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Hi Aoife,
Setting up an AI folder to bookmark tools sounds like a plan and will definitely help you stay organised as you explore and experiment. It’s also an idea worth revisiting in September when you’re back in school, maybe this time, a shared folder for staff across the school instead. A GenAI shared space could be a great way for teachers to exchange tools, examples, and ideas.
Regarding the tools you mentioned, Copilot Image Creator is a great example of how a small tweak, like using more descriptive language can enhance creativity. YouTube’s subtitle translation feature is particularly useful in your context, and combining YouTube with tools like Twee and Diffit is a good way to generate differentiated materials. Tapping into the multimodal capabilities of AI tools, particularly in combination, highlights how useful AI can be in the classroom.
Hi Fidelma,
Welcome to the course and thanks for outlining in detail how you believe GenAI can support both teaching and administration.
Your example of using Google Forms for event planning shows how digital tools can streamline communication and data collection. Similarly, Immersive Reader is a practical support for learners with reading difficulties, and Minecraft offers strong engagement potential, particularly when paired with collaborative learning strategies you’ve outlined..
Like many others here on this forum, you’ve raised valid concerns about data privacy and monitoring, particularly in light of the video from China. It’s a reminder that while AI offers powerful tools, its use in education must be guided by clear policies and ethical standards. Teachers need structured CPD to build confidence and understanding around GenAI and this kind of knowledge doesn’t develop in a vacuum. it needs to be actively supported and shared across the school community.
Hi Blaithín,
You’ve clearly outlined the local and global impact of poverty on children, and the approach as detailed of raising awareness and encouraging action through education is spot on.
Using case studies, documentaries, and guest speakers is a powerful way to make the issue real and relatable for pupils whilst encouraging direct involvement with local organisations not only builds empathy but also helps pupils see how they can contribute meaningfully to their communities.
Your plan aligns well with the goals of the SDGs, particularly in fostering active citizenship and social responsibility.
Hi Gerard,
Your plan to use the Maths section of Khan Academy as a reinforcement tool in class and at home is a really practical way to support differentiated learning. The flexibility it offers for early finishers or homework tasks is a great use of the platform, and the built-in assessment features as mooted will give you useful insights into how your pupils are getting on.
I also really like the idea of using it for whole-class activities at the end of a topic on Fridays. Supporting this with station teaching and targeted interventions using mini whiteboards is an excellent example of combining digital tools with effective classroom strategies.
Hi Roisín,
Welcome to the course. You’ve outlined in detail here how GenAI can support teachers by reducing time spent on planning and preparation, allowing more focus on areas teaching, learning and assessment and personal interaction.
Your point about using AI-generated lesson plans as a starting point is spot on, the human in the loop is mission critical. In fact any kind of AI output shouldn’t be used without review. Almost like a health warning, we need to always be mindful that AI can produce inaccurate, misleading and/or biased content, so it’s essential that teachers apply their own expertise to check and adapt what’s generated.
As alluded to many times across these fora, GenAI should support, not replace, the skills and experience that teachers bring to the classroom.
Hi Treasa,
Welcome to the course. You’ve clearly outlined both the strengths and limitations of using Google Classroom. I agree that a flipped classroom approach may not suit all learners, particularly younger students who may need more structure and support. In many cases, it tends to work better with older, more self-regulated students.
That said, as you pointed out, Google Classroom does support flexible learning by allowing teachers to share content in a structured way and helps students build digital literacy through tools like Google Slides and Docs. Another valid concern you raised is the time required to create high-quality digital content, something that can be a barrier for many teachers.
Hi Christina,
Welcome to the course. Thanks for outlining in detail how GenAI can support your work across planning, assessment, SET, and administration. For instance, using Copilot to write SMART targets is a good example of how AI can reduce workload and support planning. Also, free tools like Immersive Reader and Reading Coach are indeed valuable for SET as they are intuitive and customisable as you’ve noted.
You’ve also raised important points around teacher CPD and policy. Schools do need to be mindful of age restrictions, GDPR, and AI bias. Whole-school guidance on safe and ethical AI use is essential, along with regular opportunities for staff to upskill in a supportive environment. Sharing the EU AI guidelines with your school community is a good first step which should help initiate those wider conversations.
Hi Ross,
Welcome to the course. You’ve outlined both the potential and the practical challenges of using AI in the classroom.
AI-powered tools like Microsoft Forms can certainly help reduce marking by generating quizzes and providing instant feedback and since Forms doesn’t require pupil logins, it’s relatively straightforward to use. However, as you pointed out, other tools, like ChatGPT, do require individual logins, which can indeed make setup and classroom management more complex.
It’s also important to note that tools like ChatGPT and Microsoft Copilot have age restrictions, typically requiring users to be at least 13. This limits their direct use with primary-aged pupils. One workaround is to use these tools through a central teacher account or to explore options like Copilot agents or custom GPTs, which allow you to control access and content. These setups are often simpler than they first appear.
If you’re interested, you can find more on this see Copilot Agents in Education.
Hi Eoghan,
Skilled communication is a key 21st-century competency, and the approach of getting pupils to develop their own Google site as you’ve outlined here provides meaningful practice. Using their site as a hub for different media types, or multimodal content as you refence, including written material, audio, video, and images, provides pupils with multiple ways to express themselves and build confidence. Which leads me to your point about pre-recorded presentations. This is a great way to reduce anxiety while still allowing pupils to demonstrate understanding.
I also like how you’re planning to vary the focus, sometimes on content, sometimes on the mode of communication, which gives pupils a chance to develop a broad range of skills.
Just one thing to keep in mind as your pupils will be publishing content online, it’s important to check your school’s Acceptable Use Policy (AUP) beforehand as some schools require prior permission for this kind of internet activity, even if a general opt-in is in place.
Hi Aidan,
Thanks for sharing your activity idea. Unfortunately, as the PDF file is saved locally I can’t open and in turn others won’t be able to access it directly but not to worry The key takeaway is how you’re using the content and tools to support learning in your SET Classroom which you’ve already clearly outlined in this post.
Your plan to use use Immersive Reader and Dictate in Word to support pupils with dyslexia is an example of an inclusive approach and how AT should be used, particularly, as you’ve already mooted, the pupils can use features like line focus and the picture dictionary so they can focus on the content and it’s meaning instead of decoding. This will certainly improve comprehension and lessen learner anxiety.
Hi David,
This is a great example of how to make GenAI both accessible and meaningful for younger pupils. Using Teachable Machine to explore how machines “learn” through data is an excellent way to demystify AI and spark pupil’s inherent curiosity. I really like your idea of starting with a simple, fun activity like recognising smiles, however before proceeding with taking photographs it is important to check not only the school’s policies around GDPR and child safeguarding but also the school’s Acceptable Use Policy. Many AUPs require prior permission and the use of school-authorised devices for capturing pupil images. While some schools include a general opt-in at enrolment, it’s always best to confirm.
That said, your suggestion to use objects instead of faces is a smart and safe alternative if needed.
Hi Ethna,
Thanks for sharing your reflections and honesty. It’s good to hear how tools like Copilot Image Creator and Microsoft Speaker Coach are already sparking ideas for your classroom and your own professional development. I think your comparison with Scholastic Story Starters goes to show the enhanced power and flexibility AI-powered image generation tools and how with some thoughtful application you can open up more creative and engaging learning opportunities in your classroom.
Diffit too is a great tool for differentiating content and helping make content more personalised and accessible for all pupils. You might also find the MagicSchool AI suite useful, particularly its Text Rewriter tool, which offers similar functionality.
Hi Amanda,
Welcome to the course and thank you for such a comprehensive reflection. Again, like many other contributors to this forum, you’ve highlighted just how early (and often unintentionally) gender stereotypes can shape children’s experiences. As outlined, assumptions based on hair length or names, show how these societal norms can affect children’s sense of identity and belonging.
Books like Anne Fine’s Bill’s New Frock are useful tools to challenge these ideas and open up healthy discussions around gender. As teachers, it’s important we provide our pupils with plenty of opportunities to express themselves freely and we also need to remind them, as you’ve mooted, that there’s no one way to be more of a boy or a girl.
Hi Eoghan,
Welcome to the course. This is a great example of how you can use Google Earth’s Create tool to support in geography . I particularly like from what you’ve outlined, how pupils can personalise their projects, add points of interest, and share their work with their classmates. This will make the learning so engaging and will foster pupil agency.
Your point about digital technology enabling more pupil-led learning is well made. It’s also clearly outline the linkages to SSE, particularly around identifying focus areas like internet safety and using that to guide planning and improvement.
Another Google Earth feature worth exploring despite it probably showing my age, as I remember the many CD-ROM versions, is Google Earth’s reprised ‘Where on Google Earth is Carmen Sandiego?”. Their iteration mirrors the old adventure game by getting pupils to collect geographical clues in order to solve cases. Great for developing global awareness, particularly when coupled with your existing plans for exploring people and places.
Hi again Michelle,
Thanks for sharing your lesson plan, and good to hear your first experience using GenAI to support planning was a positive one. While it’s not advisable to take an AI output as is, it’s certainly helpful for overcoming the blank page and works particularly well for drafting and redrafting.
As for the maths lesson itself, it’s well structured and certainly suits the cohort you have in mind, with the use of songs, concrete materials, and small group stations. I also like how you’ve planned for differentiation and built in Assessment for Learning through observation and questioning.