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I like the Analysing Bias task using ChatGPT. The example illustrated here was where AI was asked to write a newspaper article from 1916 criticising the leaders of the Easter Rising. I think this example is something that could be explored in my class for topics in SESE around the famine. It would be interesting to explore stereotypes about famine times and travelling to other countries on famine ships versus those who had to remain in Ireland in workhouses. You could generate articles and images the lives of individuals through situations. They could then compare and contrast this generation to reliable reputable library books/museum artefacts, to evaluate how our history books and other reliable sources compared. I like that students could explore various scenarios and input specific prompts before presenting their article to the class. It would also be very good to show the children that all information presented is not 100% factually accurate and it is important to fact check information presented which would encourage their critical thinking and research abilities.
I didnt know about Osmo before this module either. I like the pratical element which most learners benefit from. I think it would be invaluable in an SET setting allowing them to problem solve in a safe environment. I will be exploring it further before we return to school for my own class.
Part 1
Two AI tools from this module that I can see myself using regularly are Copilot Image Creator and Diffit.
I really liked how copilot image creator encourages language development to transform their thoughts into images. It would be very beneficial to encourage their expressive language to create illustrations in any assignment.
I think that Diffit will be hugely beneficial reducing time spent researching exercises on specific topics. Diffit allows you to create and adapt instructional materials on a reading assignment, lesson plans, decodable reader material to name but a few. It can produce formatted, classroom-ready materials that teachers can print or assign digitally to children of all abilities.
By utilising these AI tools it would improve my teaching and children’s learning as I could spend less time designing slides and more one on one time teaching children and developing engaging learning topic specific experience for each child as necessary. It would then be easy to assess their learning and encourage topic specific teaching for indiviuals.
Part 2
Prior to doing this module I would have predominately ChatGPT. It was beneficial to learn about Reading Coach, Diffit, MagicSchool AI and Gamma in particular supporting teaching, learning and assessment. I will need to explore this further after this module.
I think Gamma will be useful for differentiation in my class going forward. With mixed ability classes it is not possible to have one assignment for all. This tool will save time for teachers producing differentiated assignments and also provide specific assessment in their learning.
MagicSchool’s Maths word-problem generator showed how resources could be differentiated to a specific pupil or educational need. I also like the idea of YouTube’s automatic translation and captioning which shows endless possibilities for supporting children with additional needs while covering the same topic.
AI tools have endless possibilities to enhance curriculum integration. It needs to be used ethically and mindfully to support teaching and learning.I too was also very interested in Magic school and Diffit. I would also like to explore Gamma more which seems like it could really be time saving to create and adapt images for presentations in the classroom.
Thank you for sharing Barbara. I agree that there is a lack of professional development for teachers to fully adapt and implement AI technology at present. The immersive reader tool is something I will definitely implement to some students when I return to school. Realistically another major consideration is financial support to update and implement technology correctly.
AI is reshaping education is through individual learning experiences. Current teaching methods can use a a one-size-fits-all method, leading to disengagement among children who may have varying learning styles and capabilities. As demonstrated in this module, AI-driven platforms such as Squirrel AI, Carnegie Learning and Century AI among many others can analyse individual learning habits, personalised learning based on their strengths, early detection of possible weaknesses, enhance teaching to tailor educational content accordingly, leading to more informed decisions and better outcomes for the children learning.
Scoil Mhuire, Rosslare, Wexford as depicted in this module utilise Intelligent tutoring systems and can use adaptive learning systems to assess student performance in real-time, allowing for customised resources that cater to each learner’s unique needs. In this way, students can receive support that helps them thrive, regardless of their academic level. Similarly, in Carlow they adapted Mash.plus which could create units of work, and engaging lesson plans on a simple prompt.
Conversely, it is acknowledged that AI wont make a teacher better, but if harnessed it could create original and more engaging content. Privacy concerns, data protection, ethical frameworks, parental and community engagement are all considerations which would need to be further investigated to ensure successful implementation of AI without the detriment to children’s mental well and increased pressures to their lives with many additional monitoring systems such as that shown in China.
I agree that there is a huge potential withing classroom using AI but as you state but it would be hugely beneficial to reduce the amount of time spent differentiating activities for a wide range of ability levels while keeping the class engaged, and making the activity fun!
I too would like to become more proficient in the use of Canva and to improve my ability to utilise ChatGPT/Gemini more effectively.
Overall AI supports the use of technology to improve teaching and learning and to support innovation throughout educational systems. Chatbots such as Chat GBT, Co-pilot and Gemini can assist with teaching and learning while improving productivity. AI can help teachers spend less time on tasks like grading, administration and lesson planning while teachers spend more one on one time with teaching students and using their professional judgement to best teach their students.
AI tools can assist teachers in gathering student data and providing personalized feedback, enabling more targeted instruction and support. While AI makes personalised learning more accessible, teachers must also ensure students use it ethically and responsibly. Another key challenge is to ensure that teachers and staff receive proper training and ongoing support to successfully implement AI tools in the classroom.
This module provided a great introduction to resources that I hadn’t used before and that my students will benefit from using. I look forward to exploring them more.