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Reflection:
As I explore the growing role of AI and digital tools in education, I find myself both intrigued and cautious. There’s no denying the potential—especially when it comes to blending digital literacy and responsible AI use with subjects like history. The opportunity to integrate learning across the curriculum is enormous. But I also believe that digital skills need to be introduced gradually, starting in the early years and built upon consistently as children progress through primary school.
Structured, school-wide approaches—perhaps through SSE—are essential. Without them, the pace of change can feel overwhelming. Teachers need ongoing CPD to stay afloat, not just to learn new tools but to feel confident using them safely. The fear of data breaches or students encountering inappropriate content is real, and it leaves many of us feeling vulnerable.
This course has helped me to learn more about the world of AI and give me the confidence to give it a try. Tools like Gamma can help to streamline my presentation prep. ChatGPT has become a quiet brainstorming partner—great for rewording or lesson ideas, though I always double-check its suggestions and ensure its sutability for my classes learning. I can see how Quizizz would become a hit with students, offering a fun, low-pressure way to assess learning. Diffit could become invaluable for differentiation, helping me tailor content to varied reading levels. And CoPilot—while still new to me—has already proven useful for the dreaded time consuming admin tasks..
Despite these positives, I remain mindful. AI can’t replace the human side of teaching—the ability to sense when a child is struggling or when a lesson needs to shift direction. But if it can save time, reduce workload, and make learning more engaging, then it’s worth exploring. I may be late to the AI party, but I’m glad to be finding my footing now, with a clearer sense of how to use these tools meaningfully and responsibly.Assessment Element of this Module:
Lesson Plan: “Night Flyers: Discovering Bats!”
Class: Senior Infants (Ages 5 – 6)
Subject: Science / Living things
Theme: HalloweenLearning Objectives
By the end of the lesson, pupils will be able to:
• Identify key characteristics of bats.
• Use topic-specific vocabulary to describe bats and their behaviour.
• Show understanding through movement, storytelling, and a group quiz.
Resources
• AI-generated storybook: “Bella the Bat’s Night Adventure” (2–3 mins)
• Gamma visual slides: “Bat Facts for Brave Explorers”
• Canva-created bat movement cards
• Quizizz (group quiz format)
• Bat sound clips (echolocation, flapping wings)
• Art materials: black paper, chalk, string, googly eyesLesson (Can be spread out over a number of days and adapted according to the interest, enjoyment and attention of the children )
1. Storytime Hook
• Read or play the AI-generated story: “Bella the Bat’s Night Adventure”.
• Use sound effects (bat wings, night sounds) to create atmosphere.
• Ask Students: “What do you think Bella saw on her night flight?”2. Movement & Discovery
• Use bat movement cards (Canva) to act out:
• Hanging upside down
• Flying silently
• Using echolocation (call and echo game)
• Introduce vocabulary through movement: nocturnal, wingspan, roost, colony, echolocation.3. Visual Learning
• Present Gamma slides with real bat images and facts:
• Bats are the only mammals that can fly.
• They sleep upside down in roosts.
• Bats come out at night and use echolocation.
• Some bats eat fruit, others eat insects.
• Bats live in caves, trees, and even buildings.4. Group Quiz
Use Quizizz in team mode: pupils work in small groups to answer 10 true/false questions. Encourage discussion and teamwork.Conclusion
• Pupils draw or craft their own bat using black paper, chalk, and googly eyes.
• Ask them to name their bat and describe it using new vocabulary.
• Optional: Create a “Bat Cave” display in the classroom with their artwork.Assessment
• Observation during movement and group activities.
• Quizizz group results to assess understanding.
• Use of vocabulary in storytelling and art descriptions.I am not familiar with Khan academy but as a fellow senior infant teacher I think that I would take a similar approach Siobhan. Letting them play around with it first can often allow for self discovery learning and a sense of accomplishment when they figure out how to do it for themselves. They can also be great a becoming leaders in learning by showing their friends how they worked the programme out and sharing their learning with others.
This year, I had the opportunity to introduce the Scratch Junior to my Senior Infant class using some of the school ipads, and the results were both surprising and rewarding. Despite their young age, the children engaged with Scratch with remarkable ease. Its visual, block-based interface allowed them to grasp basic programming concepts like sequencing, loops, and cause-and-effect without the need for reading fluency. We used it to create simple animations and interactive stories, which not only supported their digital literacy but also enhanced their storytelling and problem-solving skills. Not only that but they had great fun in doing so.
I haven’t had the chance to use RoboGarden Playground, but I’m interested to giving it a try this year. From what I’ve seen, it looks like another fantastic way to introduce the kids to coding in a fun and age-appropriate way. The colourful visuals and game-like challenges seem perfect for keeping their attention and helping them learn basic concepts like sequencing and directions through play.
Maybe I could use it during our station teaching time, possibly linking it with literacy or numeracy activities. I think it could be a great tool for encouraging problem-solving and logical thinking, even at this early stage.
Reflecting on this experience, I’ve seen how even our youngest learners can thrive with the right digital tools. Scratch provided a playful yet structured environment for exploration, and I’m excited to continue integrating age-appropriate AI tools to foster creativity, curiosity, and confidence in my classroom.
Hi Pat
Yes getting the kids to spot the errors is a good idea especially in the older classes.
Thank you
I also loved the idea of using the Co-pilot image generator with a class novels and stories. I think it could really help bring characters and settings to life, especially for visual learners or pupils who struggle with comprehension. I’m planning to try it during our next creative writing unit—I’ll have the children describe a character or setting, then use the image generator to bring their ideas to life. It could also be used as a prompt for writing in the younger classes. It would save time scrolling through google photos, looking for inspiration pictures when doing a ‘write about the picture’ exercise.
As for MagicSchool AI one way I’m hoping to use it is to generate custom Gaeilge vocabulary games and differentiated comprehension questions. It seems like a great way to save time.I have been enjoying exploring these AI tools—so many possibilities. Two that stood out for me are Diffit and MagicSchool. I’ve already started using Diffit to differentiate reading materials for my mixed-ability groups and I find it very useful. I can take a single article and instantly generate versions at different reading levels, which saves me loads of time and ensures all students can access the content.
With MagicSchool, I’ve been experimenting with generating quick formative assessments and I may use it to to quickly generate differentiated vocabulary quizzes in Gaeilge based on the same theme (e.g., An Aimsir, Bia, Sa Bhaile), but tailored to different ability levels. I would be interested to see how effective this tool is especially with Gaeilge as often I find that apps and AI cannot be accurate with our language and as such not be as useful as one would hope.
Reflection on AI in the Classroom
AI tools like Diffit, Twee, Gamma, and MagicSchool have the potential to completely reshape how we teach, learn, and assess. They allow for more personalised learning, faster resource creation, and more engaging content. For example, Twee could help to generate creative writing prompts or discussion questions tailored to specific topics, while Gamma can turn boring / uninteresting content into visually appealing presentations in minutes. This means more time for meaningful interactions with students and less time stuck in dreaded admin.
Looking ahead, I think AI will help us shift from a one-size-fits-all model to a more responsive and inclusive approach. Used correctly it empowers both teachers and students to be more creative and efficient. Of course, we’ll need to guide students in using these tools ethically and critically—but that’s part of preparing them for the future too.
I found many elements of the Chinese video clip disturbing. This technology strips kids of their individuality, expression and takes away from their soul, imagine getting into trouble from your parents because the AI caught you yawning multiple times throughout the day? What if the teachers lesson plan was boring or uninteresting, the kid is made to suffer if they’re not interested? What if the student is more artistically inclined and gets more excited when doing art instead of mathematics? This tech forces them not to have a natural interest for certain subjects vs others. The worst part is the fact that the results are published for all parents to see. How does this not cause discrimination? Parents could encourage their children not to hang out or play with kids who are consistently viewed as being distracted.
After going through this module, I can really see how AI could shake things up in a positive way. Tools like Microsoft’s Immersive Reader would be brilliant for supporting students with different learning needs. For example, if you’ve a child with dyslexia or an EAL (English as an Additional Language) learner, Immersive Reader can read out the text, break it into syllables, and even translate it into their home language. I’ve seen it used with a 5th class pupil who struggled with reading comprehension—it gave them the confidence to work independently and begin to enjoy reading.
Minecraft Education Edition is another game-changer especially as a lot of the children are already very familiar with it as an application when using it at home. I can imagine teaching local history by getting students to recreate a ringfort or a famine village in Minecraft. Or using it in SESE to explore biodiversity by building ecosystems and seeing how changes affect the environment. It’s hands-on, creative, and students I’m sure would be much more engaged with the lesson content.
Of course, there are challenges—like making sure all students have access to devices and that teachers feel confident using the tech. But with the right support and training, I think AI tools can make learning more inclusive, fun, and meaningful.
Hi Orla, I really enjoyed reading your post. I completely agree with you on the benefits of personalised learning and instant feedback. I’m especially interested in how AI can support inclusion, particularly for children with additional needs or EAL learners.
If you come across any specific tools you’re planning to try out in September or fins useful I’d love to hear what you’re thinking of using and might steal some ideas.
This course has helped me to reflect about how AI tools might fit into our primary classrooms. It’s a bit of a mixed bag—there’s loads of potential, but also a few things we’ll need to keep an eye on.
Helping Teachers Out:
First off, AI could be a real time-saver for us as teachers and school leaders. Whether it’s helping to plan lessons, come up with differentiated activities, or even just generating ideas when you’re stuck, it could take some of the pressure off. Especially in smaller schools or multi-grade settings, having a tool that can adapt resources for different levels could be a game-changer.
Making Learning More Personal:
For the kids, AI could make learning more tailored to their needs. Imagine a maths app that adjusts the difficulty based on how they’re doing, or a Gaeilge tool that gives instant feedback on pronunciation. It could help keep them engaged and give them more ownership over their learning. That said, we’d need to make sure it doesn’t take away from the human side of teaching—kids still need connection, encouragement, and a bit of craic in the classroom!
Assessment That’s Actually Useful:
When it comes to assessment, AI could help us track progress more easily and spot where kids are struggling. Tools that give quick feedback or highlight patterns in learning could be really useful. But we’d need to be careful not to let data become the whole story—there’s of course much more to a child than what an algorithm can measure.
Things to Watch Out For:
Of course, it’s not all sunshine and rainbows. Not every school has the same access to tech, and we’d need proper training to use these tools well. Or indeed not everyone is willing to explore these mediums or lack the IT confidence to do so. There are also big questions around privacy and making sure we’re using AI in a way that’s fair and safe for everyone.
All in all, I think AI could be a great support in the classroom if we use it wisely. It’s not about replacing teachers—it’s about giving us more tools to help every child thrive. As long as we stay focused on what’s best for the kids, I think there’s a lot to be excited about.