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I agree, I think teacher CPD is the first step in ensuring the effective and successful integration of AI into teaching and learning in schools. A whole school approach would be great where one or maybe two AI tools are introduced initially and move on once these are embedded. Once teachers experience the benefits of using AI in particular areas, it can gradually be incorporated into other areas over time.
Strand: Human Environments –People and Other Lands and County, regional and national centres
Strand Unit: People and Other Lands
Topic/Content:
· Geographical knowledge: Italy’s position in Europe, capital (Rome), main cities (Milan, Naples, Venice), physical geography (Alps, Apennines, coastline), climate, industries, tourism
· Human environments: population, settlement, economic activities (agriculture, industry, tourism)
· ICT integration: digital presentation Gamma and Quizizz for assessment
Objectives / Learning Outcomes:
· Locate Italy and its major cities, physical features, and climate zones.
· Describe key aspects of Italian culture (food, industries, attractions).
· Produce and deliver a group presentation on Italy using Gamma.
· Create a peer‑learning quiz using Quizizz to reinforce knowledge.
Learning Experiences:
Introduction
Use a world/globe map to locate Italy; discuss its shape (“boot”), neighbouring countries, and seas. Pupils use Google Earth to explore.
Teacher-led brainstorming: What do pupils already know about Italy? (e.g., pizza, Rome, mountains). Use shared Google doc to generate KWL grid where pupils add what they know already and also any questions they have or things they would like to learn more about.
Activity 1: Group Presentation
Divide class into groups of four.
Each group researches assigned subtopics but may include other items/interesting facts once these are covered.
· Cities & population
· Physical geography & climate
· Food & culture
· Industries & tourism
Use chromebooks to access scoilnet learning path to find information and images. Pupils create their presentation using Gamma.
Teacher circulates, offering guidance on research, geography skills, and slide design.
Activity 2: Quizizz Creation & Peer Review (20 min)
Each group designs a 5–10 question quiz in Quizizz based on their presentation.
Class shares links; groups answer each other’s quizzes, reinforcing learning and providing feedback.
Presentation & Quiz Showcase
Groups deliver 5–7 minute presentations.
Following each presentation, the class completes that group’s quiz live.
Brief group reflection: What was learned? What surprised them? Groups have the opportunity to fill in the 3rd column of shared KWL grid on Google doc which remains on the interactive board and visible to all pupils.
Resources
World/European maps, atlases, globes
Food items produced in Italy
Classroom devices (tablets, laptops) with internet access
Projector/interactive whiteboard
Gamma, Google and Quizizz accounts
Handouts on Italian cities, landmarks, map symbols
Differentiation
Support: Provide structured templates, vocabulary lists, pre‑selected websites/images
Extension: Encourage extra research into Italian festivals, historical landmarks (e.g., Colosseum), or climate comparison with Ireland
Role allocation: Assign roles (researcher, note-taker, quiz-maker, presenter) to suit abilities
Assessment
Formative: Teacher observation during group work and presentations
Peer assessment: Pupils provide feedback following each presentation
Summative: Quality and accuracy of slide content, quiz correctness and relevance, and participation reflected in class discussions, KWL grid using shared Google Doc
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.
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.
Yes I think Diffit will prove to be a very useful tool for teachers, particularly when it comes to differentiating work for pupils. There can can be such a huge range of abilities within a particular class, Diffit will simplify the process when generating resources, assessment materials etc. It would be particularly useful in a multi grade setting also.
There was a lot to take in in this Module and so many useful tools. Microsoft Reading Coach has huge potential and could be used to easily differentiate reading material for pupils. It is very difficult to ensure pupils receive adequate time for reading and to listen to them read. The fact that pupils can record their reading and receive personalised feedback, complete post reading challenges is extremely useful and certainly a tool I would love to use in the future. We use Google Apps in our school rather than Microsoft. I wonder is there a Google equivalent? Likewise with Microsoft Copilot, it can be challenging to communicate to pupils how important it is to use effective description and to include more detail in their writing. Microsoft copilot would be very effective if pupils were to input a description, see the outcome, and then see if they could create a more detailed picture. I think pupils would really enjoy using this tool and it would certainly help illustrate the importance of painting a clearer picture for the reader. It makes everything more visual for them and they can see the impact/end product of their descriptions once they input it in copilot.
Both Gamma and Diffit are tools which could save teachers a huge amount of time when it comes to resource creation. I could see myself using Gamma in the future for creating presentations and it could be a useful tool for pupils to present work to their peers also.
We use Google Forms to collect data at whole school level also. When it comes to surveys, collecting information for SSE, it is very useful and compiles all the data for you. Although we use Google Classroom/Apps with pupils, we haven’t used Google Forms yet but can see how this could be really useful from an assessment point of view.
From module 2, and the experience we’ve had with using AI in our school to date, I believe there are a number of benefits to using AI in the classroom. Improving efficiency and productivity is a huge benefit in my opinion. Tasks which to now would have been rather onerous and time consuming can be done in a matter of minutes. For example, we piloted Khan Academy this year with one of our class groups and found it very straightforward to introduce. Pupils under went an assessment initially and from there, the content was differentiated to support each individual pupil. The teacher could also receive real time feedback on what areas a pupil was experiencing difficulty and thereby be able to tailor their teaching content where necessary.
Although I am very familiar with MS Word, I hadn’t come across Immersive Reader before. It looks like an excellent tool, one which could prove very beneficial to struggling readers and I look forward to using this in the future and sharing the resource with other staff members, particularly our SEN team.
The video on how AI is being used in China does raise significant concerns. I think CPD for all staff is essential as teachers could become overwhelmed with the various AI tools that are available.
I agree Claire. I think the positives certainly outweigh the possible risks/negatives when it comes to AI. I didn’t realise that AI could be used so easily to generate images and audio but I could see pupils really enjoying these features/tools. As highlighted in the 1st module, the quality of the prompts which are inserted into the AI tools seems to be key in order to get exactly what you are looking for but I look forward to using these tools next year.
When AI tools were introduced to education settings initially, I probably focused on the potential negative impact this might have on teaching and learning and never really considered the many positive implications AI tools could have, if used correctly.
This module highlighted how AI tools can help teachers become more efficient, productive and creative without having to invest huge amounts of time. For me there are a number of key areas where these tools will impact on future teaching learning and assessment. I love the idea of using Khan Academy with pupils where pupils can be assessed and then the work assigned to them can easily be differentiated to suit their learning needs and ability. The AI doesn’t simply correct their work or offer the answer; it teases the problem out with the pupil and seeks to develop their understanding.
The time that teachers can save on creating resources and preparing lesson plans is a game changer and therefore more time is available to focus on the teaching and learning rather than resource creation. Even for assessment – checklists, rubrics, quizzes etc can be easily generated in minutes.