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Hi Laura. Thank you for your post on the potential benefits that AI could bring to your teaching. The idea of having technologies that adapt to each child’s pace and interests is certainly appealing, and anything that frees up more teacher time for face‑to‑face work with pupils is a bonus. The right AI tools can help those more able pupils to feel challenged and those with learning difficulties feel supported. Of course it can also make the process of designing and marking assessments a lot less time-consuming.
One thing to keep in mind as you start experimenting with these platforms is to begin small and see how it fits with your style and your pupils’ needs. For instance, pick one subject area or unit and use an AI tool/technology there first. This will give you a clearer sense of how AI recommendations fit with the teaching and learning that happens in your class and whether what you are seeing truly benefits the children. You could then decide which AI features are beneficial to your teaching and where you might still prefer to stick to traditional methods and approaches.
Hi Kevin. Thanks for your post and contributions to the course so far. It’s great that you can see the potential these AI tools can offer to make writing more engaging for the children. Showing a simple description next to a more detailed/elaborate one can be a real eye‑opener for children, and combining that with an assistant like Co‑pilot gives them a concrete way to see what adding extra detail looks like. Having translations at your fingertips is also a great help when you’re trying to support EAL children
To build on your plan, you might introduce a “writer’s workshop” element where, after exploring the differences between basic and detailed descriptions, pupils try to improve one of their own sentences with your guidance. You can use Co‑pilot to generate a rich example on the board, then invite them to identify the specific words or phrases that make it more engaging. Ask them to highlight similar elements in their own work.
Hi Fiona.
Thanks for your post and for your contributions to the course to date. As many on the forum have suggested, Immersive Reader is a fantastic resource. It does feel like a gift when you’ve been paying for similar services, and the range of customisation options can make a real difference to pupils who struggle with reading. If you’re missing the picture‑to‑text element, one workaround worth exploring is the Office Lens app. It’s free as well, and you can use it on a phone or tablet to snap a photo of printed material, then convert it into editable text that can be sent straight into Word or OneNote. From there, Immersive Reader can read it for the pupil. It’s not quite the same as having everything in one place, but it might bridge the gap without adding extra cost.Hi Shane. Welcome to the course. As you rightly point out, AI can be a great help and support to teachers working in an SEN role as we strive to support a huge spread of individual needs and abilities. In a classroom where each child’s needs and abilities vary so widely, the idea of a responsive, voice‑enabled assistant that lets them express their thoughts independently is certainly something that could work. The frustration of not having enough hands to support everyone with writing is very real, and any tool that reduces that bottleneck could open up space for more meaningful engagement. One practical step you might take while we wait for those personalised chatbots to come on stream is to pilot some of the existing speech‑to‑text tools with a small group of pupils. Even without the full interactivity, these can give children who struggle with writing a way to get their ideas down quickly. Use it for short tasks at first and keep notes on what works and what doesn’t. This will give you a sense of how such tools can be integrated into your teaching routines, and it will also help you identify what features you would need in a more advanced AI assistant when those become available.
Hi Anne Marie. Thanks for your post. As a former SEN teacher, I agree that Immersive Reader really can be a game‑changer for children who struggle with text. Just taking away the fear factor can make such a difference. I also agree that it’s something that could be just as useful at home if parents know how to use it. One practical step might be to create a simple information sheet or short video for parents on how to access Immersive Reader. You could show them where to find it and how to adjust the settings so their child can listen along to books or class materials at home. That way, the tool isn’t only something the children use in school
Hi Marcela. Thanks for your post.
Connecting the concept of zero hunger to real family situations in the locality can help pupils see that poverty isn’t just something that happens “somewhere else,” and asking them to reflect on their own habits is a great way to start building empathy and responsibility. One practical way to promote that is to organise a small, ongoing food collection in partnership with a local charity. You could invite someone from the charity to speak about how the donations will be used, which helps reinforce the link between the children’s efforts and real impact. This kind of hands‑on project not only raises awareness but also shows them a concrete way their actions can contribute to reducing hunger in their own community.Hi Ailbhe,
Welcome to the course. Your point about needing to take empathy beyond a feeling and promote action is really important in today’s world. Helping young children see that fairness is not just about “Am I getting my share?” but also about what happens to others’ needs to be promoted, and using stories to explore that makes a lot of sense. In the current climate, including lessons in understanding, fairness and standing up for others is more important than ever.
One idea you might try is a simple “kindness project” in your classroom. After discussing a story where a character is treated unfairly, invite the children to think of one small thing they could do in real life to make someone’s day better, whether it’s writing a card to a classmate who’s had a bad day, collecting used toys for a local charity, or looking out for someone on the yard who is alone. Keep a visual record in the classroom, like a kindness tree where each leaf represents an action the class has taken. This helps pupils see that their empathy can translate into concrete actions and builds a habit of looking for ways to help others.
Hi Becky, thanks for your post and your continued contribution to the course. I’m glad to hear that you’ve found so much to explore in the module. Giving older pupils structured tools like Search Coach to search effectively is more important than ever, and combining that with something like Speech Coach can really improve their presentation skills. With so many possibilities of new technologies, one suggestion would be to focus on introducing one new tool at a time and build a small project around it. For instance, you could start with a short activity where pupils use Search Coach to investigate a current event, then share their findings. It also gives you a chance to model how to evaluate the quality of AI‑generated content together, reinforcing that these are aids rather than replacements for critical thinking.
Hi Yvonne. Thanks for your post. Immersive Reader is a great way to take the pressure off early readers. Adjusting the speed and font size can make a big difference for those who need to read at a slower pace. One thing you might try alongside the audio and highlighting is to build in a way for children to show what they’ve understood without relying solely on text. For example, after listening to the story, you could have them draw or arrange pictures on a tablet (using something like Whiteboard or another simple drawing app) to retell the key points in sequence. It can be particularly helpful for pupils in an ASD setting who benefit from visual supports.
Hi Hiliary. Welcome to the course, and thanks for your post. You make a great case for why development education shouldn’t be an optional extra but a core part of the primary curriculum, allowing children to grow into respectful citizens. Giving pupils time to discuss and explore challenging issues, and showing them where to find trustworthy information, builds empathy and critical thinking. One idea you might try is setting up a regular “world issues circle” where the class, guided by a teacher, looks at a current event. Children in groups could research the issue using reliable sources. The class can use these sessions to ask questions and share their thoughts.
Hi Anne Marie. Thanks for your reflection and contribution to the forum. You have highlighted some very practical ways that teachers can use technology to support the range of needs in the primary classroom. The example of changing background colours in Immersive Reader for children with dyslexia is exactly the kind of digital support that can have a big impact on comfort and comprehension. As you point out, the translation feature opens up access for children learning English, which can make a real difference to EAL children. Your idea of using Google Forms to gather class opinions and even create maths data sets is a nice way to integrate digital literacy into other subjects. The success you’ve had with speech‑to‑text tools shows how the right resource can encourage even reluctant writers to get their thoughts onto the page.
The Empowering Minds project sounds great John and is a useful way of using technology ,as a tool to get young people thinking and doing. Asking pupils to identify a need in their own school and then plan a solution is a brilliant way to bring that to life. Using Google Docs and Sheets to support their work allows for collaboration and peer work.One thing you might consider is encouraging them to involve a wider audience during their research, maybe surveying classmates or parents using Google Forms to create a survey.
Hi Deirdre. Thanks for your post and your engagement throughout the course. Your lesson plan shows a really great blend of active learning, the use of digital tools, and cross‑curricular work. Starting with an AI‑led game gets pupils interested and practising identifying fractions in a low‑pressure way, and I like how you include the use of concrete materials. Letting your pupils physically build the fractions and then digitally model the same fraction highlights the connection between abstract and concrete. Grouping students so one works with concrete materials while the other uses the digital tool is a great way to include peer learning in your lesson. On the point about implementing these tools across the school: you’re right to flag the need to align with existing frameworks such as your SSE and DLF plans, and that they enhance teaching and learning as described in LAOS.
Hi Fionnuala. Welcome to the course, and thanks for your post. You make a great point in relation to teacher professional development. In a large school like your own, it’s easy for pockets of expertise to develop without a forum to share them. If the aim is to ensure every teacher and child benefits from assistive technology, then building that culture of shared expertise and shared learning is essential. One idea that’s worked in other settings is setting up informal or short after‑school drop‑ins where a colleague demonstrates a tool they’ve been using, and others can see it and ask questions. You could also buddy up teachers from different buildings so they can visit each other’s classrooms and see AT in action. Not only does this spread knowledge, but it also promotes collaboration around inclusion and technology.
Hi Leah. Thanks for your post and for sharing your thoughts and experiences on using Immersive Reader. Your personal experience with Immersive Reader highlights the versatility of this great digital tool. When hearing your own sentences read back to you, you can easily identify the rough edges or mistakes that you might skim over with your eyes. You can use this personal experience when you show students how it can support them, whether they’re working through a text or creating their own writing.
