[Pat Brennan]

Hi Brian,

Welcome to the course! I couldn’t agree more, GenAI certainly holds huge promise, as Sal Khan’s TED Talk suggests, but it also brings real challenges, particularly around assessment, as you’ve pointed out. This is however, a universal issue in education, and arguably becomes more complex depending on the level a student is at.

Your point about blending AI with more traditional assessment methods ceratinly holds water We’re already seeing a significant return to pen-and-paper exams at second level and in higher education, despite the much-discussed (and often criticised) Leaving Cert reforms that are supposedly on the way. As always, the devil is in the detail, and it’ll be interesting to see how assessment evolves in the age of AI. I’ve heard lots of teachers talking about making their assessment approaches more “AI-resistant”and I’d be curious to hear how that might look in your sixth class.

Either way, the AI genie is well and truly out of the bottle, and there’s no going back. We watch this space with interest!

[Pat Brennan]

Hi Ashling,

Welcome to the course! It’s great to hear how your school community is so committed and indeed proactive, when it comes to challenging gender stereotypes. The example you shared from your Senior Infant classroom really highlights, like many others on this forum, just how early these ideas can take hold.

As you’ve outlined, continually challenging societal norms around gender is mission critical and activities like role play, storybooks, and mixing up class jobs are great and practical ways to keep banging that drum.. Thanks also for sharing The Little People, Big Dreams series, which I hadn’t come across before your post. From a quick browse online, it looks like an excellent  biographical series designed to inspire young learners.Which reminds me of another, similarly powerful and inspiring book, I’ve used, Good Night Stories for Rebel Girls. It might surther complement what you’re already doing in the classroom

[Pat Brennan]

Hi Olivia,

Welcome to the course! Thanks for highlighting some practical ways AI tools like Gemini and Copilot can support planning and reduce workload, particularly, as you noted, when it comes to short-term planning and writing pupil support plans. I completely agree that teachers are already overburdened and time-poor due to paperwork, and AI can offer a solid starting point. As is often said, it helps us “avoid the blank page,” which can save a huge amount of time.

This brings me to the importance of collaboration and peer learning at school level. One idea might be to set up informal sharing sessions or adopt a digital champions (mentoring) approach, where colleagues can share examples of how they’re using GenAI tools in their classrooms. This kind of approach can really help build confidence and enthusiasm across the school.

[Pat Brennan]

Hi again Orla,

This is a great example of how SDG 15: Life on Land can really resonate with pupils in rural parts of Ireland, especially those from farming communities. As you’ve outlined, these children grow up closely connected to the land and rely on healthy ecosystems for their families’ livelihoods.

Your ideas for supporting ESD to 2030 Priority Action Area 5, like biodiversity audits, planting native hedgerows, and protecting pollinators, are practical and achievable. Activities rooted in the local environs make the learning more real for pupils, and your suggestion of involving local farmers adds, as you’ve put it, an “intergenerational element” that can really deepen pupils’ understanding and pride in their environment.

[Pat Brennan]

Hi Maire,

It looks like your response may have been generated with the help of an AI tool. While AI can be helpful for drafting ideas or exploring different ways to express your thinking, it is important that your forum post reflects your own understanding and engagement with the course content.
We would appreciate if you could take a moment to revisit your post and revise as needed.

[Pat Brennan]

Hi again Lina,

Welcome to the Google Workspace course! I think you’ve nailed one of the key strengths of Google Classroom, having everything in one place. Whether it’s docs, communications, live classes or assignments, that kind of organisation really helps, especially when tracking pupil progress. I’m reminded of the adage, “Better to be looking at it than for it.”

I also agree with your point about SSE, Google Classroom makes it easier to gather real-time, evidence-based data on engagement and achievement. It’s a great way to spot patterns and identify areas for support.

One suggestion to build on that is to try using Google Forms for quick pupil check-ins or end-of-lesson reflections. It’s a simple way to gauge understanding and gather feedback. Even better, the responses feed straight into Google Sheets, which you can then share via Classroom with colleagues. It’s an excellent way to boost collaboration and communication between staff, particularly class teachers and SET.

[Pat Brennan]

Hi Phillip,

Welcome to the course! It’s great to hear how the module helped you see AT not just as tech, but as part of a broader, student-centred approach. The SETT framework really does shift the focus to what learners actually need, rather than just the tools or devices themselves.

I spent over 20 years working in a DEIS 1 school, so I’m acutely aware of the unique challenges that come with that context. Digital tools can be a huge support in DEIS from my experience, when used thoughtfully and with clear intent. Your examples from Scoilnet and Webwise are good examples, simple, accessible tools that can make a real difference. Hopwever, as you’ve pointed out, purposeful use doesn’t always mean high-cost solutions.

One suggestion (covered in the next module), is to try out Microsoft’s Immersive Reader, especially if your school already uses M365. It’s built into tools like Word, OneNote and the Edge browser, and it’s brilliant for supporting pupils with literacy or language needs. It works well in both SET and mainstream settings and is easy to integrate into everyday teaching.

[Pat Brennan]

Hi Teresa,

It’s great to hear how you felt this module highlighted the practical and positive side of GenAI. Tools like Diffit, MagicSchool AI, and the IEP generator, as you mentioned, can really support key classroom priorities like differentiation, pupil engagement, and planning.

You also noted the value in sharing these tools with colleagues, an approach I’ve encouraged often across this forum. In your case, you might consider leading a short sharing session or creating a shared resource bank to showcase some of these tools in action. This could be as simple as a quick demo during a staff meeting/Croke Park hour, or a shared folder with examples and links. It’s a great way to build confidence, encourage wider use, and start conversations around how AI can support teaching, learning and assessment.

 

[Pat Brennan]

Hi Alison,

It’s great to hear about Cultúr’s extensive work across Meath and Louth and I’d imagine some of that outreach extends into local schools too.

Your focus on making children feel safe and welcome is so important, and the strategies you’ve shared, like using Google Translate, communication boards, and more inclusive books are really practical and effective.

As mentioned previously on the forum, one simple but powerful idea is to create a Welcome Wall in your classroom, ideally near the entrance. Including greetings in different languages, photos, and symbols that reflect your school community can help new pupils feel seen and valued from day one.

[Pat Brennan]

Hi Annette,

Welcome to the course! It’s great to hear how the module helped highlight both the potential and practical uses of AI. I agree, Immersive Reader can be a game changer, especially when used purposefully with EAL and SET learners.

You’ve raised important points around ethics, wellbeing, and the pace of adoption. As you noted, a gradual, well-supported approach is key. CPD is indeed mission critical, not just peer learning, but also structured training and clear national guidance will be essential to support schools in using AI meaningfully and responsibly.

[Pat Brennan]

Thanks for sharing this comprehensive lesson outline. It’s a well-structured and engaging approach to exploring light and sound with 3rd and 4th Class. I particularly like your Explore phase with hands-on stations, followed by AI-supported fact-finding, tools like Kiddle, SafeSearch, and Search Coach are well suited for this.

Your Elaborate and Evaluate phases also offer great opportunities for pupils to engage with AI-powered tools like Canva, Book Creator, and an AI-generated quiz. This lesson is an excellent strong example of how GenAI can be meaningfully integrated into primary science.

[Pat Brennan]

Hi Olivia,

Welcome to the course! It’s great to hear that this module has helped you begin exploring the potential of GenAI in education and I agree completely. that safeguarding both pupil and teacher, needs to be paramount for every school embracing AI. Also your fear that we may become overly dependent on these tools is shared by many participants on these fora. AI can certainly enhance learning, but it should complement and not replace the teacher’s role in scaffolding and promoting pupil wellbeing. As you’ve alluded to, we as teachers need to be mindful  that a healthy balance is required, using the tools to open up learning pathways whilst staying focused on the needs of your pupils. Key to this, is knowing when not to use AI is just as important as knowing when to use it.

[Pat Brennan]

Hi Naomi,

Welcome to the course! It’s good to hear how you see AI-powered  tools like Immersive Reader enhancing access and engagement in your SET classroom. As you’ve outlined, Immersive Reader has multiple uses, supporting learners with speech and language difficulties, dyslexia, and indeed EAL.

You’ve also raised valid concerns around data privacy and pupil safety. These are important considerations, especially as AI tools evolve. Promoting digital literacy and online safety is mission critical, particularly for pupils using technology at home. For that digital literacy piece, start small, a simple approach is to get your pupils to regularly collaborate in class, writing prompts and then analysing outputs for bias and/or accuracy. Also comparing multiple AI responses to the same question to highlight variability and perspective.

 

[Pat Brennan]

Hi Marian,

Welcome to the course! It’s great to hear that this module helped clarify the range of assistive technologies available, from low to high tech, with many, such as visual timetables, adaptive paper, magnetic letters and reading rulers, already in use in your SET classroom.

I agree that the SETT framework is a practical, student-centred approach to matching tools with individual needs. As others have noted, using it alongside the Student Support File is the best approach..

Your links between assistive technology and the Digital Learning Framework are well made. Standards like 1.3 and 2.2 are particularly relevant. To support Standard 2.2’s focus on collaboration, you might consider setting up a shared drive or document for staff to share examples of effective assistive technologies. Even better, you could incorporate short tool or resource demos into staff meetings / Croke Park hours.

[Pat Brennan]

Hi James,

Good to hear you enjoyed the AI demo in this module exploring bias in historical reporting around the 1916 Easter Rising and I agree, understanding bias is essential, especially in today’s world where perspectives on current and indeed historical events can vary so widely.

What you’ve outlined, starting with a foundation of factual content, specifically here, the Pro and Anti-Treaty positions in 1922, ensures pupils are equipped to critically engage with multiple viewpoints. I particularly like your focus on guiding students to recognise how bias can shape narratives, and how AI can be a tool to uncover and discuss those biases.

To finish, your follow-on activity, using prompts about Treaty figures to identify bias, sounds like a great way to extend the learning. It’s an excellent example of how AI can be used not just to consume content, but to interrogate it.

[Author]

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