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The benefits of Google Classroom to students’ learning are multi-fold. As a central hub for all resources, assignments etc., it promotes greater classroom organisation. This also supports those pupils who struggle with organisational skills. Lessons are enhanced through the use of integrations such as the teacher-led Notebook LM. As a senior class teacher, I can see the benefit of creating an interactive study guide and/or a podcast-style audio overview for my students.
Features including threads, discussions, collaborative projects and announcements encourage greater pupil interaction both in class and remotely, promoting a highly collaborative learning environment.
The Gradebook is an excellent feature and the greater efficiency of grading assignments addresses the myriad of pressures on teachers and also means pupils are getting ever more timely feedback.
Parents are hugely positive about the GC, specifically their ability to monitor their child’s progress. In my experience, it has brought about a stronger partnership and understanding between home and school.
Thanks for sharing, Niamh! I really like your use of the ‘2 stars and a wish’ approach—it’s such a simple yet powerful way to support self-regulated learning. Your idea of using Google Forms to gather insights about your new class sounds great, especially as a way to save time and make analysis easier. Looking forward to trying similar strategies in my own practice!
As someone who is also new to Google Workspace, I found your post really encouraging—especially your practical ideas for how each tool can be applied in a junior primary setting. Like you, I’ve mostly relied on Word and PowerPoint in the past, so learning how to use Google Slides, Docs, and Sheets in this module was a big step forward for me.
I completely agree that Google Workspace has huge potential to streamline organisation and promote collaboration, both in teaching and across whole-school planning. I hadn’t thought about using Google Docs for policy review or meeting agendas until you mentioned it, but I can definitely see the value of being able to work asynchronously with colleagues. It saves time and promotes more meaningful input from everyone.
I also created my first Google Slides digital story during this module (I used The Three Little Pigs) and was really impressed by how interactive and engaging it can be, even for junior classes. Embedding links, images, and videos really brings lessons to life.
Your mention of Google Sheets and GradeBook stood out to me too—I’ve only scratched the surface, but I’m looking forward to exploring how they can help with tracking progress and supporting assessment next year.
Thanks again for your detailed reflection—it’s motivating to see how others plan to use these tools in a real school setting.
This was my first time using Google Slides to create a short interactive digital story, and I must say it was surprisingly intuitive. I chose The Three Little Pigs as my story, and what stood out to me was how easily I could integrate images, transitions, and even hyperlinks to make the experience more interactive for young learners. While I have used other digital tools before—such as PowerPoint and Canva—Google Slides offered the added advantage of seamless sharing and collaboration through Google Workspace.
Creating a digital story helped me appreciate how tools like Google Slides can support literacy, creativity, and student engagement, especially in a primary classroom. Children can click through the story, choose different paths, or even create their own endings. I can also imagine using it for sequencing tasks or as a digital portfolio tool.
Looking back on my teaching practice, I relied more heavily on printed materials and basic presentations. However, moving forward, I see the benefits of using Google Workspace tools like Google Classroom to assign and collect interactive work, Google Groups for peer collaboration, and Google Meet to connect with pupils or parents remotely. These tools support a blended learning model, which is becoming increasingly important in today’s flexible, sometimes hybrid, learning environments.
In short, this exercise has opened my eyes to new possibilities. While I’m still learning, I feel confident that with a bit more practice, tools like Google Slides and the broader Workspace suite can significantly enhance teaching and learning—both inside and outside the classroom.
In his paper Formative assessment and self‐regulated learning, Dylan Wiliam (2014) argues that effective formative assessment practices are key to enhancing student achievement. One major takeaway is the emphasis on student involvement in their own learning—not just being assessed, but understanding what quality work looks like and how to improve. Wiliam highlights the importance of providing timely, actionable feedback and encouraging peer and self-assessment, both of which help develop self-regulated learners.
Reflecting on my current practice, I realise that while I use formative checks (e.g., exit tickets or questioning), I often rely too heavily on summative assessments (AoL) for evaluating learning. Going forward, I intend to incorporate more AfL strategies, such as clear learning intentions, success criteria, and peer feedback routines. I will also involve students in goal setting, encouraging them to take more ownership of their progress.
To support this shift, I created a Microsoft Forms quiz for a 3rd/4th class SESE unit on “The Water Cycle.” This form includes a mix of multiple-choice, image-based questions, and short answer sections to assess understanding. I plan to use this at the end of the topic to identify misconceptions and address them before moving forward—making it both an AfL and AoL tool. Forms also provides instant feedback and analytics, allowing me to differentiate follow-up tasks.
Prensky’s idea of a “new curriculum” is especially relevant—children today need more than just content; they need transferable skills and experiences that prepare them for an unpredictable future.
Using Google Classroom brings huge potential for streamlining classroom workflow. Assignments can be distributed quickly, students can access resources in one place, and feedback can be provided instantly. Having all students’ work and submissions organised in one digital space is especially helpful for monitoring progress over time.
From a School Self-Evaluation (SSE) perspective, this tool supports the gathering of real-time, evidence-based data on student engagement and achievement. For example, reviewing trends in submissions, quiz results, or the frequency of feedback can help identify gaps in learning or teaching approaches. It also promotes collaboration between class teachers and SET, as documents and results are easily shared. As a teacher new to fully integrating digital tools, I can already see how Google Classroom can support reflective practice, curriculum planning, and inclusive teaching.
I completely agree with your perspective on using Google Sheets as an assessment tool, especially in junior classes where platforms like Google Classroom may be too advanced for independent use. Google Sheets provides a simple yet powerful way to track pupil progress over time and spot trends quickly. I’ve found it particularly useful for recording spelling test results and phonics progress, and it’s very helpful when working collaboratively with SETs. In the context of School Self-Evaluation (SSE), this kind of digital data collection supports more informed planning and reflection. It also strengthens communication between teachers and support staff, ensuring that interventions are timely and targeted.
Digital technology can greatly enhance student learning by promoting engagement, creativity, and differentiated instruction. In my classroom, I aim to use digital tools not just to support content delivery, but to empower pupils to become creators, collaborators, and critical thinkers. Applying the School Self-Evaluation (SSE) Guidelines, I would focus on the “Learner Outcomes” and “Teaching and Learning” domains to reflect on how digital tools are helping meet literacy, numeracy, or wellbeing targets.A resource I plan to use is Google Jamboard from the Google for Education Teacher Centre:
🔗 https://edu.google.com/intl/ALL_ie/teacher-center/products/jamboard/Jamboard allows collaborative brainstorming, vocabulary mapping, or sequencing activities in a visual and interactive way. I would localise it by adding Gaeilge vocabulary, using local history topics in SESE, or student photos for SPHE lessons. As pupils contribute in real time, I can quickly assess understanding and adjust the lesson accordingly.At school level, improving my digital teaching practice will contribute to a culture of innovation and sharing. Through SSE, this could be developed into a whole-school digital learning goal, supporting both staff collaboration and pupil ageI completely agree — this course introduced such a wide range of tools that it can definitely feel overwhelming at first. Like you, I found that starting small and building gradually is the best approach, especially when we’re still developing our own confidence in using AI in the classroom.
Your lesson on Antarctic animals is a fantastic example of how to blend AI meaningfully into teaching and learning. Using Diffit to personalise reading content is such a smart way to support literacy and inclusion — especially for pupils with diverse learning needs. I also loved how you incorporated Quizizz to assess understanding in a fun and low-pressure format.
I’m planning something similar for my own class — a SESE lesson about ocean habitats where I’ll use Diffit to adapt texts about coral reefs and sea turtles, followed by an interactive Quizizz activity. Like your plan, I’ll end with a creative task — pupils designing a “new species” that could survive in the ocean, based on what they learned.
Your approach is really encouraging, and it shows how AI tools can enrich lessons without taking away from core teaching practices. It’s all about starting simple and growing with the tools — thank you for the inspiration!
This is such a rich and creative lesson plan — I really admire how you integrated AI in such a purposeful way with Gaeilge and oral language! The focus on the ‘á’ sound is clear and developmentally appropriate, and your use of the AI image generator to bring those words to life is a brilliant idea. It’s especially helpful for visual learners, and I can see how this would make the vocabulary more memorable and meaningful for Senior Infants.
I also really appreciated the way you used repetition, puppets, and movement to support learning — your lesson caters so well to multiple learning styles. The follow-up gallery idea is lovely too; what a fantastic way to build pride and ownership of their learning!
Your reflections on Quizizz and Ari by Twinkl align with my own takeaways from Module 5. As someone still quite new to AI in education, I found the examples in this module really helpful. I hadn’t fully realised how these tools could support both engagement and differentiation. Like you, I’m excited to explore how real-time feedback through Quizizz can help me adapt my teaching, and how Ari by Twinkl can guide me in providing more individualised support — especially in literacy.
Thanks for sharing your plan and thoughts — they’ve really helped me see how these tools can be blended meaningfully into everyday teaching while keeping creativity and pupil voice at the heart.
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.
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.
I felt exactly the same — my mind was genuinely blown away by how many AI tools are out there and the range of abilities they offer! It was a lot to take in, but so exciting at the same time. I was especially impressed by tools like Microsoft Reading Coach too. The idea that pupils can get instant, personalised feedback on their reading without always having to wait for teacher input is incredible — it really supports independent learning and differentiation in a way that’s practical for busy classrooms.
We use Google Apps in our school too, so I’ve also been wondering about equivalents. I know there are some Google Workspace extensions and tools like Read&Write for Google Chrome, but it would be great to explore more Google-based alternatives that can offer similar personalised learning experiences.I completely agree on Copilot – using it to show the impact of improved description in writing is such a clever way to bring visual, tangible feedback to pupils. I hadn’t thought of using it like that before, and now I really want to try it! And yes, Gamma and Diffit are such time savers! Honestly, I’ve already started playing around with Gamma for presentations and it’s so intuitive. I can absolutely see students using it too for sharing projects and developing their digital communication skills. This module has truly opened up a whole world of tools I didn’t even know existed — I’m feeling much more optimistic and curious now going into the new school year!
Absolutely agree – tools like Immersive Reader are a game changer, especially for supporting diverse learning needs. It’s great that you’ve already had a student who would benefit from something as simple but impactful as background color changes. That kind of personalization can really make a difference in a child’s confidence and ability to engage with text. I also think AI has massive potential for promoting independence in learners – particularly those with literacy, language, or attention difficulties. Features like text-to-speech and language translation open up access to learning for all, not just some.
