[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.

[Pat Brennan]

Hi Siobhan,

Your lesson outline is clearly thought out and well-structured, it promises to be an engaging experience for your Senior Infants class. Using Gamma for the visual presentation should provide a strong hook to capture your pupils’ attention. Integrating it with tools like Canva and Quizizz is a great way to support different learning styles and make the most of the AI toolkit available to you.

You’ve also struck a good balance between direct instruction, group activity, and assessment. Also, the focus on vocabulary development and the inclusion of differentiated art activities will help ensure all learners are supported.

[Pat Brennan]

Great to hear you found the module useful. Diffit should be a real asset when working with a diverse ability range in your next class. As you mentioned, it’s a great tool for differentiation and helps ensure all learners can access the same content at a level that suits them.

Gamma’s ease of use and time-saving features also make it a solid choice for creating engaging presentations, particularly when time is tight. That said, if and when you return to PowerPoint, maybe for a particularly bespoke or nuananced slideshow, it’s worth exploring some of its newer AI features like PowerPoint Designer, which can handle much of the layout and design work for you.

[Pat Brennan]

Hi Jacqueline,

It’s clear you’ve already identified how tools like MagicSchool and Diffit can support you in practical, time-saving ways in your SET context. As you’ve explained, using MagicSchool to draft and adapt IEPs or behaviour support plans is the way to go, particularly when those plans need regular updates. Diffit is also a great support for generating differentiated materials and follow-up activities when catering for diverse learners.

You mentioned that tools like Twee and Gamma will also be useful for both SET and class teachers. With that whole-school perspective in mind, you and your colleagues should consider setting up a shared folder or resource bank to store and adapt AI-generated materials. This could help promote collaboration, reduce duplication, and support consistency across the school.

[Pat Brennan]

Hi Elaine,

Thanks for outlining how you would apply the SETT model in your classroom. Using tools like Dictate and Immersive Reader to support Liam’s strengths while addressing his learning needs is a good example of matching supports to both the student and the task. It’s also good to see how you’ve considered the classroom environment and broken the activity into manageable steps.

Your reflection on Cosán is well made. The emphasis on personalised learning and professional growth aligns with the kind of planning you’ve described. You’ve also highlighted how important CPD is and how it needs to be flexible, reflective and responsive to ever-evolving classroom needs.

[Pat Brennan]

Hi Natasha,

The “Ask the Bot!” activity is a creative and age-appropriate way to introduce junior classes to AI while encouraging curiosity and critical thinking. Your follow-up idea around analysing tone and fairness would work well in SPHE or SESE, as you suggested.

Linking this to the draft Wellbeing Framework is timely. Encouraging empathy, agency and independent thinking through digital tools lays a strong foundation for responsible use which can be built on as your younger pupils progress through the school. To further enhance  what you’ve outlined, you could include simple reflection prompts after each activity. This would help pupils process what they’ve learned and how they felt using GenAI, supporting both digital literacy and emotional awareness.

[Pat Brennan]

Hi again Melissa,

Thanks for such a comprehensive reply outlining how you would apply the SETT model in your context. Like other participants, using it alongside the School Support Plan is the best approach and helps ensure that tools are selected based on actual needs and context.

Unfortunately, I wasn’t able to access the example you shared via Google Docs, likely due to permissions but from your outline, the example of supporting a student with dyslexia and possible dyscalculia is practical and well thought out. The range of tools you’re exploring with this fictional pupil show how digital supports can be matched to specific tasks. As you noted, creating your own SETT plan really highlights how the model encourages thoughtful decision-making rather than defaulting to what’s available.

One suggestion going forward is to include pupil feedback as part of the review process. This can help ensure the supports remain relevant and effective, while also giving the pupil a sense of ownership of their learning.

[Pat Brennan]

No worries Fiona.

[Author]

Posts