curriculum areas and I like how it’s very easy to track the progress of your students.
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Yes, the Khan academy app is something that I am very interested in exploring more when I return to school in September. I like the idea of the step by step tutorials as there are children in my class that will benefit from these. Thankfully we have some ipads available in the room and effectively using resources like this can only benefit the pupils.
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I am looking forward to using khan academy kids with my senior infant class in September. This is how I plan to introduce it on day one.
Get them excited and interested in using it, build it up, make it sound exciting.
Introduce the app and go through all the workings etc.
Work as a whole class on the app together, stopping and discussing it as we go.
Let them have some free play on it themselves, decide on their character etc.
Bring them back together at the end to discuss as a group what they found/used/liked and disliked.
I will keep the sessions short: Limit screen time to 10–15 minutes per session to match young attention spans.
Blend with Activities: Reinforce online learning with physical games, storytelling, and hands-on exercises.
Parental Involvement: Encourage parents to use it at home for continuity.
Align with Curriculum: Choose activities that match Ireland’s Primary School Curriculum, especially in literacy and numeracy. -
Module 4 Assessment Consider one of the AI application examples highlighted and explain how you would introduce this to your pupils. Post a reflective piece to the forum based on this (150 words min)
Khan Academy is a free AI based tool that promotes learning through spiral activities that focus on the child learning at his and her own level.
It grows with the child and give him/her confidence and motivation to learn through the app.
To set it up, you register your class and pupils and provide them with logins and passwords and from there the children are placed at their own level. It is really easy to use for both the child and the teacher. Children can use it at home, which means that AI and technology is used in a very educational way at home rather than children sitting there watching useless content as what happens very often these days.
I can see it being very useful during in class interventions like literacy lift off, or mata sa rang where there may need to be an independent station. Khan academy would be very effective way to have children engaged in differentiated learning activities at this time.
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The AI application that I would introduce is Scratch. I would come from the assumption that none of the children had interacted with scratch before by explaining to the pupils the origins of the program. for example, that it was developed in MIT to make stories, games, animations and music.
While the children would be administered IPADS, the teacher would use an interactive whiteboard to illustrate the children in how to get set up. The teacher would show the cat, move in certain directions, say certain things as a very basic introduction. I would then allow the children to experiment with the orientation of the cat, movements, sound blocks and this would allow the children to become more familiar with the app. Also, get the children who have experience in coding to deliver their expert advice to their peers. Encourage, small group projects to build confidence.
This may take several lessons to build confidence, and boost creativity in order to derive the best possible learning outcomes for children using the app.
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One of the most inspiring AI applications I learned about in this module was Gemini in Google Workspace. I can already see the potential to support both teachers and students in a meaningful way, which is really exciting! I would introduce Gemini to my pupils in a really fun way, starting with simple prompts in Google Docs, for example, asking Gemini to help generate a short story starter or create a list of ideas on a chosen topic. This is such a fantastic way to boost brainstorming and creative writing, especially for those pupils who need a little help getting started or organising their thoughts.
In my special class, many students are visual learners, and Gemini could also help by rewriting texts to different levels of complexity or summarising key points from a lesson. I’d model how to use it responsibly, emphasising that Gemini is a helpful tool but not a substitute for their own thinking. This would open the door to some truly exciting discussions around digital literacy, critical thinking, and the ethics of AI.
I can’t wait to explore it further with my class!
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4. One AI tool I’m excited to introduce to my pupils is Microsoft Reading Coach, especially for students who struggle with reading. To begin, I would explain how it acts like a personal reading helper that listens, guides, and supports their progress. I’d start with a short demo to show how it reads aloud, highlights words, and offers feedback to improve fluency and comprehension. This makes reading less stressful and more interactive.
I’d set achievable goals and encourage students to track their progress, helping build confidence and motivation. What I really like about this course is how it ties in the Digital Learning Framework and the new Primary Language Curriculum. Making connections with what we need to teach in the curriculum makes it easier to see how AI tools like Reading Coach fit naturally into our lessons. This approach ensures AI supports learning while complementing teacher guidance, making it a valuable addition rather than a replacement.-
Hi Mary,
Thank you for your post and feedback here. I believe that it is so important that every ‘new’ tool can be used to enhance current practice and ties in with our curriculum. If this is not the case, it simply becomes an added extra we must ‘do’ on top of an already overpacked curriculum. Therefore, it is so important to see these tools being used in context – the Reading Coach is a really good tool to begin exploring and could prove transformational in allowing those with literacy difficulties to access material that would previously have not been attainable.
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Go raibh maith agat for this insightful module! It’s given me loads to think about for my 4th class in our Gaelscoil.
I’m really keen to bring AI into the classroom next year, especially after exploring the Teachable Machine. I’d kick things off by asking the children how they think computers learn, then introduce Teachable Machine as a fun, hands-on way to show them. We could train it to recognise simple things, like whether someone is holding a leabhar (book) or a peann (pen), or even different facial expressions for our mothúcháin (feelings) as part of SESE.
The beauty of this tool is how clearly it demonstrates that AI learns from what we give it. We’d experiment with good and bad examples, quickly seeing how the ‘machine’ can make mistakes if the information isn’t varied or fair. This opens up brilliant chats about bias and why it’s so important for AI to learn from all sorts of data. We’d definitely cover internet safety and data protection beforehand, perhaps using objects instead of faces if needed. It’s a fantastic way to demystify AI and spark their critical thinking. -
I would choose Scratch to my classroom as I have been very impressed with it from my research into it. I also see the many positive comments from other participants in the course. Prior to starting I would engage with our AUP and GDPR policies.
I would start by explaining to the class that we would be doing something very exciting. We would start with a project that is simple and involved the creation of something. be a fun and engaging experience. Start with a simple project that gets them excited about creating something immediately in an interactive way.
Before we started to begin coding, I would introduce the main ideas and language of Scratch such as stage, sprites, blocks, palette, code area and backdrop. We would then look at some examples of how Scratch was used by others.
Finally, we would begin a simple project such as getting a sprite to move and talk which would creative a very positive attitude for the children as it is such an interactive activity.-
Hi John,
Thanks for this post on how you would incorporate the use of Scratch in your classroom. I agree that it is very important that the children understand the language of Scratch and the different aspects of the platform before they are set to create their own stories, etc. Scratch Jr. can be a very nice introduction for younger children in this regard – there are a variety of manuals that go through a series of step-by-step lessons that will get the children looking at this and equipped with the knowledge and skills to use Scratch in more complex ways as they move through the year.
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One of the first AI applications that I will introduce to my class this year is Khan academy Kids. It is completely new to me so I downloaded the app and had a look at some of what it has to offer. I love that it has literacy, numeracy and social emotional learning activities and that they are tailored to the individual child by analysing their responses.
When I do introduce it I will explain to the children that it is a app that is learning what they already know my monitoring their answers and the more it knows the more it will be able to create different tasks to teach and challenge them.
I would hope to use it in the beginning of the year for some phonological awareness. I feel that it will be a good place to start for some revision as it will make the phonics easier or more difficult for the individual child.
I have seen some lovely activities involving patterns, sorting and problem sorting so I will definitely be also using it for maths. -
One of the applications I intend to use in the coming year is Kahn Academy. I tried to use some new ones to me eg. Osmo, dash and dot and Robo Garden but I couldn’t manage to get them working for me. I only have access to a laptop and I feel some of these would work better on an iPad. I was really interested in getting Robo Garden to work but I just couldn’t manage to manoeuvre the website or assign tasks to students. I have used Kahn Academy before and have found it to be very user friendly for both myself and the students. It is easy to set up classroom and to assign activities to the children. They can have their own logins and use it both at home and in school without losing their progress. In also love how it uses different subjects and the children enjoy using it and find it fun even though they are learning as they go.
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I think Scratch is a great tool for teaching coding concepts in a fun and engaging way. There is great potential to use it across the curriculum in maths, science and Literacy. It promotes creativity, develops logic and problem solving skills and its fun. Pupils are learning without even realising it. I played around with it during this module and found it so easy to use. I would introduce to the pupils in my classroom by allowing them to explore the Scratch interface. I would model my screen on the IWB and guide them through the main parts. I would encourage the pupils to explore and create and play games. There are so many games to play from platform games to mazes and puzzles, so there is something for everyone. There are lesson plans readily available that can guide pupils to create their own games. I look forward to trying Scratch out with future classes.
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One of the AI application examples highlighted in this module is the visual programming tool, Scratch which allows children to create their own stories and animations and through which the foundations of programming could be taught.
Pupils learn how to produce a logical sequence of instructions in a fun and engaging way. Using the drag and drop interface they learn the fundamentals, they can become efficient programmers by incorporating loops to repeat actions and to create events when something is clicked to engage the viewer/user of the project. If/Then rules introduce conditionals in programming. Using these programming tools, pupils can create all sorts of cross-curricular projects involving visual, audio and movement, interactivity and animation. Pupil choice and playful engagement is facilitated as the pupils explore possibilities
Children should regularly be invited to share their programme or Scratch project with the whole class on screen to consolidate the learning. As a pupil explains their actions, they deepen their understanding of programming. Their peers can recognise elements and assist in problem-solving.
After a demonstration and explanation of the main concepts, I would introduce a challenge or story and allow paired work to brainstorm ideas. Working together, each pair could create a project illustrating the theme. Helpful videos on Scratch are available on the website if pupils needed extra motivation or clarification. The tutorials would provide structure while the pupils, and teacher, build their confidence. Once the pupils have gained confidence and have explored the programme, they could be invited to concentrate on a particular curricular area e.g. science, geography, Maths.
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Hi Karin,
Thank you for this post and the clear overview of the Scratch programming tool. It is great to see, like many others on this forum, that you can see its potential for use in your classroom. I really like your ideas around allowing to children to work together as part of an overall challenge to allow them problem-solve in ‘real world’ scenarios.
I think the helpful videos on the Scratch platform you have mentioned sound great – I’m unfamiliar with these but feel they would be an extremely useful resource for us all on this course. Could you share the link to these with us please if you get the chance?
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I would like to introduce Scratch to my 3rd class in September. This will be very new to me. After having a loo kat the website I think I would do something along the lines of the below. First, I would give the children a background on what Scratch is to try and get them excited about using it- a website to create your own games, stories, animations even create your own characters and make them move, talk and interact by dragging and dropping blocks a little bit like lego and show them the website on the interactive whiteboard.
On the whiteboard I would make them familiar with the areas Stage (action), Sprites (characters and objects) block areas (coding blocks) and script area. I would model a simple task like ‘Making a Cat Dance’ on the interactive whiteboard. Then I would place the step by step instructions on the board and get them to try it our for themselves.
Open Scratch
Click on the cat sprite
Go to the Events category → drag “When green flag clicked”
Go to Motion → drag “Move 10 steps”
Add a Sound block → “Play meow sound”
Add a Looks block → “Say Hello for 2 seconds”If there was time, I would give them a chance to explore Scratch for themselves and try and do things like change the cat sprite to something else, add a new sprite, change the background, try other blocks. Then allow some time at the end for them to share their creations.
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This would be a great introduction to your class with Scratch and I like how clear and thought out your lesson is. From using Scratch before with 2nd class they catch on very quickly and I would imagine 80% of your class will have that task completed quickly. So I think extra challenges like you suggested would be very important to keep the engaged and active throughout the lesson.
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I think I would like to try out ‘Teachable machine’ with my 3rd class this coming year. It looks like a fun way to teach them about machine learning and AI and one that I could also get the hang of as it doesn’t use any coding. I like how it is broken into three steps; train, gather and export. We could use it to take photos of the children using different body positions and create our very own dance. As I have thought this class before, I know that this is something they would really enjoy! We could begin with a whole class dance and once everyone was familiar with it we could divide into groups to create more dances. As the class and myself enjoy music, we could also try out using the percussion instruments to create a piece and test if the machine can recognise each instrument afterwards. It will definitely mean some more practice on my part along with of course looking at out IT and GDPR policies but I think it could be a really lovely one for 3rd class.
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That actually sounds like a great idea for your class Pamela. I think they’d get a real kick out of the dance idea, and it’s such a nice way to make AI feel fun and hands-on. Starting with a whole-class dance and then letting them come up with their own in groups is a smart way to ease them into it.
I like the percussion instruments idea too – it would be interesting to see if the machine could actually tell them apart. You’re right, it might take a bit of practice beforehand and a quick check on the policies, but it sounds like something your 3rd class would really enjoy and remember.
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From the tools in this module, I’d like to try out Magic School with my class. I think the colourful long multiplication generator would be a fun way to make maths more engaging, especially for pupils who find it a bit more challenging or boring. I’d start by showing them on the board how it works, creating a few problems and solving them together so they get the hang of it.
At the start, I’d put them in pairs so they can chat through their answers and help each other out. Once they’re confident, they could use it on their own to practise at their own speed.
I like that it’s bright and child-friendly, so it feels more like a game than a worksheet. We could even have little challenges or a friendly class leaderboard to keep it fun while helping everyone improve their skills.
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Thanks for sharing your plan—Magic School sounds like a brilliant choice, especially the long multiplication generator! I love how you’re thinking about introducing it gradually, starting with teacher modelling and then moving into paired work. That kind of scaffolding is so important, especially for pupils who might lack confidence in maths.
The fact that it’s colourful and interactive really does help break down barriers—anything that makes learning feel more like play is a win in my book! I also think your idea of using peer support in pairs is a great way to build both confidence and collaboration skills.
The class leaderboard idea adds a nice competitive element, and I imagine it would really motivate some learners, especially if it’s done in a supportive and encouraging way. It’s exciting to think about how AI tools like this can make tricky topics more accessible and even enjoyable. Looking forward to hearing how it goes!
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Magic School sounds like a great tool to use with your class. It seems to be very popular in schools at the moment. I particularly like your idea of having children working in pairs first. That collaborative approach not only helps students learn from each other but also takes some of the pressure off the weaker student.
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As part of this module, I took some time to explore Khan Academy Kids, and I was genuinely impressed by the wide range of resources it offers—not just for literacy and numeracy, but for supporting children’s social and emotional development. In the current educational climate, where wellbeing is a central part of the curriculum, tools like this are incredibly valuable.
With so much change happening—both in society and within schools—many children are experiencing heightened levels of anxiety, uncertainty, and difficulty in processing their emotions. Khan Academy Kids includes specific lessons and activities designed to help young learners recognise, name, and manage big emotions, encouraging healthy emotional literacy from an early age. These resources help create a safe space where students can build skills like self-awareness, empathy, and resilience—skills that are essential not only in school, but throughout life.
I also appreciated the ‘Back to School’ section for educators, which provides support around easing children into new routines, coping with transitions, and managing classroom dynamics. As my own school is undergoing significant changes this September, I see this as a timely and practical support system that I plan to explore further.
What’s also exciting is the potential of Khan Academy Kids as a gentle introduction to AI for younger learners. Its interactive and gamified activities align well with the digital environments children are already familiar with, making it a natural bridge into discussions about how AI works and how it supports learning. Once students are comfortable navigating these tools, it opens up space for broader conversations and challenges around AI awareness, digital responsibility, and critical thinking.
In summary, Khan Academy Kids offers a well-rounded, engaging platform that supports both the emotional wellbeing and digital literacy of our youngest learners. I look forward to incorporating it more into my teaching, especially as we continue to adapt to the evolving needs of our students.
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I agree Ronan that Khan Academy offers support in many curriculum areas and that is could be a nice gentle introduction to AI for younger learners. Although it often amazes me how confident and competent our young learners are with technology and how new tools are exciting and accessible for them. I would like to explore the other curriculum areas in Khan especially transitions and other social aspects provided by the tools.
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I am excited to use AI in my classroom starting in September. I have junior infants for the first time but we do have a scheduled iPad time slot. I would be eager to use the Khan Academy Kids app with the class. The app has bright visuals and short activities that are appropriate for junior infant learners.
For a phonics lesson with Khan Academy Kids I would aim to cover letter recognition whereby the children can use the app to trace the letters, learning their letter sounds with the plethora of songs and chants available on the app, there are also matching activities available where children can match sound to letter. A follow up activity could be simple CVC word building where the students are shown an image and tasked with finishing the cvc word to match the picture.
For a maths lesson with Khan Academy Kids I would cover number recognition, shapes & patterns and counting objects. For counting, the app has counting songs in addition to counting games where children must count the objects shown on the screen. For number recognition there are number tracing games and shape recognition games where the students must complete tasks such as ‘tap all the triangles’. There are pattern games similar to topmarks available also.-
Hi Rebecca
You have outlined some very practical ways that you can use Khan Academy Kids as a teaching and learning resource in your class. Khan is a very individualised programme where the child can work at their own level to further understand a concept or catch up on missed topics. It can also be used to challenge the early finishers!
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In the special education setting that I work in, many of my students can find abstract or unfamiliar concepts challenging to grasp at first and thats why I would choose to introduce Google’s Teachable Machine. It’s interactive, visual and very accessible. I’d start by connecting the idea to something familiar, “We’re going to teach the computer to recognise things, just like how you can tell the difference between happy and sad faces.” This allows pupils to relate the concept of AI to their everyday experiences and reduce the anxiety that can come with learning something new. I’d begin with a simple, hands-on project where the students train the machine to recognise different facial expressions or hand signals. Pupils can use their own voices, movements or poses to teach the computer making the learning very personal, engaging and fun. The immediate feedback would keep their attention and build their confidence with AI tools.
I appreciate that Teachable Machine doesn’t rely on heavy reading or writing because many of my students have additional needs. Its visual and interactive format can be easily adapted to each child’s pace and interests which would make it inclusive for all learners. This also supports collaboration and creativity, as children work together to solve problems and explore how the computer “learns” from them.
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This was an excellent module in terms of covering AI tools that can be used in the classroom. It will take me another while to become fully knowledgeable on all the tools and of course with practice and use their application will become easier. I, like many only participants liked the weekly plan for Khan Academy as it supports and motivates children to engage in the new PMC. It was very beneficial to see where the use of AI is directly linked to the PLC also as this is where we can add its use in our planning documents. I will have 6th Class in September and feel that they are a great age to engage with AI tools. I am sure they will have no problem figuring out their use. It will be very important to show the children that fact checking is very important as they often just take it for granted that what they read is true, as we do as adults also. I like the Notebook LM tool also as a way to summarise important information that may come in from the department. Another element of the use of AI tools is how to include it in out Digital Framework, AUP and GDPR policies.
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I love the idea of using teachable machine in SET to look at faces and different feelings and identify the differences. I work with children with austim and we always look at pictures and flash cards of faces and discuss the feeling and how to identify the feeling. I have also had children take their own photos showing each emotion. Being able to collate and use Teachable to review the images would be a great opportunity for the child as it s less abstract- its their faces and bodies and they can see it and review it . Thanks a great idea
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Wow- so much info in this module, I want to try everything!!! I think Khan Academy looks brilliant and so many uses. I would use Khan Academy as a complementary learning tool to support my 5th class pupils, particularly in maths and science. The platform offers high-quality, curriculum-aligned lessons, videos, and interactive exercises that can reinforce classroom teaching. By assigning specific topics, I can tailor activities to individual student needs, allowing for differentiated learning.
Khan Academy’s interactive practice questions provide instant feedback, which helps pupils identify and address misconceptions straight away. This encourages independent learning and builds confidence, while freeing me to give more targeted support to those who need it.
I would also use Khan Academy for homework tasks or extension work, enabling students to progress at their own pace. The built-in tracking tools allow me to monitor progress, spot gaps in understanding, and celebrate achievements.
Overall, I would use Khan Academy because it promotes self-directed learning, supports mastery of key concepts, and offers engaging, visual explanations that can benefit all types of learners in my class.
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I have used Scratch in the past and found it to be a great resource for introducing children to coding. Its visual interface makes it accessible and fun, allowing students to create games and stories while learning programming concepts. However, one of the challenges I’ve faced is trying to encourage other teachers to adopt it. Scratch can seem specialised, and with limited time and competing priorities, it’s often overlooked despite its potential.
Robo Garden stood out to me in this module as I like the game-based learning concept. after some research, it appears to offer a good structured and engaging way to teach coding through interactive missions and real-world scenarios. One potential advantage is that Robo Garden seems to reduce the need for a very tech-savvy teacher, which could make it more accessible to staff who feel less confident with technology. This could be a key difference from Scratch and might help overcome some of the barriers I’ve seen in my school. I’ll need to explore it further to understand how it works in practice. I’ve since realised that Robo Garden is a paid subscription, which may limit its accessibility. In searching for free alternatives, I came across Code.org, which looks promising. I still need to do more research, so if anyone has experience with it or other similar game based platforms, I’d really appreciate your advice.
I’ve also been exploring NotebookLM and love the concept. I spent quite a bit of time trying to figure out how to access something similar within our school’s Microsoft 365 setup. After watching a few YouTube videos, I was disappointed to find that it doesn’t seem to be available as a feature. I’ve emailed Microsoft for assistance. I’m now thinking more broadly, at a whole-school level about how powerful it would be to input something like our monthly newsletter into a tool like this and then use it to refer back to key information simply by asking questions. That kind of functionality could be a game-changer for staff communication and planning. I’ve also realised we need to update out AUP to include AI.
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I agree with you on the potential use of Robogarden Karen. It looks to be very user friendly and extremely fun and creative for the children. Lots of the staff in my school would be reluctant to use a lot of these applications but I think with a quick tutorial, they would be happy to introduce this in their classrooms and gain confidence on using AI applications more. I am planning to play around with it a bit more and offer to hold a quick tutorial for my colleagues to facilitate this.
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I concur with your point Karen, regarding staff hesitancy to use certain or any AI applications and believe that having some type of staff training would be the best way to bring people over and to not see it (AI) as something to fear that will add to the teachers workload, but rather something that can saves hours per week of admin and also empower the students to develop their own learning and skills.
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I have used Scratch for the past 2 years and the students enjoy it. What I like about Scratch is that it teaches the students about coding but it also improves the children’s familiarity with the computer and its capabilities including accessing and using the microphone- a firm favourite. I have used the guided lessons offered by Scratch whats nice is that they offer a printable scaffolded plan for children that need that level of support, but then they can experiment and play around within it.
I am interested to extend this learning with Robogarden. In my review of Robogarden what I am liking is the cross curricular applications. The hour of code lessons I reviewed introduce the children to coding in a progressive manner but also educate and them whilst coding, giving snippets of information throughout. The math missions will be a nice addition to our maths week activities, reinforcing to the children the cross applications and capabilities of computers and coding.
Osmo leanring looks interesting. We invested in ipads for our junior classes last year and this looks really exciting and would be a great tool to incorporate technology and hands on learning. Like everything though cost is an issue, It would be great if we could get our hands on these and trial before purchase to see the benefit of them in the classroom. -
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To introduce Scratch to my fourth class students on iPads, I will begin with a short, engaging discussion about how computers follow instructions — comparing it to giving precise steps for making a sandwich. Then, I’ll demonstrate the Scratch Junior app on the interactive board, showing how colourful coding blocks snap together like bricks. I have completed a summer course on Scratch before so this is an app I am comfortable with.
Students will start with a simple tasksheet – making a character move and speak. I’ll guide them through choosing a sprite, adding a background, and using blocks to create a short animation. Working in pairs will encourage peer learning and problem-solving.
Next, I’ll introduce a creative challenge – design a short scene where the character tells a joke to the class. Students will be encouraged to explore sound, loops, and simple events.
We’ll finish with work posted to their SeeSaw accounts on the iPads, where students share their projects at home and with peers. -
Having looked at a lot of the GenAI tools that have been suggested in the classroom I was particularly drawn to the Khan kids academy and its use in the classroom .
I will be having Infants in Sept so I know that emotions and social development will be to the forefront . I looked at what was on their app and much of it appealed to me and I will definitely use it . I then asked chat Gpt to use the material available to create a week of lessons . The response was impressive and I believe will cut down on the work of the teacher providing the right prompts are given .Monday – Naming Emotions
App Activity: Watch a story like “How Are You Feeling?”
Discussion: Ask, “How do the characters feel? Have you ever felt that way?”
Follow-up: Children draw a face showing how they feel today.Tuesday – Managing Emotions
App Activity: Try a mindfulness or breathing exercise (found in “Circle Time” videos).
Practice: Teach the class “Belly Breathing” with Kodi.
Follow-up: Make a calm-down corner with visual cues from the app.Wednesday – Kindness & Friendship
App Activity: Watch a story about sharing or helping a friend.
Discussion: “What does a good friend do?” Write responses together.
Role Play: Children act out friendship scenes.Thursday – Problem Solving
App Activity: Story or video where characters resolve a problem together.
Discussion: “What happened? What choices did they make?”
Follow-up: Introduce simple solution cards (“Stop. Think. Choose.”)Friday – Reflection & Sharing
App Activity: Free choice SEL story or mindfulness activity.
Group Reflection: “What did we learn this week about feelings?”
Art/Story Time: Draw or tell a story about helping a friend or feeling brave.Hi Róisín,
I really liked your well laid out SPHE lesson for infants. I liked the way it was very structured and the progression over the week. It looks like a wonderful week of lessons
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Hi Eleanor,
I am impressed with the results you got back from Chat Gpt. I am surprised with the variety in the lessons and how they integrate with so many areas of the curriculum. There is lots of opportunity for talk, discussion, reflection, feedback. It’s nice to see what can be produced in a short space of time.
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Hi Eleanor, I am impressed with the results you got back from Chat Gpt. I am surprised with the variety in the lessons and how they integrate with so many areas of the curriculum. There is lots of opportunity for talk, discussion, reflection, feedback. It’s nice to see what can be produced in a short space of time.
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I was interested to explore all of the AI applications mentioned in this module but Google’s Teachable Machine particularly caught my attention and I found the following YouTube video https://youtu.be/NY5-cco7TxA?si=gv_O60A_gf-WvwBl about it that I watched and then I spent some time exploring it myself.I would really like to introduce my students to it this year. I think it looks like something that they would engage with fully and would thoroughly enjoy. I would like to integrate it as part of a PE lesson on the fundamental movement skill of sprinting. I think it would be a really interesting lesson to train the machine to recognise good examples of sprinting and then film the children doing it to see if the machine recognises their efforts as sprinting too. There are limitless possibilities to create fun lessons in this way and explore within the application and I think the fact that it is so user friendly would also help all of the children that I teach experience success at their own level.
I have also previously used Scratch in my classroom to learn how to code a simple computer game and the children really enjoyed it. It was a great learning experience for me too because one of the children in my class at the time was quite an experienced scratch user and had done a lot of coding before so he became the instructor that day and I was able to follow his lead. The children really enjoyed the change in dynamic in that lesson and I learned a lot too. The boy in question was absolutely thrilled with himself at the end because he got to showcase his talent.
Another thing that this module has pointed out is the potential for using AI to demonstrate bias to children when exploring historical events and how they were perceived by different groups affected at the time. I am excited to show my students these examples and to help them to evaluate text in a critical way so that they can start to recognise examples of bias and propaganda.
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I feel Khan Academy Kids would be a nice one to introduce to my class next year. I have heard about it previously but never actually learned about it in detail so after exploring it more in this module, I can’t wait to try it out. I would start it off by doing a whole class demonstration and maybe show the class a short video of it. I think it’s important to show the kids what it is and explain what it is too. I would then give the class time to play around with it. I think giving the children this exploration time is super important because they can discover their own things they like. Sometimes, they can even figure out more than you could initially! Getting the children to share their favourite thing or maybe something they are looking forward to using in it. Over a few weeks then, I would set the children focused skill practice on what we do in class and at home. I feel this would all be beneficial and something different and modern for the kids.
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I plan to introduce my 3rd class to Khan Academy Kids this coming academic year. I would start with a whole-class demonstration on the interactive whiteboard, showing students how to use the app and explore its reading, problem-solving, and maths activities. Its simple interface and adaptive learning features allow each child to progress at their own pace, while the colourful characters and interactive games keep learning engaging and fun.
Initially, students would explore the app individually before moving on to small group activities. I would monitor their progress and provide support as needed. The app’s child-friendly design makes it an excellent classroom resource, offering a wide variety of games and activities tailored to different ability levels.
A key advantage is that learning can continue at home with parental involvement, helping to reinforce skills beyond school hours. I believe this tool will be a valuable addition to the classroom and look forward to seeing how it enhances student learning.
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One of the Ai applications which I would like to use in the classroom would be Scratch. While I have experience using this programme in college and having observed it being using in the classroom, I have never facilitated it myself. After looking at this application again, I feel much more confident and ready to introduce it to a class. I think it gives the children a great chance to be creative and time to upskill in coding. I also would like to use Khan Acadamy in the classroom. I have used this app previously in the classroom with infants as part of station teaching. I found that it was an excellent resource as it has a wide range of literacy and numeracy resources which the teacher can pick and assign to the children. I found it useful as a way for children to revise new sounds or letter formations that we covered each week. It also is useful for assessment as it gives an overview to teachers identifying areas that’s a child had difficulties and areas where they were succesful.
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Hi Paige. I also love Scratch and the potential it has for teaching and learning. Scratch is a brilliant way to get children using their computational thinking and creativity skills. When working with Scratch f, try linking it to a curricular area. For example, if you’re working on a story in English or Gaeilge, ask the class to recreate a scene or invent a new ending using Scratch’s characters and backgrounds. Show the whole class the basics, then let them explore and create on their own. Working in pairs is a great approach when working with any coding application as it as it can take some of the pressure off and spark ideas and creativity.
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I wasn’t able to get RoboGarden working on my laptop- Im not sure if this was because it needs a subscription. After watching a few YouTube videos, it looks like a fun and engaging app that second class would really enjoy.
To start, I’d ask the class if anyone knows what coding is or has tried it before. After hearing their ideas, I’d show a short YouTube video that explains how robots are coded. Then I’d open the RoboGarden interface using a sample student account and walk them through the first few “Adventures,” which are the beginner lessons.
I’d show them how to move the robot using block-based coding, and then let them try it out on their Chromebooks. At first, we’d do the activities together as a class so everyone feels confident. After completing five adventures, they’d take a short quiz to check their understanding.
Once they’re comfortable and doing well, I’d let them continue at their own pace. This way, they can build their coding skills gradually while having fun.
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Hi Fiona. Sorry that you ran into technical problems with Robo Garden. You have to register your school and then activate this subscription. Once this is done, you can start using the dashboard to add classrooms, teachers, and students.
If you’re looking for a way to build children’s understanding before using the digital tools, start with a simple unplugged activity like a “human robot” game. Give one child a set of literal instructions to reach a spot in the room (e.g., “take two steps forward, turn right, pick up the book”) and have the rest of the class write or call out the commands for this. They’ll quickly discover that you have to be clear and precise, which is exactly what they’ll be doing in RoboGarden.
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I would like to use Scratch as one of the AI tools in the classroom. I have used this program in college and seen it used in classrooms, but I have never led a session myself. After reviewing this application again, I feel more confident and prepared to present it to a class. It offers kids an excellent opportunity to be creative and learn new coding skills. I would like to use Khan Academy in the classroom, too. I have used this app before in the classroom with young children during station teaching. I discovered that it is a fantastic tool because it offers a variety of reading and math resources that teachers can choose from and give to the kids. I found it helpful for kids to practice the new sounds and letter shapes we learned each week. It is helpful for teachers because it shows them what areas a child struggles with and where they do well.
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Google Teachable machine is a web based tool that allows children to train a simple AI model to recognise different sounds and images etc… without needing any coding skills. I would introduce Google’s Teachable Machine as a fun and interactive way to explore the basics of artificial intelligence with my pupils. I would begin with a class discussion about where pupils may have encountered AI in their daily lives (e.g., voice assistants or YouTube recommendations) to build curiosity and context. Next, I’d demonstrate how the Teachable Machine works using the classroom projector. For example, I might create two categories—such as “Thumbs Up” and “Thumbs Down”—and take example images using the webcam. Pupils would see how the machine learns from patterns and makes predictions in real time. Then, they would work in pairs using our Chromebooks to build their own simple models. Afterwards we could discuss how AI learns and what it gets right or wrong, and why.
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AI is definitely changing how we teach and how we learn. I feel there really does need to be a whole school approach to the use of AI and that there also needs to be more cpd for teachers in the area.
I think scratch is an excellent resource to introduce the children to the world of programming. It can be easily integrated with other curriculum areas scratch is fun, visual and engaging. Working in pairs children could create a game, a movie or a story which they could then share with the rest of the class. There are a lot of resources available on how to use scratch which are extremely useful.
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I agree, Alice. Like you I am a great fan of Scratch Coding. Simply allowing students to engage in visual applications like Scratch will develop so many skills like logical reasoning, critical thinking, and problem solving. The teacher does not need to be an expert. Letting children make mistakes and figure things out through trial and error is where the real learning happens.
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Hi Laura,
I really like your idea of using Teachable Machine to show pupils how AI “learns.” Letting them build their own models is a good approach. It also links well with the idea that AI outputs depend on the inputs we give it. Maybe afterwards pupils could discuss what the model got wrong and why — that would really highlight how bias or limited data can shape results.
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Scrathh is something I have used in my teaching in the UAE previously. In a world where technology is surrounding us more and more each day, coding opens up so many opportunities for children going forward. Having fundamental coding skills can set up children for their future ambitions and is a valuable life skill.
It is important to start small and learn the basics well, ensuring the children do not get overwhelmed. Introducing paired programming can work well allowing students to speak to each other and reason as to why they are completing certain tasks. Show and tell can also be effective, allowing students to demonstrate their work in front of their peers, if they are able to explain what they did to their classmates it is a great way for teachers to assess their learning!
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As I will have a SET position in the coming year, I think that Immersive Reader is an application that will be extremely useful in my classroom. I really liked the fact that beyond the very obvious literary benefits to the application, including text to speech, line focus and syllable splitting, you could make visual changes in a way that might appeal to an independent child. So for example, changing the background colour, text size etc. I feel that the ownership over learning that it provides would be really beneficial. Clever additions like the picture dictionary and translation tools, mean that EAL students would really benefit from the application. Also, as it is set up to support children with diverse needs, it is already equipped to support dyslexic learners, children with a visual impairment, children with autism, ADHD and more.
There are so many elements of immersive reader that set up children to be independent, remove barriers to reading that they might face and foster a more inclusive environment in the classroom.-
Hi Beccy,
I taught in learning support last year and I feel that Immersive Reader would have been an excellent resource for developing literacy skills. I also think that Scratch could be very effective as an interactive activity to support numeracy, making the learning process both engaging and accessible for pupils.
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This year I will be teaching 5th class in my school. I have a little bit of experience with Scratch and I think I will try to use it more this year. Scratch is a great tool to introduce coding and computational thinking to 5th class pupils in a fun and engaging way. As a visual programming language, Scratch allows children to create interactive stories, games, and animations by dragging and dropping code blocks, making it very accessible even for beginners.
I hope to be able to begin with simple projects like creating a basic animation or a story with dialogue between characters. This can be integrated across the curriculum—for example, pupils could animate a historical scene like the 1916 Rising that was brought up in the slides., retell a story from English, or show a science process like the water cycle. This encourages creativity while reinforcing subject knowledge.
As the year progresses, I would hope to introduce basic programming concepts like loops, conditionals, and variables through game creation. For instance, pupils could design a quiz with Scratch where the program responds differently based on the user’s answers. This promotes logical thinking and problem-solving.
Group work can encourage collaboration, while differentiated tasks ensure all learners are included. When I have used Scratch in the past, I have always found that there are always 3 or 4 children that pick it up quickly and I have been able to use them to help assist others. Scratch also supports assessment for learning, as pupils can demonstrate understanding by creating and explaining their projects.
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While I found Osmo and Khan Academy very engaging, I believe Scratch would be the most effective tool to introduce to my pupils. Scratch is highly visual and appealing to younger children, making it an excellent starting point for exploring coding in an enjoyable and accessible way. The block-based design allows pupils to view coding as a visual process and also connects well with the idea of patterns in mathematics.
As pupils become more confident, I would encourage them to create short animations that could bring their own stories to life. This would link effectively with writer’s workshops and give pupils the opportunity to combine creativity with problem solving in a meaningful way.
The prepared lessons provided by Scratch are also a valuable support, especially for teachers who may not have extensive coding experience. These resources ensure that lessons can be delivered in a structured manner while allowing pupils to build their skills gradually and with confidence.
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Hi April. I really like your animation idea using Scratch Junior. We have this app on our ipads at school and have felt that I wouldn’t be confident in using scratch in general. I can see the use of Scratch as a great tool and motivation for oral language and writing . You could teach the children the rules of story mapping and then they could make an animation in pairs which follows the 3-4 steps you have taught.
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I have never used RoboGarden in my teaching before this but from the information in this module, and after doing my own research, I have learned a lot and can see potential use for it next year in my classroom. Robo Garden teaches coding and AI through games, which makes it accessible and engaging for pupils who might otherwise find these concepts abstract or intimidating. By including learning into playful experiences, it lowers the barrier to entry and allows students to experiment without any fear of failure.
If I were to introduce this tool, I would start by framing it as an exploration rather than a ‘formal’ lesson. I would encourage pupils to treat the platform like a puzzle box – one that gives students the opportunity to learn and understand how AI works by asking them to solve challenges and various building projects. I believe this approach would spark curiosity and allow for independent problem-solving, while also supporting collaboration and teamwork when students compare strategies or share solutions.
Over time, I would hope to gradually connect the challenges in RoboGarden to broader curriculum goals, showing pupils how the coding skills and AI concepts they are practicing link to real-world applications. In this way, the tool could serve not only as a motivator but also as a bridge between playful learning and meaningful digital literacy through the use of AI tools.
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I really like the way Laura has said she would introduce RoboGarden by framing it as an exploration rather than a formal lesson. I love the openness that narrative allows when it comes to interacting with this AI tool. It takes the pressure off of us as teachers as using this strategy helps us to learn and explore with the kids. Once we all get more familiar with how it works and how to use it, I as the teacher can then tie it to curriculum goals and objectives.
I love the use of the words playful learning. It is really creative, engaging and motivating to students and to me as teacher. Thanks Laura.
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I have used Scratch and Scratch Jr quite a bit but I feel that I would like to try Khan Academy next year as it seems engaging and self paced for children. It gives children control over their learning in a fun and structured way and helps them to feel that mistakes are ok and that they can master any topic f they persevere through it. I would start out with a simple topic like place value and after introducing the app on the SMART board I would let the class work through activities at their own pace. I feel that earning badges and completing activities would be very motivational for the students. I think it is important to communicate with parents about what the class are using and how they could use it at home too.
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Scratch is one of the AI applications which I would be eager to introduce to my pupils this year.
Writing code may seem daunting for some,however,Scratch’s use of dragging and dropping colourful code blocks to code the language and create stories and games is child friendly and engaging. Scratch also allows children to follow step by step process which develops childrens coding ability and allows them to acquire the confidence they need to create their own coding and programming skills.
I like the idea of being able to share projects with other Scratch users or just with your class. It guves children the opportunity to showcase their work abd explain strategies used in theur digital learning.I read that there is opportunity to also train a model in Teachable Machine,export it and use a specialised version of Scratch to integrate the model. This may be something to think about if your clas was particularly enjoying scratch and Twachable Machine. It opens up opportunity to blend both AI tools nicely. I would be sure to follow guidelines when using both tools and only use images of objects to ensure data is used safely and in line with the schools digital technology policy.
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Khan Academy looks like an interesting AI application that I could introduce to the kids in my class. Having taken a look at how it could work in my classroom, the personalised learning it facilitates, as well as being able to support a wide range of needs, would be of most value to my students down the line.
A good first step in using this application would be a whole class project, with everyone working on the same topic. I would then assign the same mastery goal to all of the class as a starting point and follow up by giving each student an appropriate amount of time to engage with the programme. When it comes to setting assignments, the whole class could work on it together or they could break into smaller groups to facilitate group work and collaboration skills.
I think this would be a good first step in using this application with my class.
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I will be teaching 1st class next year and would very much like to begin the introduction of AI to the pupils. Most, if not all will have used AI in some format for gaming online already, but to give them the tools and knowledge to allow them to use AI for educational purposes will be my priority. I feel the pupils need to know how AI works, how does it know all these things and is able to produce content for us so quickly and efficiently.
I like Google’s Teachable machine and feel it would work well at this class level, while giving pupils an idea of how AI actually works. I think they would enjoy providing knowledge to the machine in order for it to learn and expand it’s knowledge. The pupils could take photos of various things, make various sounds (based around topics we are currently covering) and teach the machine to increase it’s knowledge, all the while learning about how AI actually works and how it uses data.
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I think I would try and introduce Osmo to pupils. It looks like it can be both exciting and engaging for the children. With the support of chat gpt and Gemini I would possibly introduce it to my class using the following steps. I think this would foster interest and allow the children to experience osmo for themselves.
First I would begin with a short, fun video that showcases Osmo in action, highlighting its interactive games and learning experiences.
Briefly explain to the kids what Osmo is and how it works and how it can help us in class to learn.
Then I would possibly do a demonstration where students can see Osmo in action. Showing a few different games that may relate to English or maths.
Then get the students to try out Osmo themselves. Get them into small groups and let them try different activities.
I would then give the children an opportunity to share what they liked and how they could use it to help them with their learning.
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The application I will focus on is the use of Scratch on a set of classroom iPADs with a 2nd class group who wouldn’t have any prior familiarity with the application.
The focus area I would choose is the use of Scratch to create simple character animations based on content from our class novel, The Twits. They would have opportunities to create characters to represent Mr and Mrs Twit in the various predicaments they find themselves in and direct speech relevant to the particular scene from the novel.
I would begin by opening a simple, pre-made Scratch project. It could be something like a character walking across the screen and I would explain to the children that with this app they will also be able to create and programme characters.
I would explain that Scratch is a fun and easy way to give instructions to characters on the computer using colourful blocks that are joined together in order for them to move.
I’d show them what these blocks look like and explain that they are blocks of code that make everything happen.
In a first lessons, I’d have them follow a prepared path of instructions that I’d have already created, just to help them become familiar with a few of the categories of blocks such as ‘Motion’, ‘Looks’, ‘Sounds’ and ‘Events’.
In follow up lessons I’d have them choose a specific scene and then create a character and have them animate it with some speech. I’d have them create a brief plan on paper first so they have something to guide them. At this stage they’ll hopefully have become familiar with other additional features such as changing the backgrounds and enhancing the animations.
I’d like them to take away from this opportunity, that through this use of AI it they that have made everything happen, that they are the computer programmers /content creators, which is of course hugely removed from their typical experience of primarily consuming content created by others. -
I choose Google Teachable Machine. From a practical viewpoint it is free and a web based tool so it doesn’t require an app to be downloaded onto a tablet. Pupils can access it on laptops, computers, tablets and phones. It is interactive and inclusive for all pupils. In my role as SET I would introduce it for a numeracy lesson. Initially we would use the Image Project and Pupils would train the model to recognise numbers so when they hold up a picture of the digit the model says it out loud and displays it on-screen. Next we would use the Audio Project and train the model to respond to spoken numbers eg. When the child says “Ten” the model displays ten balls (or the pupils own items of choice) on-screen. There is many variations of this activity that can be created for other areas in maths as well as for literacy and movement breaks. The Pose Project could be used to create a movement break dance. The pupils teach the model to recognise different poses corresponding to numbers/letters/shapes etc. and music can be added too for fun.
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One of the tools I would like to try with my class is Robo Garden Playground. Before introducing it, I would begin with a short explanation of Artificial Intelligence, using simple examples such as voice assistants or online recommendations. I would explain that AI is when computers can recognise patterns and learn from them. I anticipate that this introduction will spark curiosity and give pupils a sense that AI is already part of their daily lives.
I hope to build on this curiosity by introducing Robo Garden Playground, which allows children to explore coding, sequencing, and problem-solving through fun, game-like challenges. The application is designed to gradually increase in complexity, which makes it well suited for 5th and 6th class pupils. I would model the first activity on the board, showing how pupils can drag and drop blocks to complete simple coding tasks that “teach” a character to act intelligently.
Working in pairs on their Chromebooks, pupils can support one another and share strategies. For the pupil with learning difficulties, I would provide visual guides, step-by-step scaffolding, and regular teacher check-ins. I hope that the playful design of Robo Garden, combined with collaborative learning, will help all pupils feel confident, supported, and included as they begin to explore the world of AI
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Hi Kieran. Thanks for your post and reflection on coding with Robo Garden. Robo Garden is an application that I haven’t used before, but it sounds like a fun way to introduce coding to your class. I like the way that you link it back to everyday examples, and I like how you allow the pupils to engage with it in pairs. Working this way encourages problem-solving and peer support. One thing you could try is to have a short feedback and reflection activity at the end of each coding session. You could let the children write or draw one thing they learned and one difficulty or challenge they faced. This is a great way for the children to consolidate their understanding, and it gives the teacher feedback on where support might be needed for the next lesson.
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Scratch is a brilliant way to introduce coding to primary school pupils because it’s fun, visual, and easy to use. The colourful, drag-and-drop blocks help children understand programming concepts without needing to type code. I would begin by showing the class a simple Scratch animation—perhaps a cartoon cat moving and saying hello. This grabs their attention and sparks curiosity straight away.
Next, I’d guide them step-by-step through creating their own version, helping them learn how to snap blocks together to control characters, add sounds, and change backgrounds. Once they’re confident, they could move on to simple projects like creating a talking story, a maze game, or even animating a scene from a book we’re reading in class.
Scratch is great for developing creativity, problem-solving, and logical thinking. It also supports cross-curricular learning—for example, designing a project that ties into science or literacy topics. A possible challenge is making sure all pupils stay on task, especially those who get frustrated when things don’t work right away. With encouragement, patience, and peer support, Scratch can be an incredibly rewarding tool that makes coding exciting and accessible for younger learners.
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Consider one of the AI application examples highlighted and explain how you would introduce this to your pupils. Post a reflective piece (150 words min) to this Module forum as a Reply to this post.
Many years ago, I used Khan Academy to develop my students’ maths skills. It definitely allowed the children to become independent learners and feedback was very useful for both the student and the teachers. The website has improved greatly in recent years and it is an invaluable resource in primary education.
Before introducing Khan Academy, I will explain it’s features and how we will recognise it as our ‘Class Helper’. I will explain that it is a fun way to learn and the useful videos will help us become better at maths. I will introduce the website on the whiteboard and show the pupils how I can easily navigate around the various tools. I will encourage the children to ask questions about the resource and encourage them to talk about it with their parents at home.
I will organise the classroom setting to prevent pupils feeling anxious, making sure there are extra staff in the room to help the initial setting up of accounts. I also think it will be best to put the children in pairs until they gain confidence to use the tools independently. I will continually monitor the Teacher Dashboard to ensure that all children are engaging and to provide extra support where needed.
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One AI application I would show to my pupils is that of how we get output from any of the AI tools, like Gemini or Chat GPT. This was covered well in the module and I was glad to see it. I would introduce them as a tool that responds to the prompts we give it, showing that the quality of the input directly shapes the output. For example, if I ask the AI “Draw a dog” or “Tell me about cats,” the response is quite general. But when I refine the prompt with the class — “Draw a small brown dog sitting under a tree in the park” or “Compare cats and dogs as pets” — pupils can immediately see how the output becomes more accurate and detailed.
This leads naturally into a discussion of bias. If we ask “Why are cats better than dogs?” the AI will assume cats are better. But if we ask, “What are the strengths of cats and dogs as pets?” the response is more balanced.
By modelling good prompts, encouraging fact-checking, and highlighting bias, I can help pupils develop both creativity and critical thinking when using AI. Also prompt development and understanding how they work can create far more comprehensive use of these tools. -
The application I have chosen to introduce to a 6th class would be Diffit.
Children are becoming more aware of their own abilities when it comes to their own learning. Often they will reveal things are too difficult, too simple. It is hard for a teacher to constantly cater to these ever changing needs especially with a very heavy curriculum.
I would introduce Diffit as a resource to help children with this issue.
I would highlight two main aspects of Diffit- the ability to rewrite texts at different levels and the creative side where children can make comprehension activities of their own to develop their reading skills.
Following a discussion about the benefits of Diffit and a simple demonstration I would set a paired task where children are required to highlight differences between two texts ( simplified and original). The children can then discuss how suitable the texts are for different children.
Following this children can start to create passages and quizzes based on quiz questions and work in pairs to both create and answer questions. This way Generative AI isn’t just being used to find immediate answers to specific questions.
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Hi Padraig,
Thanks for your post here. I think you have hit on an important point regarding children being aware of their own abilities, and how the learning is matched to these. Even very young children are perceptive and can pick up on subtle changes in routine, etc. Children generally know when they are having difficulty with something, when other people are picking something up quicker than them, etc. I think this is something that should be encouraged and being able to verbalise and articulate this can allow us to picot and change the speed of our instruction to match the needs of the children. Your suggestions around using Diffit to achieve this are very good.
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Thanks for sharing your plan for using Diffit Padraig. A major problem for teachers in today’s classrooms is to be able to provide differentiated materials and texts for the range of abilities in their classes. It’s so tough to keep up with every child’s different learning needs, but this is where Diffit can be such a valuable tool. I like your paired task activity where the students compare the original and simplified text. It’s a great example of how AI can add value to the teaching and learning process
Here’s a small suggestion. You could also have the children use Diffit in reverse. For example, give them a simple story and have them use the tool to make it more complex or formal. This would challenge the more able students and get them thinking about vocabulary and sentence structure, not just reading comprehension.
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One use that I could use with my class for next year would be to use one of the big three AI platforms to enhance their Communication and Literacy skills – say creating 3 Act stories in English with a start, middle and an end.
As a class we could brain storm on the board, characters, setting, problem and solutions that could arise in various stories and then each student would be able to engage with say, Gemini and using specific prompts design a story with the specific selections they chose. I could envision some of the stories being all over the place and or just funny as the AI will generate a story regardless if the selection makes sense or not.
I could then use this as a teaching point to show that stories can be as fantastical or as mad as the student wants them to be but that they should still follow some form of logic within the bounds of the story. It would then be up to the student to edit the story to make it more realistic or realistic within according to it’s own bounds.
The Learning Objectives of the lesson could be to understand the skill in prompt development and understanding that any prompt will lead to something, even if not ideal.
From a literacy perspective students will learn the importance of editing and how it can make a story anywhere from not great to excellent and from something that makes no sense to something that is logically sound and flowing.
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As a class we could brain storm on the board, characters, setting, problem and solutions that could arise in various stories and then each student would be able to engage with say, Gemini and using specific prompts design a story with the specific selections they chose. I could envision some of the stories being all over the place and or just funny as the AI will generate a story regardless if the selection makes sense or not.
I could then use this as a teaching point to show that stories can be as fantastical or as mad as the student wants them to be but that they should still follow some form of logic within the bounds of the story. It would then be up to the student to edit the story to make it more realistic or realistic within according to it’s own bounds.
The Learning Objectives of the lesson could be to understand the skill in prompt development and understanding that any prompt will lead to something, even if not ideal.
From a literacy perspective students will learn the importance of editing and how it can make a story anywhere from not great to excellent and from something that makes no sense to something that is logically sound and flowing.
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I really like the applications that focus on coding in this module.
Blockly is Google’s visual programming tool that lets children build code by dragging and dropping commands, similar to piecing together a puzzle. The app offers a variety of coding challenges for pupils to solve, and they can design their own projects through programming.
I like the idea of Osmo as it is an application that combines physical play and digital interaction, combining coding, problem-solving and allowing students to be creative.
I have used Scratch on and off over the years, which allows the students an opportunity to create stories, play games, and make animations of their own, which they can choose to share with others if they wish to do so. I also like that there are ready-made lessons available and lots of demonstration videos.
I would like to use Scratch with my students to allow them the opportunity to combine story-writing and coding. I would ask them to choose a ‘Sprite’ or character from Scratch and write a short story using the usual ‘Ingredients for Story-writing’ and then help them create a Scratch video to accompany their story.
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Great ideas Rachel regarding further enhancing the children’s imaginations as part of a literacy session i.e. creating stories with animations linkage Art & Literacy. The combination of story writing and coding is definitely worth trying , they’d only love to create their characters from the scratch programme , comparing and contrasting and writing simple short stories using their descriptions and animations in a fun and engaging way.
Yes, you can say that again, the ready made lesson plans available are of course an added bonus and a great time saver too which will make all the difference!
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As part of this module, I explored Khan Academy Kids and was truly impressed by the extensive range of resources it provides. Khan Academy allows teachers to assign lessons and track student progress. Its many playful activities, books, and videos sound can enhance teaching and learning and seems to be one of the more popular applications in this module.
It has literacy, numeracy and social emotional learning activities and that they are tailored to the individual child by analysing their responses. It can help foster children’s social and emotional growth. In today’s educational landscape, where wellbeing is a key focus, tools like this are extremely valuable.
In the coming academic year, I would like to try use Khan Academy for homework tasks, allowing students to progress at their own pace and challenge themselves at their own level. The built-in tracking tools means I can monitor progress and find misconceptions or gaps in the student’s knowledge. -
Module 4 assignment : How would I introduce one of the AI applications mentioned in this module to my pupils ?
From the recommended AI tools highlighted in module 4 , I would love to implement Scratch programming with my first class pupils as it’s a nice introduction to programming and perfect for their age level and ability.
I would upload the Scratch Junior app firstly onto all of the schools iPads so that all children would have personal access to this digital platform .
The step by step process of linking blocks of code in a sequenced manner would be very beneficial for developing both problem solving skills both in maths and science and for enhancing creative skills in building and designing (STEM integration & curricular linkage) .
The children will be indirectly learning how to programme at a basic level initially before they become familiar with the tools and activities for embarking on further challenges at a later stage in the year. The opportunity to think, pair , share would also help motivate pupils to enhance their own learning by taking advice from their peers on board.
This tool is the ideal one to start with particularly with the junior end of the school as it’s user friendly, easy to navigate as it gives step by step guidance throughout and of course it promotes the fun element , it’s interactive and engaging. The blocks are visually attractive for younger pupils in particular and will stimulate their interest in digital learning overall.
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Hi Rina,
Thank you for your post here and for sharing your thoughts on Scratch. It’s important that children have the opportunity to first learn and explore at a basic level like you have mentioned – Scratch Jr. can be a really nice introductory tool on iPad for younger children. There are also a range of manuals available for going through a step-by-step process of how the interface works and what each of the controls/sprites can use and are something I would have always leaned into in the introductory weeks.
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To introduce the idea of AI to my class, I’d start off with Blockly, just to show the children a very simple example of how input leads to output. Once they got the idea, I’d move on to Scratch, which some of them are already familiar with from the coding class I run in school.
In Scratch, we could set up a project where a sprite responds differently depending on the input, like pressing a key, clicking on something or typing in a word. This makes it really clear that the output always depends on the input, just like with AI. We would talk about how, when we use AI tools, the same rule applies, the system isn’t thinking by itself, it’s just following patterns it has been given or trained on.
I think this approach makes AI feel much less mysterious, while keeping it fun, hands-on, and creative for the kids. -
There was so much in this module that I found interesting and useful. I liked the ideas and reference to disciplinary literacy. I think that by teaching children the concepts of AI, we are inherently teaching them about how to be critical thinkers. Disciplinary literacy requires this development of higher order thinking and skills.
I used the various chatbots to look at the famine from teh perspective of the English government in a London based newspaper in 1847. It was very interesting and I can see how clear the biases are. I think bias is a huge topic of our time. We have to teach digital literacy with an emphasis on critical thinking. Something I often talk about is Fact vs Opinion. But Bias as a topic goes beyond that and we have to teach children how to identify this. Through teaching about bias, prejudice and stereotyping- we are teaching curriculum skills that will benefit children in all areas of their life.
I can also see the use of Teachable Machine being so engaging. I am often worried about trying apps like this but the truth is that children surprise and impress me every time. I wonder if Teachable Machine could be used to teach Irish in a fun way. When the child says teh target word- a picture could come up. Or when they make the correct facial expression- a word/ picture/ colour could come up- this could be used when teaching children about the zones of regulation.
I think my mindset has been to use AI as a tool for learning the curriculum skills and knowledge but actually there is now a need to prioritise and teach children all about AI concepts. It is like a new language for us and the kids. W can’t fear using terms like data input/ output, AI ethics and bias, machine learning, algorithms, robotics and more. The learning curve is steep!
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I am really looking forward to using Khan Academy in my classroom. It has a great range of opportunities for learning in the classroom. It will be beneficial to both pupils and teachers. It seems to be adaptable to different learners and the different pace of learning for individual students. I will definite explore its use in relation to the New Primary Mathematics curriculum. I like the way it can be linked across all stand and strand units and enable the teacher to support the students across topics such as number, measures, shape & space etc. I also hope that Khan Academy will be beneficial in stimulating Maths talk and provide suitably differentiated resources for the different abilities in my class.
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Consider one of the AI application examples highlighted and explain how you would introduce this to your pupils.
The app which I feel listed in Module 4 that I would probably get the most use out of is Khan Academy Kids. This coming year I will be working with children in 2nd class as their SET. From exploring the Khan website it seems that Khan Academy is suitable for infants up to 2nd class . I think the app would be beneficial for the emergent readers in 2nd class and also for numeracy. I like that the app is free and also interactive and will guide children through phonics, reading, number skills, and problem solving in a playful and encouraging way. I would like to use it with my learning support groups because it provides a fun, adaptive and motivating way for children to practice core skills at their own level while helping to build confidence and enjoyment in reading and maths. I definitely think it would be beneficial to a small cohort of my students who are having significant difficulties in literacy and numeracy as it will engage them because of its interactive features. I think when introducing this app to the children I would probably do some whole class modelling first using the interactive whiteboard. Once they have become familiar with opening and navigating the app I would move to working with two children at a time and then once they become confident we would move towards independent learning.
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