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That part about the Chinese classroom really unsettled me as well. It felt so clinical and robotic, lacking any warmth or empathy, which are the very core of teaching and learning. Watching those children being monitored so closely, especially with the flashing headbands and public results, made me feel uneasy.
I felt a bit like it removes the human context — maybe that child is tired, anxious, or simply needs support, not shame. It really reminded me that while AI can be a powerful tool, it absolutely must be used with ethical boundaries and human oversight. As teachers, we need to ensure AI supports our pupils, not controls or intimidates them.
I also loved the examples we saw – especially how AI can simplify planning and make assessment more engaging. And you’re right, our students are growing up surrounded by tech, so it makes sense that we as teachers stay up to date and open-minded.
Despite sometimes feeling hesitant – and even afraid – of how I will balance my own intelligence with AI, this course has helped me to see the benefits clearly. I used to worry that relying too much on technology might take away from my own thinking or creativity. But through the content of this module, I’ve realized that AI doesn’t replace us – it supports us. It gives us space to focus on what matters most: relationships, creativity, and connection with our pupils.
I see, that AI gives us the tools. I’ve always relied on Google to find quick answers, but this is the next level. Change can feel daunting, but with AI, I’m learning to lean into it with curiosity.
As a teacher, I believe one of AI’s most transformative potentials lies in supporting inclusive education. In special education, where individual needs can vary significantly, AI provides tools that help meet learners where they are. My goal is to integrate AI to enhance accessibility, communication, and personal growth for all pupils, particularly those with additional educational needs.
For example, speech recognition software allows non-verbal or speech-delayed students to communicate more easily, while AI-powered apps such as Otsimo or Lingokids support children with autism by helping them build social, cognitive, and language skills through gamified learning. Tools like text-to-speech or predictive typing can support students with dyslexia or motor difficulties.
Additionally, AI can contribute to developing personalized learning plans by identifying patterns in a child’s performance and recommending targeted activities. This data-informed approach can feed into Student Support Files, ensuring interventions are timely and meaningful.
My vision is not to replace the human connection but to amplify support through thoughtful AI integration that prioritizes dignity, engagement, and student voice.
Lesson
Lesson Plan: “Cinderella’s Magical Mirror – Exploring Emotions and AI”
Class Level: First Class
Subjects: Drama, Oral Language, SPHE, Digital Literacy
Theme: Cinderella
AI Concept: Emotion recognition / digital storytelling
Duration: 45–60 minutesLearning Objectives
By the end of the lesson, pupils will:Role-play characters and scenes from Cinderella
Identify and act out emotions
Explore how AI can “read” emotions like a magical mirror
Understand that AI can’t feel, but it can recognize expressionsMaterials Needed
Emotion cards (happy, sad, angry, scared, surprised, etc.)
Tablet or iPad with an AI emotion recognition tool (e.g. FaceEmotion AI or Google Teachable Machine with camera)
Costumes or props (optional – crown, broom, slipper)
Mirror or tablet used as “Cinderella’s Magic Mirror”Lesson Steps
1. Warm-Up (10 min) – “Emotion Freeze” Game
Call out emotions. Pupils freeze with the matching facial expression.
Use a mirror or front-facing tablet camera. Ask:
“What does a sad face look like?”
“Can a computer tell if you’re happy or sad?”2. Main Drama Activity (20–25 min) – “Cinderella’s Emotion Journey”
Retell the Cinderella story briefly.
Pupils act out three key scenes:Cinderella cleaning and feeling sad
Fairy Godmother arrives – surprised and happy
Slipper fits – excited and joyful
Integrate AI:After each scene, use the “Magic Mirror” (tablet with emotion detector) to guess their emotion.
Ask pupils if it got it right.
Explain: “This is like AI—it looks at your face and tries to guess how you feel. But it doesn’t actually feel—it learns from examples!”3. Group Reflection (10 min)
What emotions did Cinderella feel?
How did you show those emotions with your face and body?
Ask: “Can a computer understand feelings like we do?”
Extension Activity (optional)
Use AI storytelling apps (like Novel Effect) where AI adds music/sound to their acting
Pupils draw “Cinderella’s Magic Mirror” and write or dictate how it helped
Assessment
Observe participation and expression in drama
Check understanding of emotions and how AI “recognizes” them
Oral discussion and reflectionOne of the most helpful discoveries for me was the Teaching AI Handbook. As a teacher who didn’t grow up with AI, I sometimes feel overwhelmed trying to catch up. This resource gave me not only practical insights but also confidence to start small and be curious, just like my students.
I would begin by using the handbook to guide short, structured activities, such as helping students explore what AI is and how it’s part of our everyday lives. The clear explanations and activity suggestions help me feel supported rather than lost. It’s not about turning pupils into coders—it’s about creating awareness and starting conversations. The handbook also helps me to think more ethically and critically myself.
I could introduce a simple lesson where pupils list all the ways they interact with AI (like YouTube or voice search) and reflect on what AI “knows” and what it can’t understand. This can lead to valuable discussions about fairness, privacy, and creativity.
The biggest benefit is that it allows me to build understanding alongside my pupils. The challenge, though, is time—finding space in a packed curriculum, and making sure we don’t rush but instead reflect. But even short bursts of AI-focused learning can plant important seeds. With guidance like this handbook and tools like MagicSchool and Diffit, I feel more equipped to slowly integrate AI learning in meaningful ways.
Planning and Differentiation – Tools like MagicSchool and Diffit can be a real support when I need to prepare materials for mixed-ability classes. Diffit is especially useful for adapting texts to different reading levels. I can generate resources that are age-appropriate but accessible to my EAL learners or those who need simpler language. MagicSchool helps create lesson ideas or even behaviour management tips based on situations I type in.
Presentation and Engagement – I recently discovered Gamma, which helps create clean, engaging slides without the hours spent in PowerPoint. It’s useful for visual learners and keeps my lessons dynamic and clear. These tools let me focus on what matters most—how the children are responding and learning in real time.As a busy teacher, I’m genuinely curious and cautiously hopeful about AI in the classroom. Tools like ChatGPT, MagicSchool, Diffit, and Gamma have already shown me how they can reduce planning time and support differentiation. For example, instead of spending hours searching for appropriate texts, I can generate three reading levels in minutes with Diffit. MagicSchool helps generate rubrics, letters to parents, or even behaviour strategies. These small time-savers really add up.
Still, I do have concerns. How much is too much? I don’t want to rely so much on AI that I stop thinking creatively myself. Teaching is not just content delivery—there’s intuition, empathy, real-time judgement. I also worry when I’ll find time to learn all these tools deeply.
But one thing is clear—used wisely, AI is a support, not a replacement. It can give us time back for connection, feedback, and reflection. It’s about balance, ethics, and choosing tools that truly serve our students. I believe we’re just at the beginning, and with the right mindset, this can be a very exciting shift in education.
One of the biggest challenges I face in my classroom is meeting the wide variety of learning needs while staying creative and keeping up with everything else teachers juggle daily. Differentiation takes time—something I never seem to have enough of. Between supporting EAL learners, mixed abilities, and planning engaging lessons, I often feel stretched thin.
After completing this module, I started to see how AI could support me—not as a shortcut, but as a partner. Imagine being able to create reading texts or vocabulary tasks instantly, adjusted to different ability levels. Or using AI to generate comprehension questions, visual aids, or lesson outlines in seconds. Even having an AI summarise student writing or offer quick feedback could help me focus more on the children themselves.
But I do worry. Will I become too reliant? Will it take away from my own creativity or instincts? Also, time to learn these tools is hard to find. But if used mindfully, AI could give back what we miss most—time to connect, time to reflect, and time to truly teach.
Exploring the use of AI tools in the classroom has sparked mixed feelings for me. On one hand, I clearly see the potential – AI can help us generate ideas, differentiate tasks, and offer quick feedback for learners. For a busy teacher like myself, juggling planning, assessing, and caring for each child, this sounds like a blessing. Time is always in short supply, and if AI can free some of it, we could finally invest more into connecting with students on a human level.
However, I do have concerns. Ethically, we must consider issues like data privacy, fair access, and whether students are truly learning or just getting answers. I also wonder how relying too much on AI might affect us, the teachers. Could we slowly start losing the sharpness, intuition, and creativity that make our profession so unique?
Used wisely, AI can be a tool—not a teacher, but an assistant. But we must be careful to stay in charge, guided by our values and common sense. The heart of teaching should remain deeply human.
