[Pat Brennan]

Hi Linda,

Welcome to the course. It’s great to hear that this module helped you see how AI can support both creativity and efficiency. As you’ve mooted, tools like ChatGPT, Gemini, and Copilot are excellent for generating images and saving time on resource searches. Another tool worth exploring is Microsoft Designer, it’s great for creating visuals quickly and could be a useful addition to your digiutal toolkit.

The video of Khanmigo certainly shows how AI can support personalised learning and you’re right, AI-powered assessment tools like online quizzes can make the process smoother and more engaging for pupils.

One suggestion, if you’re thinking about next steps, you might consider setting up a peer learning group or GenAI exploration team in your school. It doesn’t have to be forma, just a space where staff can try out tools together and share what’s working.

[Pat Brennan]

Hi Fiona,

Welcome to the course. As I’ve alluded to many times on this forum, you’re right that we often overlook the value of low-tech assistive tools like visual schedules, pencil grips, timers etc. and it’s good to hear how such tools are supporting your pupils, both in your autism class and in mainstream settings.

Your connection to the Digital Learning Framework is well made. It sounds like there’s a lot of expertise in-house, and one approach that could work well is introducing a mentoring or digital champions model. This would allow more confident staff to support others in using AT and digital tools, helping to build confidence across the board. It also encourages a culture of collaboration and shared learning, which benefits everyone.

[Pat Brennan]

Hi again Norma,

From what you’ve outlined here, it’s clear that the Kildare Migrant Support Centre is doing great work, and mutually beneficial that your school and KMSC  have been collaborating over recent years. The range of supports they offer, from legal help and language classes to youth programmes and anti-racism education shows how much of a difference community partnerships can make.

Also the ideas listed for making students feel welcome are simple but effective and I particularly like the poster campaign idea. Displaying pupil’s artwork is a great way to celebrate diversity and give every child a sense of pride and ownership, not only supporing students from migrant backgrounds but also helping build empathy and understanding across the whole school community.

[Pat Brennan]

Hi Emer,

Welcome to the course. Thanks for outlining how you’ve been using Microsoft Forms and I agrre it’s a particularly powerful tool for home-school communication. Using it for things like after-school activities and policy feedback shows how versatile it can be.

On Sway (Unfortunately your embed is not loading for me here) It’s indeed a versatile tool to have in your digital toolkit, and a simpler alternative to PowerPoint. I have found it to be an invaluable tool for digital storytelling.

Also, good to hear you’ve completed some of the Learn Educator Centre course, it’s Digital storytelling with Microsoft Sway course dovetails nicely with my point above  and it’s great that you’re thinking about how these could support your colleagues. Now that everyone has a Microsoft 365 account, those short, focused courses could be a really practical way to build confidence and encourage usage across the staff.

[Pat Brennan]

Hi Sarah,

Welcome to the course. The experience outlined during your drama activity highlights how these ideas can shape children’s thinking and limit their sense of what’s possible and It’s good to hear how you plan using DE to challenge those assumptions through stories, group work, and discussion. Showing real-life examples of people in all kinds of roles as you’ve referenced, is a simple but effective way to open up children’s thinking.

As for SSE. surveying pupils, reviewing teaching materials, and planning with gender equality in mind are all practical steps that can certainly help foster a more respectful and inclusive school environment

[Pat Brennan]

Hi Michelle,

Welcome to the course. t’s good to hear you found the module interesting, and I agree, Squirrel and Carnegie look like exciting platforms. If and when they become freely available, well that’s whole other ball of wax as increasingly premium AI tools are only available through paid subscritions with ‘Lite’ versions available free of charge. This is certainly the case with the big players in the GenAI space like, Chat GPT, Copilot and Gemini.

Minecraft Education (And gamification in general) are great for getting pupils engaged, as you’ve mooted, when they are already familiar and enthusiastic about something, it makes learning feel more natural and fun. And your point about Immersive Reader is well made. In a multi-grade classroom with lots of EAL learners, having tools that support independent reading is a big help.

You’ve also raised important concerns around the lack of devices and GDPR, these are real barriers we need to be minful of. And again, I agree, the video from China is frigtening. Technology should support us, not replace the human connection we have with our pupils.

[Pat Brennan]

Hi Ciara

Welcome to the course. You’ve outlined the potential of AI in the classroom really clearly and practically. I agree, GenAI has huge potential when it comes to planning, differentiation, and assessment and tt’s good to hear how you’re thinking about using it to free up more time to focus on your pupils.

Of course, AI won’t replace teachers, but as you alluded to, it can definitely be an excellent support/assistant. Tools like writing assistants or chatbots can really help build independence and give students that extra bit of confidence when they need it.

Finally, your point about using AI responsibly is well made. Helping students understand how to use these tools critically and ethically is just as important (if not more so) than the tools themselves.

[Pat Brennan]

Hi Barbara,

Welcome to the course. You’ve provided a an excellent summary of the key messages in Eric Ehigie’s paper, particularly the idea that injustice, even when it doesn’t affect us directly, is still something we all have a responsibility to challenge.

As mooted many times on these fora, DE themes are cross-curricular but as you’ve outlined subjects like English, SPHE and Science are particularly suitable. In SPHE for instance, one suggestion might be to give pupils a chance to lead their own mini action projects, maybe something simple like a class campaign, poster display, or a short video. It’s a great way to help them connect what they’re learning to real-world action and feel like their voices are being heard.

 

[Pat Brennan]

Hi again Lucy,

Like others have said and I agree, the SETT model works so well when used in conjunction with the pupil’s SSP. It really helps ensure the support we’re giving is based on real evidence and tailored to the individual child. Also, your point about collaboration is well made, it’s not just about what happens in your classroom, teachers don’t teach in silos and it’s really important  that everyone around the pupil callaborate to maintain support consistency.

One idea to build on what you’ve shared could be to explore some of the digital tools we’ve looked at in this course, like Immersive Reader or Reading Coach. They’re a good fit for the  ‘Tools’ part of the SETT model and can be great for supporting independence and accessibility, particularly when paired with the visual supports you’re already using.

[Pat Brennan]

Hi Brendan,

Welcome to the course.You’ve identified a challenge that all us teachers face ,trying to meet a wide range of learning needs in a single lesson whilst at the same time keeping everyone engaged and certainly as outlined GenAI can hellp here.

I particularly like how you’ve highlighted the potential of adaptive platforms and voice tools to support learners at different levels, especially those with additional needs. Also your point about the digital divide is well made, access and equity are mission critical if we want these tools to work for everyone.

One suggestion around differentian and inclusion could be to explore tools like Microsoft’s Reading Progress or Immersive Reader (if your school uses Microsoft 365). They’re great examples of how AI can support personalised learning and accessibility. And all is not lost if your’re not teaching in a 365 school. Microsoft’s standalone Reading Coach app is a completely free & extremely powerful literacy tool.

 

[Pat Brennan]

Hi Carmel,

Welcome to the course. On Teams, this is most likely a permissions issue as that message usually means your school’s IT admin has restricted who can create new Teams. It’s worth checking in with your Digital Learning Coordinator, they should be able to grant you access or set the team up for you.

Good plan to adjust flipped learning to suit your pupils’ access needs. Giving them the time in school is a good workaround for the lack of access at home.

Agreed also,  Teams is great forcollaboration, it’s a one-stop shop IMO and having everything in one place and being able to co-edit documents can make things much more streamlined

One idea to build on what you’ve outlined could be to explore Class Notebook (A favourite of mine) within Teams. It’s a great way to organise resources, support differentiation, and give pupils a space to reflect or respond.

Finally, your point about the necessity for relevant CPD is well made. I couldn’t agree with you more! If Teams (And indeed the 365 suite  as a whole) is going to be used consistently and effectively, both staff and pupils need the chance to upskill on it.

[Pat Brennan]

Hi Aine,

Thanks for the detailed outline of how you’re planning to use Google Forms this academic year and for sharing the link The Boy in the Striped Pyjamas quiz, a favourite of mine for many years when teaching 5th and 6th. Using quizzes at the end of each chapter (or indeed every few chapters) is a great way to keep engagement high and check for understanding. Also, getting the your pupil’s to create their own quizzesis a powerful way to give them agency and deepen their comprehension.

One idea to build on this could be to pair the quizzes with a short reflective question using Google Forms’ paragraph response, it might prompt pupils to connect the novel to broader themes like empathy or justice, dovetailing nicely with  Development Education themes.

[Pat Brennan]

Hi Ann,

Welcome to the course. You’ve certainly captured the heart of Development Education. I particularly like how you’ve emphasised the role we as teachers play in helping our pupils see themselves as part of a wider, interconnected world, and in nurturing empathy and a sense of global citizenship.

It’s also good to hear that your school is already involved in initiatives like Fair Trade. Such exoeriences make the learning more real and meaningful for pupils. One idea, which I’ve championed numerous times acroos these fora and builds on what you’re already doing, is to reach out and make global classroom connections, possibly  a shared digital project or pen(email)-pal exchange with a school in another country. It can really help pupils see different perspectives and deepen their understanding of  what it means to be a global citizen If  this is a route you would like to take your school is already involved with Green Schools, a next step might be to apply to join their Connected Classrooms initiative for the next academic year.

[Pat Brennan]

Hi Kate,

Welcome to the course. Thanks for outlining the strengths of Google Classroom in a flipped classroom. I agree, the way it supports flexible access to content, self-paced learning, and private communication is a boon for students who might not always feel confident speaking up in class.

I also like how you’ve highlighted the inbuilt tracking features, as youve mentioned, being able to see who’s engaging with the material is particularly useful for planning follow-up.

One idea to build on what you’ve outlined could be to explore using Google Jamboard or Padlet alongside Google Classroom. Both tools are great for collaboration or reflection activities after students have engaged with the flipped content, and also helps keep the learning experience interactive.

[Pat Brennan]

Hi Aisling,

Welcome to the course. It’s great to hear how this module has opened up new possibilities for using Microsoft 365 tools in your SET classroom and as mooted, akin to the adage ‘Hiding in plain sight’  often overlook what’s already available to us, and it’s good that you’re now feeling more confident about embedding tools like Immersive Reader and Dictate in your teaching.

Your point about the limitations of dictation for students with speech clarity challenges is well made and it’s important to recognise that not every tool will suit every learner, we must always be guided by the needs and not the technology. One idea that might help here might be to explore using the Dictate feature alongside Read Aloud or Voice Notes in OneNote. This might give that pupil a bit more flexibility and reduce frustration, particulary if they can record thoughts in their own time and space.

 

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