[Eoghan O’Neill]

Hi Martha,

Welcome to the course – AI can certainly make planning and preparation of classroom materials so much more efficient. I know you have mentioned your previous use of ChatGPT and Gemini. Throughout the course, you will be exposed to many more education-based AI tools that can take the information that ChatGPT may provide us with, and present it in ‘ready to use’ classroom formats. This may relate to classroom displays, lesson presentations, graphics for printing and many other resources also. You may also find these forums to be really useful, as many others have shared their current use of AI to enhance learning experiences.

[Eoghan O’Neill]

Hi John,

Thank you for your post here and for sharing your thoughts on how the suite of Google resources can be used to streamline student learning on this topic. I like how you have included suggestions for enhancing collaboration between children through the Google tools. Google have recently discontinued the support and use of ‘Google Jamboard’, which is unfortunate as it was such a powerful collaborative tool. ‘Padlet Sandbox’ is a useful alternative based on the same premise, although it does like outside of the Workspace suite.

[Eoghan O’Neill]

Hi Matt,

Thanks for sharing this post here and for raising your concerns about the potential of AI tools for taking children’s ability to analyse primary and secondary data and collect their own information. This is a very relevant and pertinent concern that we all share. The next module will go through some policy and this in relation to the use of AI, but I’m sure that you will likely find that in a primary school setting, AI tools will generally be used by the teacher in the preparation and dissemination of materials, rathe than being led by the children.

[Eoghan O’Neill]

Hi Arlene,

Thank you for this post. I like how you have reflected on how the main challenge will be on identifying the specific AI tools that will add value to your practice, rather than simply adding to your workload. This is essential, as AI should be allowing us to take more time and use it for non-mundane preparation and teaching activities. AI can provide us with so much information to wade through, but getting more adept at using specific tools and how we prompt can certainly ensure we are using it in the most time and labour-efficient manner.

[Eoghan O’Neill]

Hi Triona,

Thank you for your post and welcome to the course. You have certainly hit on some huge ‘big ticket’ items around SSE, and have some really good suggestions around how development education themes can be used to underpin this. SSE operates at both a whole-school and classroom level – we are constantly engaging in the cycle of gathering feedback, trying out new approaches and tailoring these based on their impact. Areas such as pupil voice and inclusive learning are ones which can certainly be incorporated into a cross curricular approach to development education.

[Eoghan O’Neill]

Hi Michelle,

Thank you for your post – I think you have raised an interesting point around school size and our capacity to provide a welcoming environment to different students from migrant backgrounds. While experience of this may vary, I definitely think it’s an interesting point. The Principles of Learning, Teaching and Assessment from the PCF Book, in my opinion, are often better developed in smaller schools. While there are undoubtedly many other challenges of working within smaller schools, I definitely think the ‘bigger picture’ items are often done better.

[Eoghan O’Neill]

Hi Margaret,

Thank you for sharing this with us and for your participation throughout. The level of detail in the AI-generated output demonstrates both the benefits and challenges of using AI in the classroom, many of which we have discussed throughout the course. The level of detail included here is huge, and having the wade through all of it could eb cumbersome – following up with a prompt that asks for more specifics on one aspect, or modifies the prompt based on something the original produced is an example of applying our pedagogical and content knowledge to the use of AI

[Eoghan O’Neill]

Hi Darragh,

Welcome to the course and thank you for sharing your thoughts around utilising the SSE cycle to enhance digital technology provision in your classroom and school. I think you have hit on a central point with your discussions around steps 2 and 3 – gather feedback from those who are specifically involved in this process in your school and developing realistic targets that aim to build on your starting point are essential to the success of the plan in both the short and long term.

[Eoghan O’Neill]

Hi Dolores,

Thank you for your post here and for sharing the ways in which the Immersive Reader tool have helped children on your caseload. It is great to hear such positive impacts coming from the use of assistive technologies in the classroom. I think you have raised a very interesting point around accessibility tools also – we are constantly learning and adapting in the classroom, and our application of assistive technology is no different. Trialling certain approaches can allow us to see the benefits and limitations, and this ‘on the ground’ knowledge can then be used to inform our decision making over subsequent years and classes.

[Eoghan O’Neill]

Hi Gillian,

hanks for sharing your post here. While many community organisations are doing amazing work in this regard, it is that respectful and welcoming environment provided to children in schools that will have the greatest impact on their overall wellbeing and holistic development. Buddy systems and celebrating diversity in the school through spotlighting events such as Intercultural Week is such a great way of achieving this, and also has the dual benefit of raising awareness in the wider school community, as parents and others become interested in the events taking place.

[Eoghan O’Neill]

Hi Mary,

Thank you for your post and welcome to the course. I hope you will find it useful and it will provide you with some further ideas around how AI can make your life easier in the classroom next year. AI tools have huge potential, and this can range from practical, differentiated classroom learning materials to administration aids such as those listed. Ultimately, we need a critical eye on classroom content created by AI, with some of it needing tweaks. However, from an administrative point of view, much of this will be immediately ‘good to go’ and ready for use in its desired area.

[Eoghan O’Neill]

Hi Claire,

The scenario you mention from your own experience is all too common, unfortunately and would be closer to the rule than the exemption. A Canadian researcher named Doug Clements has some really interesting insights on this, and his findings speak to how this ultimately creates a gender gap in maths and other STEM subjects as these children get older. Boys experience in construction play actually develops their spatial reasoning skills at a far greater level than girls. What might seem inconsequential can actually have far reaching impacts on children as they progress through school.

[Eoghan O’Neill]

Hi Darragh,

Thank your for your post here. The current heatwave certainly would make you question if it was really just a few months ago when the children went weeks on end without being able to go out to yard due to the incessant rain. It does seem that these extremes are becoming more common in Ireland and it does beg the question about what our climate will look like in a century’s time. I full agree with your summation of some of the core tents of development education, and your description really speaks to how development education can play a key role in developing both the principles and competencies of our new curriculum.

[Eoghan O’Neill]

Hi Fergal,

Thank you for this post and for your participation throughout the course. Your work context is certainly unique, and it is brilliant that you have been able to discover some ways in which the 365 tools can assist you and your children with communication and collaboration. Children have such a strong longing for belonging and connection, and any small action that we can take to enhance this should be grabbed with both hands. I love the idea of the robotics being utilised to maintain this communication and connection when children are away from their home classrooms.

[Eoghan O’Neill]

Hi Susan,

Thank you for your post here -I really like your idea around using an accessibility walk around the school to draw children’s attention to inequalities that may exist. When we think of this SDG, we many be drawn towards thinking around the global scale or the larger picture – however, it’s important to realise that inequality comes in many forms and can exist and be present at any level. Talking about actions that could be taken to reduce this and rectify the situation is really at the heart of development education.

[Author]

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