[Eoghan O’Neill]

Hi Shane,

Thank you for providing this overview. What strikes me is how you have managed to use a collection of AI tools to create learning experiences on the same theme across different curricular areas. In doing so, you have also been able to account for different needs in your class through the creation of comprehension pieces, which can be differentiated to suit the children you tech. Being able to create this so seamlessly through a couple of carefully constructed prompts really shows the power of AI and the potential it has for assisting teacher workload and improving learner experiences.

[Eoghan O’Neill]

Hi Claudia,

Thank you for your post. What strikes me around the benefits of AI tools that you have identified is how well they link with the principles of UDL. By creating engaging visual presentations, you are adding a layer of both representation and engagement, very much in keeping with Tom Tobin’s ‘plus one’ approach. Of course, the access to devices is essential for children to engage with these tools, but you have shown how one teacher device and account can be used to create a more engaging and accessible learning environment.

[Eoghan O’Neill]

Hi Orla,

Thank you for your comments and for sharing your Forms quiz with us. This is a perfect example of a quick and easy to complete assessment. If this assessment was distributed through Google Classroom, the grades would automatically import and you could get an insight into individual performances and compare this to class averages, etc. For classes without Google accounts, question 1 could be a drop down menu where they select their own name to enable you to keep track of how each child is doing.

[Eoghan O’Neill]

Hi Michelle,

Thanks for this overview. It is clear that you have started with a specific child and need in mind and used your knowledge of digital and assistive tools to create a plan to assist them. The literacy support is particularly effective as the assistive tools chosen allow them to participate in both reading and writing lessons, while working on oral language development in the process.

[Eoghan O’Neill]

Hi Catherine,

Thank you for your post. You raised an interesting point when you discussed the framework in the context of the ‘array of tools available’. There really are so many digital tools that can be used to enhance accessibility in the classroom. However, this can often be overwhelming and ineffective for both the teacher and child. The SETT Framework allows us to think of the child in question and plan based around their needs. In essence, we are starting with the child and thinking about whether the assistive tools at our disposal will help them specifically.  Starting with the child rather than the tool really is the key.

[Eoghan O’Neill]

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.

[Eoghan O’Neill]

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.

[Eoghan O’Neill]

Hi Grace,

Thanks for your post. I think it highlights the diversity of climate related problems throughout our small country, and how this translate to a much wider global scale. Air quality is certainly an issue in our biggest cities, and is something that is mirrored in large cities across the world. Raising awareness around the pollution of cars is important – it’s interesting to see the congestion charges in London and how these are tiered depending on your proximity to the city centre – however, I suppose improvements to public transport need to be made before it is feasible to introduce something similar here.

[Eoghan O’Neill]

Hi Aisling,

I think you have made some really interesting points about being able to tap into the interests of children – this is something we constantly here as being the main starting point when planning for teaching and learning. However, sourcing information and content on niche subjects can be quite challenging – AI makes all of this so much easier. Even in terms of sourcing material that will be challenging enough for those with higher academic abilities is much more plausible now, and won’t cause a huge increase in our workload. While AI can help when planning and preparing lessons, it can’t help us in relating to the children and forging those trusting relationships that are key to ensuring learning does happen, meaning our jobs are certainly safe!

[Eoghan O’Neill]

Hi Claudia,

Thank you fir sharing your thoughts through this post. Your use of the terms ‘interactive’, ‘personalised’ and ‘fun’ are particularly striking for me. It is clear that these three words should categorise the majority of learning experiences in our classrooms. However, it can be quite challenging for us as teachers to continually come up with lessons that lend themselves to this. Having AI tools gives us the opportunity to pick and choose experiences that will lend themselves to these terms. Indeed, our own knowledge of teaching and pedagogy should allow us to tailor and adapt some of the ideas provided to us.

[Eoghan O’Neill]

Hi Frainc,

Thanks for your post and sharing such interesting insights and thoughts around Diffit and Gamma. It’s interesting to see how you have seen the potential of AI to enhance creativity and allow pupils to actively involve themselves in the learning process. Too often, we can see AI as a passive generator of information that simply provides us with a myriad of ideas and suggestions. However, being able to marry this with the creation of presentations and other media demonstrates the broader benefits of AI within education.

[Eoghan O’Neill]

Hi Máire,

Thank you for sharing your thoughts on the module’s content – it is great that you have found it helpful and useful. As you mentioned, assistive technologies can provide the avenue through which children with additional needs can access the curriculum. Building our knowledge of both what these tools are and how to use them will enbale us to make more informed decisions on how these may help the children we work with – discovering the use of Immersive Reader within Edge is a perfect example of this.

[Eoghan O’Neill]

Hi Lisa,

You have raised some very pertinent points in this course. While AI tools can help us with so much, we do need to thread carefully and use it judicially – our professional experience and expertise as teachers remains central to our work. Marrying our knowledge of pedagogy with the content and ideas generated from AI can be truly transformative and allow us much more time to connect with the children and identify the ways in which we can move their learning forward.

[Eoghan O’Neill]

Hi Shay,

Welcome to the course. You have hit on such an important point that we can sometimes forget and take for granted. It is through spending time and engaging with the children in our class that we can make the greatest difference. Using AI tools to remove some of the mundane and cumbersome tasks that reduce the amount of time we can be ‘present’ with the children is key and can actually promote the development of skills and promote more creative approaches to teaching rather than taking from them.

[Eoghan O’Neill]

Hi Michelle,

Thank you for your post. Unfortunately, I was unable to view the storyboard due to permissions but your description really outlines how you have managed to use and incorporate assistive technologies to make the task more accessible for children with different needs. The breadth of tools is wonderful to see – when starting out, it may be best to introduce them one at a time to ensure the child becomes comfortable using the tools and seeing their benefit, with this being a culmination of exposure to a variety of different assistive technologies.

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