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This sounds like a great way to combine science, digital literacy, and collaboration. I like how the use of Search Coach supports children in finding reliable information, and giving them a choice of presentation tools helps make the learning more creative. Using Twinkl’s AI quiz and Kahoot for review is a fun way to reinforce key concepts while keeping pupils engaged.
This is a really creative way to bring history to life while developing research and digital literacy skills. I like how the use of AI supports pupils in exploring different perspectives and encourages empathy. The step-by-step structure and prompts make it accessible, and it’s a great example of how AI can enhance historical thinking in a meaningful, age-appropriate way. Thanks for sharing.
Reflection as not a teaching principal: As a school principal, I see the integration of AI into teaching and learning as both an exciting opportunity and a responsibility to approach thoughtfully. While I am not teaching a class directly, I can support and guide the gradual, strategic integration of AI tools across our school in a way that supports our Digital Learning Framework and School Improvement Plan.
One way I plan to do this is by introducing tools such as Teachable Machine and Scratch through structured team-teaching or Digital Learning Team sessions. These tools are accessible, age-appropriate, and align well with curriculum goals around digital literacy, sequencing, and creative problem-solving. I also see value in using AI-supported tools like Twee or Gamma for teachers to create reading comprehension resources and vocabulary activities to support literacy.
As we embed these tools, we will need to support staff with CPD, ensure GDPR compliance, and engage pupils in discussions around responsible AI use, bias, and data privacy. In this way, AI becomes not just a tool—but a topic for critical thinking and digital citizenship.
The lesson idea:
Class Level: Senior Infants / 1st Class
Lesson Title: Teaching a Machine to Recognise Our Gestures
Duration: 20-40 minutes (Broken up with activity and movement- I imagine I would co-teaching for this).
Subject Area: STEM / SPHE (Digital Literacy and Identity)
Tool Used: Google’s Teachable MachineLearning Outcomes:
(1) Pupils will understand that machines can be trained to recognise patterns using data (images or movements).
(2) Pupils will recognise the link between the information we give a tool and the output it creates.
(3) Pupils will engage in group discussion about fairness and accuracy in digital tools.Lesson Steps:
(A) Introduction (5 mins)
Explain what AI is in simple terms: “It’s like teaching a computer how to spot patterns and give answers.”
“You are going to be the teacher today! We’re helping the computer learn — and we’ll see if it remembers what we taught it.”Show short demo of Teachable Machine.
(B) Class Activity (15 mins)
– Pupils in pairs or small groups help “train” the machine to recognise two gestures (e.g. thumbs up vs. thumbs down).
– Pupils pose for each gesture in front of the webcam.
– Teacher guides the data collection.(C) Testing (10 mins)
Try out the model: Can it recognise the right gesture?
Discuss with pupils when it makes a mistake. Why might it be wrong?(D) Discussion (5 mins)
“Why is it important to give exactly what you want the machine to do?”
“What should we do if a machine makes a mistake?”Recap: “We taught a computer using pictures we gave it.” See if they can make links with it…I’d help the children relate to the idea of teaching a computer, I would link it to things they already know:
– Like when they learn by watching someone tie their shoes.
– Like when a toy talks or moves because someone taught it how.
– Like when Mammy or Daddy’s phone answers when they say “Hey Google.”
– Like showing their work to the class so others can learn from them.
– Like playing a guessing game — the more you practise, the better you get.Thanks for sharing this. I think using Scratch in this way makes a lot of sense, especially for a pupil who needs things broken down into smaller steps. The visual nature of block coding is a good match for working on memory and sequencing, and I like the idea of the pupil saying the instructions out loud as they go. That sounds like a useful way to help them hold onto what they’re doing.
Introducing just a couple of blocks to start with, like “when green flag clicked” and “move 10 steps,” seems like a manageable entry point. Adding the “say” block later is a nice way to support the next stage of thinking without making it too complicated. It sounds like a positive and practical plan that could really help the pupil feel more confident over time.
Thank you for sharing this. I found it very clear and practical. I particularly liked how you linked the activity to science by using Teachable Machine to explore living and non-living things. Your step-by-step method and the use of LanSchool Air to support online safety and pupil focus seems very well thought out.
Although our school is also a Google School, I realise (Now!) that I have not yet made full use of the Google Workspace tools available to us. Your post has encouraged me to reflect on how we might use these applications more effectively to support teaching and learning. I also appreciate your emphasis on modelling, gradual release of responsibility, and building in time for pupil reflection. These are helpful reminders as we consider how best to introduce AI concepts in a way that is meaningful and age-appropriate. Thank you again!
One AI tool I would prioritise introducing to pupils is Teachable Machine by Google. Its simplicity and visual interface make it an ideal starting point for introducing the concept of AI to primary pupils in a fun, age-appropriate way. From a principal’s perspective, I would see its introduction as a whole-school initiative during our Digital Learning time or as part of STEM weeks. Teachers could lead short sessions where pupils train the machine to recognise sounds, images, or poses—allowing them to understand how AI learns from data and improves through repetition.
This kind of exploratory learning fosters digital curiosity while also offering a clear opportunity to address ethical questions such as bias in data, privacy, and responsible use. Importantly, it connects well with strands in the Primary Curriculum Framework (2023) under “Being a Digital Learner” and the Wellbeing strand’s focus on media awareness.
In introducing AI, our school would take a scaffolded and reflective approach, offering CPD to staff, involving parents where appropriate, and ensuring alignment with our Digital Learning Plan. Pupils deserve not just to use AI—but to understand it.
Part 1
I can see how I might use two tools from this module—Diffit and Speaker Coach—to improve teaching, learning, and assessment in a school setting:(A) Diffit offers tailored support for differentiation by adapting reading materials to suit a range of learning levels. This could be particularly beneficial for our pupils with literacy difficulties or those learning English as an additional language. It also supports assessment by helping to gauge comprehension levels more accurately.
(B) Speaker Coach provides real-time feedback on elements such as pace, tone, and the use of filler words during presentations. This could support pupils in building communication and oral language skills while offering teachers another form of formative assessment.
Both tools are practical and accessible, and they align with curriculum goals such as developing literacy, self-expression, and learner confidence.
Part 2
While I do not currently have a class myself, I see clear potential for these tools to support classroom teaching and learning in meaningful ways. Tools like Diffit and Speaker Coach could help teachers meet the diverse needs of pupils, support inclusive practice, and streamline preparation time. From a whole-school perspective, any integration of AI tools would need to be gradual, manageable, and guided by our Digital Learning Plan, with clear structures for staff support and Board of Management oversight.In light of our own school’s assessment outcomes—particularly around comprehension and vocabulary—there may also be value in exploring additional tools such as Gamma and Twee. These could offer creative and engaging ways to support vocabulary development, narrative structure, and reading comprehension.
This module has given me valuable insight into how AI can be purposefully used to enhance teaching, learning, and assessment—not just through individual tools, but through a strategic, well-supported approach to digital integration.
Thank you for sharing these thoughtful choices. I agree that Speaker Coach could really free you to focus on content while offering pupils clear, objective feedback on their delivery. Piloting it with a small group in 6th Class sounds like a great way to see its impact before rolling it out more widely.
I also like your plan to use Gamma for presentation frameworks—it makes sense to start with an auto‑generated outline and then tailor it to our pupils’ interests. Your combination of Twee, Maths School, and Diffit covers a broad range of needs, from comprehension to personalised maths challenges and literacy support.
As principal, I’d be happy to organise a short staff workshop where we can demo/play with these tools and share practical tips. This would help colleagues feel confident experimenting and ensure we have the structures in place—such as device access and training—to make these tools work effectively for our learners.
Thanks for sharing your reflections, “fellow Clare”. I plan to trial Gamma and Twee, if possible, with a small group first to see how they might support teaching and learning in our own context. I’ll also look at how best to introduce these tools to staff in a manageable way, with clear examples and support. There’s great potential here, but the rollout needs to be practical and focused.
Thank you for your honest and balanced response. I think many teachers will relate to your mixed feelings about AI in the classroom. The video from China stood out to me too. It seemed to raise important questions, and I how some context may have helped us to understand its purpose better.
I really liked your focus on the positive possibilities. Immersive Reader sounds like a great tool, especially if it helps pupils who struggle with reading to work more independently. It is also helpful to know that it is easy to use and quick to set up.
Your ideas around assessment are also interesting. Creating quick quizzes and giving pupils the chance to design quizzes for each other could be a fun and engaging way to review learning.
I agree that we will need to think about access to devices and also about learning how to use the tools ourselves. Starting small and learning together might be the best way forward.
Thank you for this thoughtful insight. It really highlights how AI can be meaningfully integrated into the classroom to support the needs of diverse learners. Your examples of Immersive Reader, Minecraft Education, and Google Forms are very relatable and show how technology can meet pupils where they are, without compromising creativity or connection. I think this is a message that will resonate with many of my/our teaching colleagues. AI is not about replacing what we do as educators, but enhancing it, especially in areas such as differentiation, pupil engagement, and quick formative feedback.
From a whole-school perspective, this also gives us something to reflect on when considering how we might introduce or expand the use of these tools across the staff. Not everyone will feel confident exploring AI straight away, but peer examples like yours can help build understanding and spark interest. I agree that maintaining balance is key. Technology should serve good teaching and learning, not overwhelm it. Your post helps to illustrate what that balance could look like in practice.
As a principal, I see enormous potential for AI to transform teaching, learning and assessment in our school. One of the most immediate benefits is AI’s ability to support personalised learning. Tools like intelligent tutoring systems or platforms such as Century AI and Immersive Reader could help pupils work at their own pace, while also identifying gaps and responding with tailored support. This could be a valuable resource in meeting the increasingly diverse needs within our classes.
AI also offers time-saving benefits for teachers—streamlining administrative tasks, supporting planning, and even generating differentiated resources. This frees teachers to focus more on direct engagement and creative instruction. From an assessment perspective, AI can assist with formative assessment, offering instant feedback and helping us make more informed decisions about learning needs.
However, keeping my principal hat on, implementation must be carefully managed. Ethical considerations, data protection, and staff training are critical. As the school manager, I’ll, along with the ISL team, need to lead discussions with staff and the Board of Management to ensure we adopt AI responsibly and with clear oversight. There’s potential for great benefit, but only with thoughtful, guided use.
As a principal, this module has encouraged me to reflect on the significant potential of AI tools within the primary classroom. As I work to support colleagues in managing increasing demands, I’m particularly interested in the practical applications of AI to ease teacher workload, enable quicker generation of differentiated resources, and provide creative and efficient ways to enhance planning, teaching and assessment. With a growing range of pupil needs and increasing complexity in classrooms, the capacity of AI to assist with personalising learning and offering timely feedback is noteworthy.
However, as school leader, I also recognise the importance of a cautious and informed approach. Ethical use, data protection, and the accuracy of outputs must be carefully considered. Board of Management approval will be required to formally integrate AI tools into our wider digital learning strategy, and it is my responsibility to provide sufficient information to ensure they have meaningful oversight of its use within the school. This is an important first step in that process.
Vikki- I really connected with your comment about the sense of guilt or pressure to create everything from scratch. It’s something I’ve felt too when I was teaching a class. This module has definitely shifted my perspective. It’s helped me see how AI can support, rather than replace, our professional judgement and creativity. I think your point about AI helping with differentiation is very important. We’re constantly juggling a wide range of needs, and it’s encouraging to think that AI might help us tailor learning more effectively, especially when time is limited. I also hadn’t thought much about AI for formative assessment until now. Being able to track progress and give instant feedback sounds like a great way to support students more consistently. Like you, I agree that careful monitoring is key, but I’m feeling more open to exploring how AI can genuinely enhance our practice.
