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Hi Rebecca, I really like this lesson. I love how you’ve made AI relatable for junior infants by introducing it as a friendly robot character. The mix of hands-on activities like counting, sorting and pattern making is a great way to keep the children involved while also reinforcing important maths skills.
1. In the special education setting I work in, I see real potential for AI to enhance both teaching and learning, especially for neurodivergent pupils who may find traditional tasks more challenging. Many of my students, particularly those with ADHD or literacy difficulties, benefit from tools that are responsive, visual and immediate. AI can support this through real-time feedback, personalisation and quicker assessment which helps maintain engagement and makes learning more manageable. I would start by incorporating AI in small yet meaningful ways such as the creation of powerpoints with Gamma, quizzes with Quiziz and Google Forms as well as allowing those older students to explore the use of Copilot and Chatgpt themselves to gain an independent digital experience too.
I am also mindful of the Digital Learning Framework and Statements of Practice, which guide the safe and effective use of digital technologies in schools. I would ensure any AI tools used are aligned with our school’s acceptable use policy, GDPR compliance, and child protection guidelines. For example, when using AI tools that involve images or voice input, I would obtain the necessary consent and avoid saving or sharing identifiable data.
2. For my AI-integrated lesson, I would explore the topic of Vikings in Ireland with students. I would begin with a brief class discussion and video to activate prior knowledge. Students would then work in pairs to come up with questions about the Vikings, such as why they came to Ireland or what their homes looked like. Using Copilot or Chatgpt, they would practise good prompting skills to find the answers, supported by their textbook. The class would then use Gamma to turn their research into a visual presentation. This allows pupils to organise their learning in a clear, engaging format adding AI-generated images if desired from Copilot image creator. To consolidate learning, I would create a multiple-choice quiz using Google Forms or Quizizz, with questions generated through Copilot/AI models. Pupils would complete this in pairs and reflect briefly on what they learned. This approach supports collaboration, creativity and digital literacy while keeping learning accessible and inclusive.
Hi Pamela, that sounds like such a creative idea! I completely agree, it’s great that Teachable Machine doesn’t require coding, which makes it so much more approachable. I love the dance and music twist too.
In the special education setting that I work in, many of my students can find abstract or unfamiliar concepts challenging to grasp at first and thats why I would choose to introduce Google’s Teachable Machine. It’s interactive, visual and very accessible. I’d start by connecting the idea to something familiar, “We’re going to teach the computer to recognise things, just like how you can tell the difference between happy and sad faces.” This allows pupils to relate the concept of AI to their everyday experiences and reduce the anxiety that can come with learning something new. I’d begin with a simple, hands-on project where the students train the machine to recognise different facial expressions or hand signals. Pupils can use their own voices, movements or poses to teach the computer making the learning very personal, engaging and fun. The immediate feedback would keep their attention and build their confidence with AI tools.
I appreciate that Teachable Machine doesn’t rely on heavy reading or writing because many of my students have additional needs. Its visual and interactive format can be easily adapted to each child’s pace and interests which would make it inclusive for all learners. This also supports collaboration and creativity, as children work together to solve problems and explore how the computer “learns” from them.
Hi Brid, we’re lucky to have Microsoft tools in our school so I have played around a bit with Reading Coach, but I have heard that Read Along by Google has a similar function to it if you wanted to check it out!
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This module was packed with practical tools that I can see making a real difference in my classroom. One I’m especially excited about is MagicSchool. It’s would be really helpful in creating differentiated resources quickly, especially for literacy and numeracy. Writing word problems or adapting reading texts used to take so much time but now it appears that I can generate materials that meet my pupils’ specific learning needs in minutes using this tool.Another great tool is Reading Coach. For my learners who struggle with decoding large amounts of text, the ability to control how text is presented and have it read aloud is a huge win. It gives them more independence and confidence, which is so important!
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AI tools have huge potential in special education. So many of my pupils benefit from personalised, flexible approaches, and tools like Reading Coach, Search Coach, Diffit and MagicSchool help make that possible. I can tailor learning without always having to create everything from scratch, which frees me up to spend more time on emotional regulation and one-to-one support.I also love the creative opportunities with the Copilot Image Creator and Gamma presentation creator, these tools are perfect for descriptive language activities and helping visual learners connect with texts. Pairing it with writing tasks could make a big difference in motivation and engagement.
Hi Karin, I completely agree that kids should have time to explore and play without feeling watched all the time. The way some tech tracks everything does feel really invasive and can take away from kids owning their own learning. I’m hopeful Europe will figure out how to use AI in schools in a way that actually helps teachers and protects kids.
One major challenge in my classroom is supporting students overwhelmed by reading tasks. I have students who would shut down at the sight of a full page of text. I normally would have adapted texts manually or offered one-on-one support, which is hard to sustain with many students. That is why I am overjoyed to be introduced to Microsoft Word’s Immersive Reader. I can see this tool helping students facing these reading difficulties by offering options to adjust spacing, background colour and hear text aloud which will boost their confidence and engagement.
Additionally, I have made use of AI tools like Chatgpt and Copilot in the past to help with minor admin tasks but I can see them saving me hours by drafting tailored lesson plans. The example of a numeracy lesson was particularly insightful and I will be adapting that for my classroom. I’m also excited to play around a bit more with MATHia X, which adapts to each child’s math progress, and Minecraft Education.
Challenges remain around costs, device access, subscriptions and connectivity, limiting tool use. That said these technologies can make learning more inclusive and manageable without losing the vital human connection.
As a special education teacher, I work with children who have a wide range of needs, some struggle with reading or maths, others need help regulating their emotions or managing sensory challenges. I also support children who need extra help with fine motor skills like handwriting, or gross motor skills, like coordination in PE. Every child is different, and balancing all those needs while still planning lessons, managing paperwork and tracking progress can honestly be overwhelming at times.
This introduction to AI has shown me just how much these tools could help. Using something like Chatgpt, Copilot or Gemini to speed up planning or generate activity ideas could free up more time for what really matters which is being present with the kids and supporting them emotionally. I can see how AI such as Vidnoz AI and image creation AI could help create personalised resources, visuals or even simple videos to explain tricky concepts in a way that suits each learner.
That said, I do feel a bit unsure about relying too much on AI. Teaching is such a human job and all about relationships, gut feelings and knowing your students. I think AI has huge potential to support us, but it’s still so important to use our judgement and not lose that personal connection. I find that it is about learning how to work with AI and not letting it take over.
Hi Anne Marie, I completely agree with you! Before starting this course, I had only really heard of Chatgpt and Copilot too, and I had no idea there were so many other tools out there like Gemini, Vidnoz AI, Gamma, Diffit, and Twee. It’s amazing how much time we can save by using these tools to really help ease that constant workload we’re all juggling.
Link to Sway – https://sway.cloud.microsoft/7M8RIJ6Qu1nCYatR?ref=Link
Fostering collaboration is crucial for preparing students for the team-oriented and interconnected world they will encounter in their future careers. In my classroom, I will focus on developing collaboration skills through structured activities that emphasize the big collaborative ideas of working together, shared responsibility, interdependent work, and the importance of making substantive decisions as a team.
To enhance collaboration, I’ve created a Sway that highlights just two of the key strategies I would think to incorporate: the Jigsaw Technique and Peer Review Sessions. Both of these techniques are becoming more and more useful as resources such as One Note and Teams are being used by both teachers and students alike.
The Jigsaw Technique involves assigning each student a portion of the lesson to research and then teach to their group members. This approach ensures that students work together interdependently, as they rely on each other to gain a full understanding of the topic. Using OneNote, students can organize their research, share notes, and collaboratively build their presentation within a shared notebook. It promotes shared responsibility, where each student’s contribution is crucial for the group’s overall success, and it encourages them to make substantive decisions about how to present and communicate their findings.
Peer Review Sessions will be another cornerstone of collaboration in my classroom. By integrating peer review into assignments, students will use Microsoft 365 tools like OneDrive for shared document editing and Microsoft Teams for real-time feedback discussions. OneNote’s collaborative features, such as shared notebooks and commenting, will facilitate detailed peer reviews, helping students develop the skills to give and receive constructive criticism. This process fosters a collaborative learning environment where students must work together, share the responsibility of improving each other’s work, and make meaningful decisions about how to offer constructive feedback.
<div id=”accel-snackbar” style=”left: 50%; transform: translate(-50%, 0px); top: 50px;”></div>Incorporating Digital Technology into the classroom offers tremendous potential to enrich student learning by making lessons more interactive, engaging, and accessible. I plan to stay informed and continually enhance my skills with assistive technology tools like Immersive Reader and Type to Learn. Encouraging students to express their ideas through digital platforms and using diverse digital media to present content will significantly boost their engagement. I’ll also keep exploring new apps to further enrich learning experiences and utilize digital media for tasks such as record-keeping and assessments, including e-portfolios. Additionally, collaboration with colleagues, communication with students and parents, and the use of platforms like MS Teams to invite external speakers virtually into the classroom are key strategies I intend to use. Moreover, I will support students in accessing and retrieving information online.
Applying School Self Evaluation (SSE) Guidelines involves reflecting on my teaching by utilizing the Digital Learning Framework (DLF) to evaluate my digital technology usage. Becoming more acquainted with the DLF and SSE, and sharing this understanding with colleagues, will help integrate digital tools where they are most effective. Ongoing reflection on my teaching and use of technology will help me identify areas for improvement, and by participating in the digital learning team, I can contribute to school-wide initiatives.
At the school level, enhancing my digital technology skills allows me to create and share digital resources with colleagues, building a valuable repository of reusable materials. I can also mentor new teachers or those less confident in digital skills, creating a more collaborative and supportive teaching environment. Furthermore, using technology to collaborate with other staff members can improve the overall learning environment and lead to better student outcomes across the school.
<div id=”accel-snackbar” style=”left: 50%; transform: translate(-50%, 0px); top: 50px;”></div>Link to notebook – https://holytrinityns-my.sharepoint.com/:o:/g/personal/mnorlin_holytrinity_ie/EnQFZUupcylOmp4Kf9Pjf5oByPz3uSNxAEK5qSA7xH8cVg?e=zIMDUW
OneNote and OneNote Learning Tools provide valuable support for deepening and broadening learning opportunities for students. OneNote serves as a flexible digital notebook where students can systematically organize their notes, collaborate on assignments, and access resources from a single, convenient location. This structured approach helps students develop effective study habits and monitor their learning progress more efficiently.
The OneNote Learning Tools, including the Immersive Reader, enhance this experience by addressing diverse learning needs. The Immersive Reader boosts reading comprehension with features like text-to-speech, customizable text sizes, and translation options, making content more accessible to a wider range of students. Additionally, tools such as dictation and highlighting facilitate active engagement with the material, allowing students to interact with content in ways that best suit their individual learning styles.
<div id=”accel-snackbar” style=”left: 50%; transform: translate(-50%, 0px); top: 50px;”></div>Regarding the assessment, I was able to create an interactive lesson on Powerpoint but could not figure out how to upload it to Stream through the Powerpoint app. That said, I managed to record the Powerpoint using Stream also.
Link to Stream – Recording-20240812_204639.webm
Microsoft Teams provides a versatile platform for sharing department and classroom resources, enhancing collaboration and streamlining communication. A major advantage is the centralized repository for materials, which simplifies access for both teachers and students. By organizing resources like lesson plans, assignments, and study materials in channels, it becomes easier for students to locate what they need. Additionally, integration with other Microsoft tools such as OneNote and SharePoint further enriches this experience, supporting seamless collaboration and real-time updates.
However, there are some challenges to consider. The setup and organization of the platform can be time-consuming, and ensuring that all users are adept with its features might require extra training. Version control issues may also arise when multiple users edit documents simultaneously. Despite these hurdles, the potential for fostering a more connected and efficient learning environment makes Microsoft Teams a valuable asset for both educators and students.
<div id=”accel-snackbar” style=”left: 50%; transform: translate(-50%, 0px); top: 50px;”></div>link to Forms quiz – https://forms.office.com/e/cDRTjBMQHM
link to Sway – https://sway.cloud.microsoft/q4Jc3cUg11uM5s0l?ref=Link
Sway has revealed itself to be an extremely valuable tool in many aspects. I had previously not made use of it myself but has always seen it in my Microsoft account and wondered at its use. I can now see that it can used to create a variety of useful projects such as a travel journal, lab report, research paper, newsletter, classroom procedures, personal stories or an arts presentation. Despite my first impression, it is an easy-to-use app that allows for the creation of professional-looking designs. Sway is a highly versatile and interactive tool that can be effectively utilized in both school administration, teaching and learning.
Forms is great for gathering information from students, parents, fellow teachers and staff. The feature that allows anonymous submission allows everyone to submit their responses with a sense of ease and allows individuals to provide personal responses. It can be used for gathering responses on surveys, self-grading assessments and multiple-choice quizzes. A new great use I consider bringing to the classroom would be the use of Forms to carry out reflections and entrance/exit tickets to give to students at the start, middle and end of a lesson to assess their ability to recall the information covered in class. This is especially useful nowadays with the emphasis being placed on continuous assessment in the process of evaluating students.
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