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Consider one of the AI application examples highlighted and explain how you would introduce this to your pupils.
I would like to introduce Scratch to my 4th class.
Scratch introduces pupils to the foundations of programming:
Sequences (the order of instructions)
Loops (repeating actions)
Events (like when something is clicked)
Conditionals (if/then rules)Scratch is easy to integrate with other subjects like literacy, maths, science and art.
This is how I’d go about introducing them to Scratch.
– Show a short Scratch demo
– Briefly explain Scratch
-Have a guided walkthrough to make the cat move and say hello
-Encourage independent exploration with a challenge such as “Can you make your cat tell a short joke, dance, or move across the screen?”
– Share and reflect by inviting volunteers to show their project on screen
Vikki, I totally agree with you about checking the school’s AUP and GDPR policies. It’s essential to ensure compliance and safeguard students’ data. That’s a very responsible and thorough approach- a step that’s easily forgotten. Covering online safety alongside AI fundamentals, including both its potential and risks, will help students develop a well-rounded and critical understanding- a key part of digital literacy today.
Orla, I also agree with you that Speaker Coach is a very useful tool. I can see myself getting great use from it with my 4th class next year. There are so many benefits. Like you said, it builds student confidence by allowing students to practise presentations in private, reducing the pressure of speaking in front of others. It also enhances language and communication skills, especially for EAL pupils and students with speech or language challenges by helping improve pronunciation, fluency, tone and pacing through repeated, guided practice. Lastly, it’s easy to use and very accessible. It can be used at home or in school with minimal setup.
It empowers students to take ownership of their learning and presentation skills, linking in nicely with UDL principles.Give two examples of how you can use some of the tools identified in this module to improve your own teaching, learning and assessment.
I really liked Diffit. It allows you to generate differentiated reading materials and questions tailored to different reading levels. When covering a topic like climate change or Ancient Egypt, I can use Diffit to create three versions of the same text- simplified for lower-ability readers, standard for the majority, and advanced for high achievers. This ensures that all students access the same content but at a level they can understand, making lessons more inclusive. It also supports assessment by allowing me to track comprehension across ability levels with tailored questions. It simplifies differentiation hugely. I can see myself making great use of it with my 4th class next year.
I also liked Twee. It helps create engaging literacy and language activities such as vocabulary games, comprehension tasks, and grammar quizzes. I can see myself using Twee to generate fun, context-based vocabulary exercises linked to a class novel or topic in SESE. This will make literacy activities more interactive and less time-consuming to prepare. For assessment, I can use the generated questions to check understanding or track progress over time.
I totally agree with your observations about the video of the Chinese classroom, Fiona. It completely unnerved me also and shows how a good thing can go badly wrong, if not carefully monitored. It gives us a timely reminder to pace ourselves with AI, not to use it to excess- like everything really- moderation is best!
This module has opened my eyes to the powerful impact AI can have on teaching and learning. Reflecting on last year’s class, I see how tools like Immersive Reader could support diverse learning needs and truly make a difference in a child’s progress. While introducing new technology takes time, especially to teach students how to use it effectively, whole-class demonstrations on the interactive whiteboard and targeted SET support could help children become confident users. For students who require assistive technology, integrating these tools into their School Support Plans would be a valuable step.
I also love the potential of platforms like Minecraft Education. It has the power to transform traditional lessons into engaging, hands-on experiences that students love. Let’s face it – motivation can be a challenge and using tools that spark curiosity can make all the difference. As well as that, children are already very familiar with Minecraft, viewing it merely as a game to play in their free time. Introducing it to the classroom would definitely gain full engagement!
You raise some really important points, Aidan, especially around over-reliance on AI. While it’s true that AI can be a great time-saving tool, there’s a real danger in leaning on it too heavily—particularly when it comes to assessment. AI can certainly generate quizzes or track patterns, but it lacks the nuance that comes with a teacher’s lived experience and personal connection to students. No algorithm can replace the value of classroom observations, conversations, or the ability to read between the lines of a student’s response.
There’s also a genuine concern around student creativity and critical thinking. If learners become too dependent on AI to generate ideas or complete tasks, they may lose the ability—or even the motivation—to think independently. That’s a huge risk, especially in areas like the arts where originality and expression are key. Moving forward, I think we need to strike a balance: using AI as a tool, not a crutch.
I’ve been thinking a lot about how AI tools are starting to shape the classroom, and it’s clear they’re going to have a big impact on how we teach, learn, and assess students in the future. Tools like ChatGPT and others can really help students by giving them instant feedback, breaking down complex ideas, or even just helping them brainstorm when they’re stuck. It’s like having a learning assistant that’s available 24/7.
For teachers, I think AI can help free up time—especially with things like marking or creating differentiated resources. That could mean more time for actual teaching and connecting with students. But we do need to be careful. There’s a risk of students becoming too reliant on AI, and we’ll have to rethink how we assess learning to make sure it’s still meaningful and fair.
