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Assessment & AI Keith Quille presentation to FET QA and TEL 

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Assessment & AI Keith Quille presentation to FET QA and TEL 

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https://tippsouthvec-my.sharepoint.com/:v:/g/personal/johnheffernan_tipperaryetb_ie/EcKpp9LgqSRKn8qkwLBOyj0BoIN3Oop71gJAiGslwnVS5A?e=2cpVwt

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https://www.ai4t.eu/resources/

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https://digitalpromise.org/webinars/listening-sessions-ai-and-the-future-of-teaching-and-learning/

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https://transcend.substack.com/p/how-ai-will-change-education-part?

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Hi there! Alberto here, from Madrid this week.

The Transcend Newsletter explores the intersection of the future of education and the future work, and the founders building it around the world.

We welcome 230 new readers to the newsletter since our last post. If you love reading about the future of education and work, hit the ❤️ button and share it with your friends!

In the future, AI will act as our personal tutor, mentor and coach, providing us with tailored feedback and recommendations.

AI is going to change the way we learn and absorb information. It will customize learning programs to our own individual strengths and weaknesses. And it will make learning more engaging and efficient.

Overall, AI will make learning more effective.

This is already happening. AI is being used to create personalized learning experiences, to identify students who are struggling and provide targeted support, and to create new ways of assessment.

Here's how.

Automated Essay Scoring: One of the most promising applications of AI in education is automated essay scoring. This technology uses machine learning algorithms to grade essays according to pre-determined criteria. One of the benefits of automated essay scoring is that it can provide immediate feedback to students. This is especially useful for students who are struggling with writing.

Tutoring Systems: Tutoring systems are another promising application of AI in education. These systems use AI to provide personalized instruction to students. One of the benefits of tutoring systems is that they can be used to provide personalized instruction to each student. This is especially beneficial for students who are struggling in school.

Learning Analytics: Learning analytics is the use of data to understand and improve learning. Learning analytics can be used to track student progress, to identify students who are struggling, and to understand the factors that lead to success in learning.

OK LET ME STOP YOU THERE.
You've likely been reading for the last few minutes my arguments for why AI is going to change education. You may agree with some points, disagree with others...

Only, those were not my words.
An AI has written every single word in this essay up until here.
The only thing I wrote myself was the first sentence: Artificial Intelligence is going to revolutionize education. The images too, everything was generated by AI.

Crazy, isn't it?

I used Lex, a word-processing tool that incorporates GPT-3 to generate new paragraphs or sentences based on previous information you fed the AI. In my case, all I needed was the first sentence of this piece.

I've been playing around with a lot of AI tools as an exploration of how AI can impact education, so I'm sharing some of my early learnings.

AI could have a massive impact on education, of course.

But let's start with the basics - what does AI enable for us as humans?

AI enables creative discovery. The most interesting use case for AI in my writing today wasn't writing the newsletter in full. In fact, I find the first paragraphs of this essay quite boring. Instead, I use it to finish sentences or generate a new paragraph, and see if I like the ideas it's sharing with me.

Nathan Baschez, the creator of Lex, hit the nail on the head here - he writes " AI is already incredibly good at priming us while we're writing. It can show us the way towards ideas that are adjacent to those we're currently exploring, much better than we could see on our own "

AI substitutes manual tasks that are prone to human error, and enables humans to complete more creative, complex tasks.
But AI won't replace humans' creative thinking
The first few paragraphs of this essay make sense grammatically.

But they are boring. They are exactly what's wrong with AI - it uses others' work to regurgitate new sentences, and that doesn't always make for new or unique angles. That's what humans, as creative brains, are there to do - to find interesting angles never written, represented or thought of before!

Humans and AI act like Batman and Robin: our creative minds will always be Batman, while AI excels at being our Robin. Robin offers new perspectives and advice, but isn't making the creative final decision.

Great artists, teachers and writers, are here to stay. If anything, AI should help them dive deeper into their creativity. Human augmentation, not automation!

Given these core ideas, I think there are some clear applications for AI in education. Many are influenced by the great replies to my tweet yesterday (thank you all who suggested startups, and please keep them coming!)

AI to foster creativity: tools like the one I used today help writers think of new ideas at every point in the writing process (outline, first draft, writing, editing). This can be applied to so many aspects of the creative process, like music production, design, painting, and so much more!

AI Rethinking Grading and Assessment

AI to rethink grading and assessment: so much of the teachers' days are spent on tasks outside of teaching, and new tools aim to give them back their time by streamlining the grading process:

AI to surface the most relevant information: many individual learners who don't have access to educators or support staff will use conversational AI tools to support their own learning journey.

AI as a digital coach: technologies like natural language processing allow AI to enter our learning process as a "digital coach" for complex tasks.

I am (and as most of us are) still learning about the implications of AI in our lives, and how it will impact education specifically. We are also exploring the negative consequences when student data is misused.

In this Part I, I wanted to show you a glimpse of how AI can enable human thinking and creation, and surface some existing use cases.

Part II is yet to be written, but I would like it to include perspectives from real experts and operator, not just cheap talk from thought leadership articles. Please reply to this email suggesting the names of experts you'd like to hear from in our Part II!

The future we have described here may sound dystopian to you, but I find it very hopeful. I want to believe in a world where we use technology to augment our creativity, rather than substitute us. And today, I felt augmented! Thank you, AI.

If you are building applications for AI in education, we want to hear from you! Reply to this email and tell me more about it!

🏢 The shift from Jobs to Skills-based organizations - Read more on Forbes.

🤖 How can AI help in disrupting EdTech - Read more.

🎮 China emphasizes education, sci-tech, talent in modernization drive. Read more.

Thank you for reading!

Did you enjoy reading this piece?
Hit the ❤️ button to help us reach more awesome people like you!

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How AI will change Education: Part I 🤖 Transcend Newsletter #59

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Hi there! Alberto here, from Madrid this week. The Transcend Newsletter explores the intersection of the future of education and the future work, and the founders building it around the world. We welcome 230 new readers to the newsletter since our last post.

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The AI future for lesson plans is already here

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The AI future for lesson plans is already here

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https://www.aare.edu.au/blog/?p=15151

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Another of our intermittent blogs during the #AARE2022 conference. If you want to cover a session at the conference or want to respond to something you've heard, please email jenna@aare.edu.au to check in. Thanks!

George Siemens gave the 2022 AARE conference keynote speech yesterday morning and the takeaway was this: artificial intelligence (AI) is already changing education in Australia whether we're ready for it or not. He went on to suggest that unless we're mindful we, as researchers and teacher educators, may not have a seat at the table in deciding what the future of education will look like. This blog post is about the future of AI-generated lesson plans and how we might think about this development today and into the future. Think of it as a concrete case study of exactly what George was talking about this morning where the conclusions might apply to other areas of education
What do today's AI-generated lesson plans look like?
AI-generated lesson plans are already better than many people realise. Here's an example generated through the GPT-3 deep learning language model:
A lesson plan for English for teaching 16 year old students about the idea of "juxtaposition" within Romeo and Juliet. Output from GPT-3 (verbatim, with formatting provided by the algorithm): Background Juxtaposition is the act of placing two things side by side, often for contrast. In literature, authors often use juxtaposition to create a certain mood or atmosphere, or to emphasize certain qualities of a character or situation. In Romeo and Juliet, Shakespeare uses juxtaposition extensively to contrast the two lovers and their families, the Montagues and the Capulets. He also uses juxtaposition to contrast the tragic events of the play with the light-hearted moments. Objectives By the end of the lesson, students will be able to: - Understand the concept of juxtaposition - Identify examples of juxtaposition in Romeo and Juliet - Explain how juxtaposition is used to create mood and atmosphere in the play - A copy of Romeo and Juliet - A whiteboard and markers - A teacher-created handout with examples of juxtaposition from the play (optional) 1. Introduce the concept of juxtaposition to the class. Explain that authors often use this literary device to create contrast and emphasize certain qualities. 2. Ask the students to think of an example of two things that are often juxtaposed. Write some of their responses on the board. 3. Tell the students that they are going to be looking for examples of juxtaposition in Romeo and Juliet. Explain that they should pay attention to how the contrast created by the juxtaposition contributes to the mood and atmosphere of the play. 4. Give the students time to read through the play, or assigned sections of the play if time is limited. As they are reading, they should be looking for examples of juxtaposition. 5. Once the students have finished reading, ask them to share the examples of juxtaposition that they found. Write these examples on the board. 6. Finally, ask the students to explain how the juxtaposition affected the mood and atmosphere of the play. What did it emphasize about the characters or the situation? Extension Activity Have the students find additional examples of juxtaposition in other works of literature, or in everyday life. They can share their examples with the class and explain how the contrast created by the juxtaposition contributes to the overall effect.
Imagine that you'd set a task for a class of second year Bachelor of Education students to create a lesson plan with that same prompt. How do you think the AI response would compare to some of your students?

Anybody can generate their own lesson plans for a year level, subject area, and topic that interests them with a similar prompt: https://beta.openai.com/playground
Some concerns
It is trivially easy to generate useful lesson plans using this technique. One obvious upshot is that setting assessment tasks for any students in initial teacher education that involve them creating lesson plans isn't a great idea any more-it's too simple for them to generate one. Yet there are new opportunities that arise:

Why not get students to generate a few lesson plans, look at the patterns, and write something about the essential structure of this thing that we call a 'lesson plan'?

Why not get them to take a generated lesson plan and improve it, annotating the reasons why their changes have made it better?

Another legitimate concern that arises is that inservice teachers might start to use the next generation of AI-generated lesson plans (which will undoubtedly be an order of magnitude more powerful) without critique-or worse, that some jurisdictions might actually request that teachers use such an approach in future.
A word that we need to look to is "design"
The issues raised by AI regarding lesson plans and in many places in education too can be addressed by consideration of design. When design in education is done well (whether that's learning by design, design thinking, co-design, or within the subject area named "design") it always places an emphasis on two things:

Authentic problems: such that the learner must always construct an interpretation of the problem before they can address it

Process and rationale such that the output that the student produces is impressive only if their process and rationale support what they've done.

When assessments follow these two ingredients then educators can give students free rein to use whatever tools they have at their disposal. The adoption of AI stops being a concern. When students are being assessed through their process rather than their output, students can use whatever tools are available. The challenge is integrating use of such tools into solving problems through collaboration, critical thinking, cultural understanding, and creativity.
Design as a response to "what should be taught"
George Siemens concluded his presentation by suggesting a list (controversially) of what should be taught in the context of an AI future. A summary/interpretation of his key points of what we should be teaching is:

Beingness: what it means to be human in the world, the interconnectedness of all things

Systems thinking: how systems change and what complexity is about

Technology and how to use it: machine learning and data literacy, computational thinking, collaborating with non-human intelligences

Increasingly, design has become a part of education: design for learning, learning by design, thinking, and so on. The epistemic fluency to design using computational tools in a way that enriches material life and human culture is at the root of all three of these areas.

For any subject area, teaching using a design approach shifts the focus from knowing content to knowing process. It becomes less about how to get from A to B in a straight line and more about knowing how to frame problems, use tools, and communicate outcomes. More design in education provides one way of responding to this increase presence of AI in education, whether we're ready for it or not.

It might even provide a response to George's provocation about McKinsey, Deloitte, or Microsoft trying to get in on a slice of the education sector. Education conceived as design-process rather than output-prioritises the humans involved in the enterprise and makes it harder to sideline educators.

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The AI future for lesson plans is already here

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Another of our intermittent blogs during the #AARE2022 conference. If you want to cover a session at the conference or want to respond to something you've heard, please email jenna@aare.edu.au to check in. Thanks! George Siemens gave the 2022 AARE conference keynote speech yesterday morning and the takeaway was this: artificial intelligence (AI) is already changing education in Australia whether we're ready for it or not.

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https://docs.google.com/presentation/d/e/2PACX-1vSi-yOgyJOB4lfsXRjJNQQxQhBJCdQnhxGzLvZmqNUe9hLZv5K-uCo1PoAoVpU4SJuNFVA-0scJRdbQ/pub?start=false&loop=false&delayms=3000&slide=id.p1

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Artificial Intelligence AI A DISCUSSION FOR EDUCATION Updated: March 2023 Christina DiMicelli MrsDi – Twitter / Mastodon UPDATED Mar 7, 2023

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ChatGPT, Chatbots and Artificial Intelligence in Education

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ChatGPT, Chatbots and Artificial Intelligence in Education

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https://ditchthattextbook.com/ai/?fbclid=IwAR2N_rrmbe5ofmihcQBcCHjY9k19f-LCk5JberQT9EyGKak5lephCGPk1Jg

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Now, we're wondering ...

Calculators.
Search engines.
Google Translate.
Wikipedia.
PhotoMath.#ChatGPT.

They disrupt traditional teaching.

We adapt. Education evolves forward.

Blocking them isn't the answer.

Making education more relevant is.
- Matt Miller (@jmattmiller) December 14, 2022

Jump straight to a section (click a button below):

⭐️ Add thoughts, ideas, resources in the comments at the bottom! ⭐️

Define: ChatGPT, GPT3, chatbots, and artificial intelligence.

These are some of the important things to understand as we wrap our brains around what this is and how to navigate it in the classroom.

I'll do plenty of my own human thinking and reasoning, but for the purposes of information, I'm going to let ChatGPT give us working definitions to use:

1. ChatGPT, what are you?

I am an artificial intelligence assistant trained by OpenAI to help answer questions and provide information on a wide variety of topics. I am not a physical being, but rather a program that is designed to process and generate text based on the input I receive. My primary function is to assist users like you by providing information and answering questions to the best of my ability. I have been designed to have a conversational style and can understand and respond to natural language input. I do not have personal experiences or feelings, and my responses are based solely on the information and knowledge that has been programmed into me. Is there anything else you would like to know?

2. What is GPT3?

GPT-3 (Generative Pre-trained Transformer 3) is a language generation model developed by OpenAI. It is a neural network-based machine learning model that is trained on a large dataset of text data to generate human-like text. GPT-3 has the ability to perform a wide range of language tasks, including translation, summarization, question answering, and text generation. It can be fine-tuned on specific tasks or used to generate text in a more general sense. GPT-3 has received a lot of attention due to its impressive performance on various language tasks and its ability to generate human-like text.

3. What is a chatbot?

A chatbot is a computer program designed to simulate conversation with human users, especially over the Internet. Chatbots are often used in customer service, marketing, and other areas where being able to communicate with customers or users in a natural, human-like way is important. Chatbots can be programmed to understand and respond to specific commands or questions, or they can be more general and able to hold a conversation with users on a wide range of topics. They can be integrated into websites, messaging apps, and other digital platforms, and they can be programmed to use natural language processing (NLP) techniques to understand and respond to user input. Chatbots can be very useful for automating tasks and providing quick responses to frequently asked questions, but they are not as advanced as some other artificial intelligence (AI) systems and may not be able to hold more complex or nuanced conversations.

4. What is artificial intelligence?

Artificial intelligence (AI) refers to the ability of a computer or machine to perform tasks that would normally require human intelligence, such as learning, problem-solving, decision-making, and more. There are several different approaches to building AI systems, including machine learning, where a system is trained on a dataset and can improve its performance over time, and rule-based systems, where the system follows a set of predetermined rules to make decisions. AI can be applied to a wide range of areas, including natural language processing, image and video recognition, robotics, and more. The goal of AI research is to create systems that can perform tasks at least as well as, or ideally better than, humans. AI has the potential to revolutionize many industries and transform the way we live and work, but it also raises important ethical and social questions.

What are the implications for the classroom?

As soon as the genie was out of the lamp, so to speak, there were effects of ChatGPT and AI on teaching and learning. Whether we felt those impacts right away or not, as soon as it was released, things have the potential to change. Below, we'll talk about ChatGPT in particular, but know that this is just the first one ... and we're thinking long-term about new products to come later.

1. Students can use ChatGPT to do their assignments.

There. I'll just say it clearly and plainly since we're all thinking it. For lots of assignment types (not all of them!), students can ask ChatGPT to do the work for them. They can copy/paste the work into a document or your learning management system and submit it.

2. TurnItIn and other plagiarism checkers can't catch it.

What ChatGPT creates is an original work each time you ask it. It creates something new every time you ask, and its responses are not in the databases of plagiarism checkers. ChatGPT doesn't keep a log of responses it creates, and even if it did, I'm thinking OpenAI (creator of ChatGPT) has no incentive to make all of that available to plagiarism checkers. (Even if it did, the processing power necessary to query that database would be enormous.)

Some people will, undoubtedly, try to find ChatGPT detectors to track down students using it (in a similar way to plagiarism checkers). You may find them. I found one on social media called GPT-2 Output Detector Demo. It's a demo, so it's not a finished product. It's based on GPT2 technology (which is a predecessor to the GPT3 technology that ChatGPT is using as of the writing of this post).

Also, it can be wildly inaccurate. I copied a blog post I wrote into it and it identified it as 92.54% chance of being real. I copied something out of ChatGPT and it identified it as 99.98% chance of being fake. ("Fake," being the term for "written by a bot.") A poem ChatGPT created for a friend, however, was flagged as real.

Beware of using detectors as your way of dealing with this.

They're not reliable. And this approach isn't the long-term solution to helping your students become modern learners.

3. Schools and districts will try to block it, but that won't stop much.

Immediately, IT admins are going to have to decide if they want to block ChatGPT with their internet firewalls. And lots of them will indeed block it. If they do, I hope they don't think that they've solved the "problem" they think they have on their hands.

First of all, blocking ChatGPT on the school's network won't do much. Sure, students won't be able to access it with their school devices on the school network. But did you know that students have cell phones? Phones that operate on a cellular network that the school can't control? They can run to the bathroom, sit in a stall, ask ChatGPT for answers, copy them to a document, come back to class, and transfer the text on that document into their assignment and turn it in. (They can do that at home, too. Or on the bus. Or quietly under the desk in the classroom.)

Whether to block ChatGPT school-wide is still a decision schools and districts have to make.
The bigger decision is: what will teaching and learning look like going forward now that this technology is available?
(Check out the section below called, "Should we block it or try to ban it?")

4. ChatGPT and forthcoming chatbots like it have their limitations.

When you load ChatGPT for the first time, it even tells you what some of its limitations are. Here are a few that it states -- and some others to be aware of for schools/classrooms:

It may occasionally generate incorrect information. As of publication of this post, it's still in "free research preview." That means it's an imperfect product that they're trying to improve.

It may occasionally produce harmful instructions or biased content. Any artificial intelligence is as good as the dataset it's drawing from -- and how it uses it. It has to make judgment calls just like humans do. Bias exists in judgments. It's still learning how to work with and eliminate its bias.

It has limited knowledge of world and events after 2021. Think of its dataset in a sealed box. It isn't drawing from current events. It can't pull anything from social media. It can't even search the active internet.

It won't make ethical decisions for you. I've asked it a few things where it has to make decisions based on morals, ethics and personal values. It has declined, explaining that that's beyond the scope of what it's trained to do.

I've heard that it struggles to do math sometimes. I admit this is a really, really subjective thing to include with very little to back it up. I keep seeing posts on social media about this. Take this for what it's worth to you.

5. School/class uses of ChatGPT, chatbots, and AI aren't all bad.

Lots of teachers are making judgment calls about the use of this new technology, and many are concerned about its immediate impacts. Here's the truth: it'll make lots of teachers reconsider some types of assignments they'll assign going forward. Hey, they don't want to know how a bot will respond to their prompts, questions, and assignments. They want to use it to gauge learning in a human being. It makes sense.

But let's put it this way. There are some really, really mindless, terrible writing prompts out there ... and math worksheets ... and project assignments. If we're looking long-term, this technology will eventually start to push some of those terrible assignments out and force us to come up with something new. It'll probably be painful, and many of us will probably hate parts of the process. But in the end, we will evolve to something better.j

Also -- just like we did with the calculator, Wikipedia and Google searches -- students and teachers will find productive, meaningful ways to use this new technology for teaching and learning. (More on that below.)

6. Students will have to learn how to navigate life with AI.

Big picture, this is a shift students will deal with for the rest of their lives. Artificial intelligence will continue to get better and better. This version of ChatGPT is the weakest, most rudimentary artificial intelligence of its kind our students will ever use. My friend Holly Clark called it the "Commodore 64 of AI" -- a technology that was revolutionary at the time but is now seen as antiquated and obsolete.

Students will have to wrestle with questions of humanity -- what sets us apart as humans? When should AI be used, and when shouldn't it be?

They'll wrestle with questions of obsolescence -- what can I do that AI can't do? How can I do my best to be sure my work, my passions, my place in this world isn't replaced by artificial intelligence?

They'll wrestle with ethical questions -- how can AI use be fair, equitable, unbiased, good? What happens if it gets in the hands of bad actors? How can I make sure I'm using it in an ethical way?

How do I teach class tomorrow knowing this exists?

Now we know there's an AI product that students can use to do their assignments. And we can't block it. And maybe we feel powerless.

What do we do tomorrow? How do we write lesson plans knowing that this exists -- so that students continue learning right now and don't just turn in answers from a bot?

Consider this your "break glass in case of emergency" section.

1. There's no shame in using paper and pencil -- for now.

I don't think this is the right answer long-term. But in this section of this article with the green background, we're talking about how to weather the storm TODAY until we understand what to do next.

If we close up the computers and ask students to write something on paper, we know it's being generated by their own brains. If you have a crucial essay that needs to be written -- and you're not ready to re-imagine the education system and innovate teaching today -- this can help you survive tomorrow.

But please ... please, please, please ... please do not plan for the long-term like this. This AI technology isn't going away, and its effects will be sprawling and widespread.

2. Make use of collaborative learning and discussions.

When Google Translate started growing, it made people ask questions like we are with ChatGPT. Do I need to learn a language? Then, we learned, if we want to have a true conversation with another human and build relationships, we can't do that effectively by typing everything into Translate. (Even though 90 Day Fiance tried to prove otherwise.)

When students discuss, they do so from their own working and long-term memory. Sure, they can look up quick answers, but to carry on a conversation, most of the work comes from their own thinking. After a discussion, students can recap the discussion and share their reflections about it ... and that's much harder to do with a bot.

Collaborative learning can have these kinds of benefits, too. When students work together, even if they're pulling information from Google or Wikipedia or ChatGPT, they're still talking about what they got, if it fits, how to organize it, how to communicate it effectively, etc.

3. Have students make creative demonstrations of learning.

There's so much benefit from classroom creativity that goes beyond trying to beat an AI chatbot. Creativity in learning can help students with motivation. It can help them make use of their own unique talents and skills. It can help them feel seen and heard and noticed.

When students take what they've learned -- or information they've found from other sources -- they're engaging in elaboration. And that's a good thing.

"Elaboration in learning involves meaning-enhancing additions, constructions, or generations that improve one's memory for what is being learned." ( via ScienceDirect)

Take what you've learned (or gathered). Organize it. Make something with it. And while you do that, you're better understanding what you have.

4. Use retrieval practice, brain dumps, and other memory strategies.

Retrieval practice is the idea of strengthening your long-term memory by recalling everything you can about a specific topic. It seems too easy and too good to be true, but it's been backed by cognitive science for decades. This is a study strategy that helps students strengthen what they've already learned and reflect on what they are learning.

Students can do a "brain dump," where they recall (on paper, verbally, in a document, etc.) everything they know about topics like:

What do you remember from class yesterday?

What do you remember about (this topic) we studied a week ago?

What do you remember about (this topic) we studied last semester?

What do you know about (this topic) we haven't studied yet?

What do you know about (this person)?

What do you know about (this very broad topic)?

What do you know about (this narrow subtopic)?

Brain science (much of which can be found at RetrievalPractice.org) tells us at that these brain dumps build long-term memory the best when they are ungraded. They're a study skill, not a formative assessment.

These memory strategies focus on what students have already learned, and they're pulled from student memory -- not from an AI bot.

If teachers aren't ready to embrace AI, how can they teach without students using AI to cheat? It is important for teachers to be aware of the potential for students to use AI to cheat and to take steps to prevent it. One way to do this is to use methods of assessment that cannot be easily cheated, such as open-ended questions or projects that require original thought and creativity. Teachers can also use tools such as plagiarism detection software to check for copied content in student work. In addition to preventing cheating, it is also important for teachers to educate their students about the appropriate and ethical use of AI. This can include discussing the potential risks and consequences of using AI to cheat, as well as the importance of honesty and integrity in academic work. Ultimately, it is important for teachers to stay up to date with the latest technologies, including AI, and to be proactive in addressing any potential issues that may arise in the classroom. This may require teachers to seek professional development opportunities or to collaborate with others who are more familiar with AI.
Source: ChatGPT via chat.openai.com (2022)

Can I use this as a tool for teaching and learning?

The answer here, I believe is: ABSOLUTELY. The longer that AI and tools like ChatGPT are around, the more that teachers will try new teaching and learning strategies with it.

The more that teachers try new things and share them widely, the more that the educator community will move forward with new ideas. In short: we will figure this out together, even though it will take some time.

But ... what will it look like?

Here are some ideas, brainstormed by me (a human), by others (with citations provided) and by the bot (because, why not ask it too?).

ChatGPT doesn't just write your students' essays for you.

20 ways ChatGPT can help you teach/learn

🧵 /startthread

1. Ask ChatGPT to write your lesson plans. (Or at least to get some new ideas.)
- Matt Miller (@jmattmiller) December 19, 2022

1. Use it as a more complex, nuanced source of information than Google.

During conversations with students and in-class discussions, we can ask ChatGPT (and other tools like it) to provide us the information we need to drive a conversation forward. The bot's response isn't the first and last word in the conversation. Rather, it just provides details that we can use to discuss a topic.

2. Use it to provide students access to lots of good examples.

Think about how musicians and artists develop their style. They copy their mentors. They take their favorite influences and emulate them. Artists take a canvas to an art gallery or the park, and they paint what they see.

I keep remembering this quote from fashion designer Yohji Yamamoto, which I learned about through Austin Kleon's book, Steal Like an Artist:

"Start copying what you love. Copy copy copy copy. At the end of the copy you will find yourself." -- Yohji Yamamoto

This is also the benefit of being well-read. When students see enough good examples, they start to know what to expect of good writing. Good reasoning. Good logic. They see the hallmarks of it and they can emulate it ... much like a writer or painter emulates the greats.

Artificial intelligence can give students unlimited good examples. (Note that I didn't say "great" examples, but "good.") Ask it for an essay about a certain topic. Then ask it again and it'll give you something different. Then ask it again. Then ask for a slightly different version, specifying something you'd like to see.

When it's time for the student to create something of their own, much like an artist or musician studying the greats, the student will draw from the examples they've seen.

3. Use it to remix student work.

Students create something for class: a story, an essay, a poem, a recap of something they've learned. Then, they can ask ChatGPT (or a similar tool) to remix it for them.

My favorite example to date of this comes from Donnie Piercey, a fifth grade teacher and the 2021 Kentucky Teacher of the Year. He took a student story and asked ChatGPT to remix it as a nursery rhyme, a soap opera, a sea shanty, and a children's book -- with suggested illustrations! Listen as he tells the story in the video below.

When students see how their work has been remixed, it can open them up to new opportunities.

4. Ask it for definitions (on a variety of levels).

If you need a concept explained or defined, ChatGPT (or a similar tool) can provide that explanation -- and do it in as detailed or simple a manner as you'd like.

On episode 99 of the Partial Credit Podcast, Jesse Lubinsky shared that he asked for a definition of "faith" in terms a child would understand. That helped me realize that it can give definitions, descriptions, and explanations -- we expected that -- or it can level them up or down in complexity however we ask.

5. Ask it for feedback for student work.

We know that one key aspect to effective feedback is that it's timely. With traditional paper-based work, students turn it in and must wait for teachers to grade it -- and return it! -- before they can see feedback. Lots of edtech tools are letting us get feedback to students more quickly -- whether automated or through direct communication with a teacher or classmate.

ChatGPT (or a similar tool) can be another source of feedback. When students finish a written work, they can copy/paste their work into ChatGPT and ask how they can improve their writing. For example, I copied one of my blog posts into ChatGPT and simply asked how I could improve it. It gave me a list of five suggestions, including transitional phrases, adding more examples, and breaking it up into shorter paragraphs. (Better start a new paragraph now ...)

Of course, it's up to the student -- and based on what the student has learned about writing -- to decide whether to implement the advice and how.

6. Ask it to do some teacher tasks for you.

Ask ChatGPT (or a similar tool) to write some lesson plans for you. Or some questions for a quiz. Ask it for some jokes about your content so you can slip those into class. Of course, you don't have to use everything that it provides you verbatim. But it might give you a starting point you can modify -- or if you already have something, it can give you ideas to improve.

7. Add it to the "think pair share" thinking routine.

Augmenting the think-pair-share with ChatGPT could be one of the biggest tech-enabled leaps in pedagogy:
* Think
* Pair
* ChatGPT
* Pair
* Share
- Sarah Dillard (@dillardsarah) December 5, 2022

I love this line of thinking from Sarah Dillard (Twitter: @dillardsarah), and if you click on it and look at the whole thread, she explains it more. Students think about a prompt, then discuss it with a classmate. Then they do any searches they want on ChatGPT. They pair back up to discuss what they've found. Then they share with the class.

Using ChatGPT and AI doesn't have to be THE way we teach certain things, but it can add important steps to existing frameworks.

8. Grade the bot.

Jen Giffen (Twitter: @virtualgiff) talked with her high school-aged students about the use of AI and tools like ChatGPT. (We talked on the phone. You'll see that the phone call sparked lots of ideas!) After that conversation, she suggested this idea:

Give a writing prompt to ChatGPT (or a similar tool). It could be a different writing prompt than you'll give your students. Read the essay that the bot creates for you.

Then, give the students the rubric you'll use to grade them and ask them to grade the response from the artificial intelligence.

This helps students to be reflective about the grading process -- and about their own writing process. When students get grades on their own work, it's easy to take it personally -- or to dismiss it because it makes them feel like they've messed up a lot. But when they critique the work of a bot that doesn't have feelings, it eliminates a lot of those emotions.

9. Debate the bot.

This came from that conversation with Jen, too, and she said she's seen this one shared on social media a lot.

Let students (as individuals, in pairs or small groups, or even as a whole-group activity) debate ChatGPT (or a similar tool).

Students take one side of a debate. The AI takes the other. Students plug their points in and ask the bot to rebut.

It gives them low-stakes practice -- and as much practice as they want -- to hone their debate skills. Plus, they may see talking points for their own stance (or that their opponent may use) so they can strengthen their argument.

10. Ask the bot for advice.

One more takeaway from this conversation with Jen! (Although several of the ideas below were sparked during that conversation ... so, you know, credit where credit is due.)

Jen asked ChatGPT very generally, "Give me some advice." It gave her some general (yet very good) ideas on managing stress and relationships and mental wellbeing.

A bot can't be a replacement for counseling or medical help. But we do take advice from friends, family ... even strangers sometimes. If students are struggling with just about anything, they can get advice from this artificial intelligence -- an AI that's working with much of the entirety of the internet as its dataset.

11. Use it to summarize texts.

If a text that your students are reading is in the dataset of ChatGPT (or a similar tool), they could always try to ask it for a summary of the whole thing -- or of certain chapters, sections, acts, scenes, etc. This is what we used SparkNotes and Cliff's Notes for years ago. Of course, SparkNotes and Cliff's Notes were controversial in the past -- "if they read those, they'll never read the text!" -- but eventually we found ways that they could support learning, too.

Seeing a summary of a text that you've just read can help you process what you've read. It's similar in nature to a book club. You hear what other people think and observe about the text and it helps inform your view of it.

This could also be a helpful strategy for reviewing before a quiz or a test.

12. Use it for insight into big, difficult-to-solve problems.

Before you read this one, just remember ... I taught high school Spanish for 10+ years. I'm not a math or science teacher, and I kind of struggled with those during school. That said ...

If you -- or your students -- come up with a math or science problem bigger than you know how to solve (or don't want to take the time to solve), ask ChatGPT (or a similar tool).

If it can solve it, it'll show you an answer. But, more importantly, you'll gain some insight into the process of solving it. And even if it can't solve it, it'll tell you why.

You could also ask it bigger societal questions to see what it would say. I asked it how to solve world hunger, and here's what I got:

Eliminating world hunger is a complex and multifaceted challenge that requires the efforts of governments, international organizations, and individuals around the world. Some strategies that have been proposed to address this issue include:

Increasing agricultural productivity: This can be done through the use of advanced technologies such as precision farming and genetically modified crops, as well as by improving infrastructure and access to education and training for farmers.

Reducing food waste: Up to one-third of all food produced in the world is lost or wasted, which represents a significant opportunity to increase food availability. Reducing food waste can be achieved through better storage and transportation systems, as well as by increasing awareness about the issue.

Improving distribution systems: In many cases, food is available, but it is not distributed effectively to those who need it most. Improving distribution systems, including supply chains and transportation networks, can help get food to the people who need it.

Promoting economic development: Economic growth can lead to increased food production and greater access to food, as well as the resources and infrastructure needed to address food insecurity.

Providing emergency food aid: In times of crisis, such as during natural disasters or armed conflict, providing emergency food aid can help prevent starvation and malnutrition.

Ultimately, addressing world hunger will require a combination of these and other approaches, as well as strong political will and sustained commitment from governments and other organizations.
Source: ChatGPT via chat.openai.com (2022)

14. Anticipate the response you'd expect from AI.

If your students have been studying a topic, this could be a great retrieval / brain dump activity -- and a way of ranking the importance of all the things they've learned about the topic.

Tell them that you're going to ask ChatGPT (or a similar tool) to summarize what they've been studying. Ask them what they think the bot will say. It'll prompt them to recall knowledge from their memory (which strengthens long-term memory). Plus, when they rank them in importance (because the bot won't list everything it knows), they'll have to give a justification.

All of this leads to deeper understanding of the material -- and strengthened long-term memory.

15. Take several responses and make a better product.

ChatGPT often has a button at the bottom of a response that says "regenerate response." That's because each time you ask it a question, it generates something original, doing the work from scratch every time.

If you were asked to pick a movie as your favorite, describe it, and tell why you like it in 60 seconds, your response each time would be a little different. (For me, the movie would probably be different every time!) It's an original, unique work each time. ChatGPT works kind of like that every time.

Ask it to answer a question or write something for you. Then ask it again ... and again ... and again. Get five (or more!) versions of the same prompt.

Have students (individually, in pairs/small groups, or even ask a class) take the best parts from those versions and turn it into a better final product.

This can be a scaffolding strategy for students who struggle to write essays or papers. It introduces them to some of the strategy of crafting a written work without all of the taxing effort of doing the whole thing.

16. Create personalized learning experiences.
Response from ChatGPT to "How can AI be used to help teach in the classroom?" AI can be used to create personalized learning experiences for students by adapting the content and pace of instruction to each student's needs and abilities. This can be achieved through the use of adaptive learning software, which adjusts the material based on the student's performance.
Source: ChatGPT via chat.openai.com (2022)

17. Provide tutoring or coaching.
Response from ChatGPT to "How can AI be used to help teach in the classroom?" AI can be used to provide one-on-one tutoring or coaching to students, either in person or remotely. This can be particularly useful for students who may not have access to human tutors, or for subjects that are difficult to teach in a traditional classroom setting.
Source: ChatGPT via chat.openai.com (2022)

18. Generate prompts and questions to facilitate discussions.
Response from ChatGPT to "How can you (ChatGPT) be used to help teach in the classroom?" I can be used to facilitate discussions among students by posing questions and prompts that encourage critical thinking and encourage students to engage with the material in a deeper way.
Source: ChatGPT via chat.openai.com (2022)

19. Provide information and answer questions.
Response from ChatGPT to "How can you (ChatGPT) be used to help teach in the classroom?" I can be used to provide students with information on a wide range of topics, and to answer their questions on those topics. This can be particularly useful for subjects that may be difficult to understand or that require a lot of background knowledge.
Source: ChatGPT via chat.openai.com (2022)

20. Supplement in-person instruction.
Response from ChatGPT to "How can you (ChatGPT) be used to help teach in the classroom?" I can be used to supplement in-person instruction by providing additional resources and materials for students to explore on their own, or by offering additional support and assistance outside of the classroom.
Source: ChatGPT via chat.openai.com (2022)

Should we block it or try to ban it?

If we block ChatGPT (or tools like it) and think we're solving a problem, we're deluding ourselves.

There are two decisions that need to be addressed since ChatGPT was released.

A big, systemic decision that needs to be made is: What will teaching and learning look like with ChatGPT and AI in existence?

We've started unpacking that above (and in conversations all over the globe).

But there's a more pressing question, and it's one that requires a bit of nuance ...

Do we block it at school?

Immediately, schools and districts must decide whether to block access to it on school networks and devices.

That decision, however, won't solve "the problem." (I use quotes because I'm not convinced that the proliferation of AI is a problem. It really does disrupt how we have done -- and are doing -- school, though.)

Students still will have access to it. It's like social media. It can be blocked at school. But students can access it (as I mentioned above) on their phones under a desk, in the restroom, on a bus, at home ... anywhere. They'll get access.

But someone has to decide. Should it be blocked at school?

What educators in my social media circles are saying ...
The resounding answer has been, "No, don't block it."
Their rationale: This is the future. It's not going anywhere. Students must have access to it. It'll prepare them for the future. Why would we want to keep students from accessing something so powerful?

There's something to know about these social media circles, though. Lots of people in them aren't in the classroom and don't have a good perspective on what full-time teachers go through.
(Full disclosure: I don't teach full time anymore either. I'm in my wife's and kids' schools a lot, but I don't teach full time.)
The ones in these social media circles that are in the classroom? They're dreamers (like me). They've seen the ways the system is broken. They're ready for change.

In the end -- if we're playing the long game (and I think we are), I side with them.

Generally.

What regular teachers in regular classrooms are saying ...
If you walk into any given classroom in schools across the United States (and some parts of the world)? The resounding answer has been, "Please block it. Right now!"
These are the teachers who write lesson plans. Every single day.

They grade student work. Every single day.

They teach and supervise and facilitate class. Every single day.

They never have enough time to do what they need. Their checklist is never complete.

There's a level of survival in these classrooms.

Reinventing their teaching methods and assignments at the drop of a hat because a new AI bot came out?

They just don't have time for that. (And they don't have the capacity in their already fractured personal wellness to do that.)

I understand.

I think, deep down inside, these teachers know the potential of AI and tools like ChatGPT. They know that it's going to change how teaching and learning looks.

They just need to survive the day. The week.

They need to survive until break.

They're on the front lines, dealing with all sorts of difficult situations and a lack of resources and a lack of respect for the classroom and the teaching profession.

They also just did this. Do you remember? (If you don't, you probably haven't taught in a classroom for a few years.)

Teachers are just starting to feel a sense of normality after pandemic-induced remote teaching. They had to reinvent the way they teach -- immediately! -- to a remote format, one that most weren't prepared for, technologically or pedagogically or logistically.

As teacher wellness expert Mandy Froehlich (Twitter: @froehlichm) said, they're trying to get out of emergency mode. And when you finally get out of emergency mode, there's a let-down ... an emotional, sometimes physical, response to the trauma you've dealt with.

So to those that look down their noses at teachers who are begging for this to be blocked, let's just remember the recent past. And let's also remember that they likely understand the impact of this.

They just want to survive the week. Survive until break.

Survive until we get a spare moment to think about this. Learn about it. Brainstorm some ways to change our assignments so that they can't

A proposal for schools/districts that's a middle ground

(Hear my justification for this proposal in the video) Let's block it until the end of the school year.
Let's not make a long-term decision to block ChatGPT (and tools like it) forever.

Let's also not make a long-term decision to leave it open forever.

(I'm not totally confident that this is the right answer. But I haven't heard anyone argue for the middle ground yet, so I want to add this voice.)

Let's agree to block it on student devices and networks (and allow it on teachers devices/networks if possible) just until the end of the school year.

To look at their assignments and consider how they'd like to change them in light of this new technology.

To look at how they teach and how this might be incorporated in it.

To look at how technology like this might augment classroom discussions

Here's why ...

Teachers need some time to regroup ...

... and on and on.

We need some space. Some time. A little room to ponder, to sit with all of this. To talk to other educators about what they think. To talk to students and to parents.

Let's just give teachers a little space.

However, let's also make a few things clear.

1. This isn't the long-term answer. This is a stopgap to help struggling teachers to survive this sudden change.

2. Students still will have access to this. Just because we block this on student networks and devices doesn't mean they won't plug your writing prompts and questions into this technology. This just buys you a little time to finish the year with your traditional assignment types to come up with something new.

A faculty-wide discussion and brainstorming session about best ways to teach and learn is in order at the end of the year. Everyone shares their best ideas and prepares for their implementation. (And let's pay the teachers for this extra meeting, OK?)
1. Will this technology be blocked on school networks and devices? 2. How will we evolve our teaching practice now that these technologies exist?
Then, at the beginning of next school year, let's open the ChatGPT floodgates.

Even if this isn't the solution you (or your school/district) comes to, there are two decisions that need to be made:

Blocking ChatGPT district-wide is one decision.

Deciding how teaching/learning happen while it exists is another. (to me)

If a district thinks blocking it will solve the problem, they're deluding themselves.

Blocking it can be one part of a solution, I believe. https://t.co/CvHCT2RqSQ
- Matt Miller (@jmattmiller) December 14, 2022

What other resources can help me learn about this?

Below is a list (albeit incomplete!) of resources I've found in the weeks after ChatGPT came into existence. I'll share links along with why I like them as resources. Please add other resources -- even your own! -- in the comments below!

What can English teachers do about ChatGPT (Learning in Room 213) -- This post explores what ChatGPT is, the problems with blocking it, and suggestions: entice personal engagement, avoid formulaic assignments, build critical thinking, etc.

No, Artificial Intelligence Won't Destroy High School English (or Any Other Subject) (John Spencer, Spencer Author) -- I've waited to read this because I wanted to create my own piece of content without copying anyone, but I've been excited to see John's thoughts on it. Hang on a second, let me read it ... Yep, it's as fantastic as I expected. Some of John's points include: "Almost any task can be automated, but what's the joy in that?"; "If we outsources every task, we might short-circuit the learning"; and "AI can't replace your voice." This is really, really good.

Human Skills in a World of Artificial Intelligence (John Spencer, Spencer Author) -- In this post (which dovetails wonderfully with the one above), John outlines the problems with a couple approaches to AI and advocates for another one: "the human approach."

The conversation about how much we care (Twitter thread by Evan Weinberg @emwdx) -- This thread doesn't seem to have gotten much attention, but I really like where Evan's going with it. He introduces it with: "As we see start to see how easy it is for a tool like #ChatGPT to generate text that sounds convincingly like us, it is starting the conversation about how much we care. We care a lot more than we might initially admit."

Ideas for using ChatGPT in the Classroom (IB English Guys) -- They opened up this collaborative Google Doc to share ideas. There are 10+ ideas with rationale and comments from educators.

AI Homework (Stratechery) -- This is an interesting, thoughtful, nuanced look at the intersection of homework and artificial intelligence. He talks about the struggles that ChatGPT has with math, and he even runs a virtual machine (like a Linux terminal) inside ChatGPT.

Yes, Teachers, You Should Be Panicking About AI (The Broken Copier) -- This post provides six reasons why we should be concerned about ChatGPT and AI (in light of the condition of education in many classrooms right now), helping us make sense of how we move forward.

The College Essay is Dead (The Atlantic) -- This was one of the first posts I saw (that was circulated widely) about the impact of ChatGPT in education. It's a paid article on The Atlantic. I subscribed so I could read it so that I could tell you ... it's talking points and not much else. If you'd like to read commentary about it and you're a subscribers to The Atlantic, go for it. I wouldn't pay for it ... especially since I'm focused on what we can actually do with this technology.

No, ChatGPT is Not the End of High School English. But Here's the Useful Tool It Offers Teachers (Forbes) -- Here's the best point in this whole article (so you don't have to read it): ChatGPT is an excellent prompt tester. Think you've come up with a good writing prompt? Feed it to the chatbot. If it can come up with an essay that you would consider a good piece of work, then that prompt should be refined, reworked, or simply scrapped.

Learning More about Chat GPT in Education (Jennifer Casa-Todd) -- Jen has written books about social media, digital literacy, and technology's impact on children's lives. She shares some of the best things she's found about the topic.

Education is about to radically change: AI for the masses (Nate McClennen and Rachelle Dené Poth for Getting Smart) -- AI already does and will continue to impact education - along with every other sector. Innovative education leaders have an opportunity to build the foundation for the most personalized learning system we have ever seen.

Let's Chat: OpenAI and ChatGPT (THRIVEinEDU podcast by Rachelle Dené Poth) -- Have you tried OpenAI yet? What has your experience been? Rachelle shares some background info, insights, questions and more in this episode. She also shares at her blog: www.Rdene915.com.

Chatbots in Education: Middle School and High School (Heather Olvey and Terri Files) -- These teachers pulled together slide decks with ideas for implementing chatbots in the classroom.
Have a resource to add -- yours or from someone else? Share it in the comments below!

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ChatGPT, Chatbots and Artificial Intelligence in Education

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Now, we're wondering ... Calculators.Search engines.Google Translate.Wikipedia.PhotoMath.#ChatGPT. They disrupt traditional teaching. We adapt. Education evolves forward. Blocking them isn't the answer. Making education more relevant is.- Matt Miller (@jmattmiller) December 14, 2022 Jump straight to a section (click a button below): ⭐️ Add thoughts, ideas, resources in the comments at the bottom!

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https://docs.google.com/presentation/d/1WeORhcE2tFOjI92MEMdYZK4wdBHVFOnVzrcc6rj1Pio/present?slide=id.ga778454a28_0_111

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https://docs.google.com/presentation/d/1Vo9w4ftPx-rizdWyaYoB-pQ3DzK1n325OgDgXsnt0X0/edit?fbclid=IwAR1az_3iPkkSxxQPlQ5WkShJUDdmKYWQDzx7gOeliBtY_cZo6un-cWKrZPQ#slide=id.g1c66bf93982_1_10

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https://wakelet.com/wake/z_SwMvdnJo1F3XqQniC4L

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Articles, resources and examples about and relating to artificial intelligence (AI) powered writing / text generation, image generation, and more. Also the ethics of generative AI.

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We have three Promethean boards to give away with one projector in great working order. Would need to be collected from Billis NS, Virginia, Co. Cavan
Email: orla.oconnor@billisns.com

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Mobile Height Adjustable Trolley for Interactive Touchscreen for Sale

Height adjustable mobile Trolley for interactive touch screen. It can hold any brand of screen. Very easy to use and easy to move. Only two years old, in excellent condition. Height is adjusted up and down at the touch of a button. €800 or nearest offer. Will need to be collected from Billis NS, Virginia, Co. Cavan.
Email: orla.oconnor@billisns.com if interested or if you need more information.

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Laptop trolley: Holds 20 laptops; Lockable; Comes with two keys, Collection from Dublin 7

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800 euro or nearest offer.
Please contact amartin@brunnerprimary.ie for further information

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If you're using G-Suite in your school then this is the place for you for support and guidance .

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Working collaboratively with Primary and Secondary schools across Europe. Plus free CPD and lots more.

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By joining eTwinning, teachers and other school staff will become part of the 'Community for schools in Europe' and benefit from endless opportunities.

Collaborate with and get inspired by other colleagues in Europe

In eTwinning, teachers organise and run on-site and online activities with their students along with colleagues from countries participating in the Erasmus+ programme. They engage in collaborative projects with the support of the TwinSpace environment. National Support Organisations are responsible for validating user registrations for becoming eTwinners, thus keeping the platform safe, providing support and guidance, and recognising teachers' work with National and European Quality Labels. The annual eTwinning book features the most innovative projects. Excellent projects are rewarded eTwinning European Prizes and become part of the project gallery.

Share with peers

The eTwinning community is made up of thousands of teachers and educators who share a vision of inclusive schools, using information and communication technology in a meaningful way, and making the most of 21st-century skills. eTwinners meet and network online, at school, at eTwinning events and conferences, and wherever they can inspire other teachers to better educate students. On the European School Education Platform, the eTwinning area offers project kits, practice examples, testimonials, and an online environment where eTwinners can communicate, create projects, share, and learn together at their own pace in line with their interests.

Upskill together

Lifelong learning is essential for teachers and eTwinning community members benefit from webinars, short and long online courses (including MOOCs), self-teaching materials, conferences, and other on-site professional development opportunities where they meet experts in many fields and improve their skills. These events allow teachers to network, learn together, and feel part of the same community.

eTwinning also provides opportunities for future teachers to get support when starting their careers.

Promote and celebrate

Like all communities, eTwinning has key events. A yearly theme is the focus of two online campaigns - in spring and autumn - where eTwinners share ideas, plan projects, produce materials, and learn together. And every year on 9 May, the community celebrates Europe Day as eTwinning Day with activities that make eTwinners feel part of something unique, wherever they are.

Become a protagonist

eTwinning Ambassadors are the pillars of the community. They are selected at a national level, provide training and support and share their energy and enthusiasm, making eTwinning grow every day. Get information from your National Support Organisations about how to become one of them!

The schools that are awarded the eTwinning Schools Label are models of the principles that inspire eTwinning, shared leadership, collaboration and sharing, students as agents of change, inclusion, and pedagogical innovation. Stay tuned to see when applications open!

Anyone can become an eTwinning Ambassador, and any school can get the eTwinning School Label.

How to join eTwinning

Register as a user today on the European School Education Platform using EU Login ( access here) and request to be validated as an eTwinner by the National Support Organisation in the country where your school is.

What does the eTwinning platform offer?

eTwinners can network, share, and collaborate with other registered eTwinners and schools by connecting through the social networking features offered, and by engaging in Rooms, eTwinning groups, and European projects.

Rooms are micro-groups that allow eTwinners to take part in video-conferencing sessions supported by a forum and a file archive.

eTwinning groups are virtual places where eTwinners meet and discuss specific subjects, topics, or other areas of interest. Featured Groups are groups coordinated by the CSS and moderated by experienced eTwinners).

eTwinning projects include activities on different topics and key competences involving two or more teachers and their students. Each project has its own TwinSpace, a free-to-use, safe platform that is only accessible to other eTwinning members in the project, your selected guests, and your selected pupils.

eTwinners can also join the online professional development opportunities organised by the European School Education Platform. Some of these offers will be tailored to the specific interests and needs of eTwinners and be available exclusively to them:

Short online courses are intense and enjoyable and introduce teachers to a topic, stimulate ideas, and help them develop their skills.

MOOCs (Massive Open Online Courses) are 4-6 weeks in length and require 12 - 25 hours of learning time during this period. Participants are free to conduct the activities at a time of their convenience during the duration of the course. A certificate is offered upon successful completion.

Webinars are live one-hour long online video sessions where teachers have the chance to learn about and discuss a variety of themes.

Webinar series are two webinar sessions that are connected by an interactive online activity.

Online conferences and events are designed for and dedicated to specific target audiences and themes.

You are not eligible to join eTwinning?

Only school staff can join the eTwinning community. If you are not a member of staff at a school, you can still enjoy and network in other sections of the European School Education Platform free of charge. Discover all these opportunities here. eTwinners can invite non-eTwinners to specific projects.

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In eTwinning, teachers organise and run on-site and online activities with their students along with colleagues from countries participating in the Erasmus+ programme. They engage in collaborative projects with the support of the TwinSpace environment. National Support Organisations are responsible…

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Great examples of technology to support teaching and learning particularly Science and Digital Media.

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DenisTreacy AKA DonnchaOTreasaigh

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CESI (Computer Education Society of Ireland)

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CESI (Computer Education Society of Ireland)

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https://scratch.mit.edu/

https://edublocks.org/

https://blockly.games/

https://makecode.microbit.org/

https://arcade.makecode.com/

https://csfirst.withgoogle.com/

https://www.codecademy.com/

https://hackr.io

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OneNote 2016 Tutorial Recording Audio and Video Files Microsoft Training

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OneNote Class Notebook and Google Classroom Integration -  OneNote Online

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via Google

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Distance Learning - Google for Education

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Whether fully virtual, fully in-person or something in between, explore resources to help you customize a plan that's best for your school, and for your students.

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via Midleton College

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In this section we will have a look at the "Feed" on Google Classroom. This will allow you to post content to students and will show when different materials have been added to Classwork. Depending on your students, it might be an idea to "mute" everyone so that only the teacher can use the feed.

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via Pauric O'Donnell

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Google Classroom for teachers. The basics in bitesize chunks.

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List of resources

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Wheelchair accessible information

Accessibility Guide for passengers with disabilities

Accessibility information

Wheelchair Taxis
Web and mobile based search facility to source wheelchair accessible transport throughout Ireland
Animal Assisted Therapy
Festina Lente centre in Bray
Not-for-profit organisation which provides a range of occupational, learning and employment opportunities for people whose needs have not been met in mainstream services

Irish Therapy Dogs
Pet therapy for the provision of comfort and companionship to people in long-term or daily residential care.

The Carefarm -Caslemartyr Co Cork
A small farm where children who have extra needs come to benefit from Animal Assisted Therapy, Horticultural Activities and one on one tuition.
Assistance dogs
Autism Assistance Dogs Ireland
AADI is a national charity providing highly trained assistance dogs for children with autism and their families.

Dogs for the Disabled
Assistance dogs are specially trained to assist physically disabled children and adults to carry out a range of practical tasks in order to achieve greater independence.

Irish Guide Dogs for the Blind
Enables both blind and vision impaired persons and families of children with Autism to achieve increased independence and an improved quality of life.

My Canine Companion Autism Assistance Dogs
provide highly trained and skilled assistance dogs to people with disabilities, particularly autism.
Educational Resources Websites
AHEAD (Association for Higher Education Access and Disability)
An independent non-profit organisation working to promote full access to and participation in further and higher education for students with disabilities

DARE (Disability Access Route to Education)
College and university admissions scheme which offers places on a reduced points basis to school leavers under 23 years old with disabilities who have completed an Irish Leaving Certificate.

Education Desty
Online training and software development company offering online support and skills development courses created and facilitated by an Educational Psychologist.

Gifted Kids
Online guide for parents and teachers of gifted children in Ireland

Home Education Network
Advice and support for parents who choose to homeschool. Includes link to HEN Eire social network for home schooling in Ireland

Irish Learning Support Association
Nationwide body that represents the interests of Learning Support, Resource and Language teachers

National Learning Network
National Learning Network is the training and employment division of the Rehab Group.

National Council for Special Education
Manages education services and supports to pupils with special educational needs arising from disabilities.

Scoilnet
Portal for Irish education.

UCD ACCESS and Lifelong Learning
Aims to increase diversity and widen access to third level education
Online toys, therapy and living aids for children and adults with special needs

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Wheelchair accessible information Accessibility Guide for passengers with disabilities Accessibility information Wheelchair Taxis Web and mobile based search facility to source wheelchair accessible transport throughout Ireland Animal Assisted Therapy Festina Lente centre in Bray Not-for-profit organisation which provides a range of occupational, learning and employment opportunities for people whose needs have not been met in mainstream services Irish Therapy Dogs Pet therapy for the provision of comfort and companionship to people in long-term or daily residential care.

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List of resources

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ESL Kidstuff – resources for ESL teachers – yearly fee of $25 but there is some free stuff and also has classroom ideas

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Paid repository of resources

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Tes provides a range of primary and secondary school teaching resources including lesson plans, worksheets and student activities for all curriculum subjects.

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Paid repository of resources

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Tes provides a range of primary and secondary school teaching resources including lesson plans, worksheets and student activities for all curriculum subjects.

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Website with lots of resources
Also see: https://ncse.ie/online-resources

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Summary

eWorkshop Online Teaching Resource

Developed in Canada by the Ontario Ministry of Education, this website includes information on literacy, numeracy and communication. It includes videos of teachers in action, activity sheets, lesson plans and more. Suggestions are included for daily physical activities that can be utilised in the classroom or resource room. This site is perhaps best suited for those teaching within the Primary sector.

Funschool

Hundreds of interactive educational games and activities for children, sorted by grade level. Also has printable worksheets and activities, and downloadable programs. Another excellent site for children of all ages and abilities.

SEN Teacher.org - Free Printables

This website offers a range of resources which are free to download, including printable worksheets, handouts and teaching aids, most of which can be customised to suit a range of learners.

Teaching Ideas

A UK site for primary teachers, sorted by subject. The time-filler ideas are quite useful. Its sister site More Teaching Ideas website has a Special Needs Ideas section.

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Teacher Resources & Downloads | National Council for Special Education - CPD and In-School Support

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Summary eWorkshop Online Teaching Resource Developed in Canada by the Ontario Ministry of Education, this website includes information on literacy, numeracy and communication. It includes videos of teachers in action, activity sheets, lesson plans and more. Suggestions are included for daily physical activities that can be utilised in the classroom or resource room.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Only for those comfortable with Command Line!

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GitHub - Genymobile/scrcpy: Display and control your Android device

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Display and control your Android device. Contribute to Genymobile/scrcpy development by creating an account on GitHub.

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Logitech Mid-Range

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via John Hegarty

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Possibly the quickest and easiest way to create video content for an online course.

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Possibly the quickest and easiest way to create video content for an online course. https://t.co/xZSdgCN2aK

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Possibly the quickest and easiest way to create video content for an online course. https://t.co/xZSdgCN2aK

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Possibly the quickest and easiest way to create video content for an online course. https://t.co/xZSdgCN2aK

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Possibly the quickest and easiest way to create video content for an online course.

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for reducing video file size - Free, Open-Source

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HandBrake is an open-source, GPL-licensed, multiplatform, multithreaded video transcoder.

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For Remote Classrooms

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Modernize workflows with Zoom's trusted collaboration tools: including video meetings, team chat, VoIP phone, webinars, whiteboard, contact center, and events.

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Chrome Browser recommended

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Google Duo is now Google Meet.

Learn more

Google Meet is one service for secure, high-quality video meetings and calls available for everyone, on any device.

Meet safely

Meet uses the same protections that Google uses to secure your information and safeguard your privacy. Meet video conferences are encrypted in transit, and our array of safety measures are continuously updated for added protection.

Meet from anywhere

Get the whole crew together in Google Meet, where you can present business proposals, collaborate on chemistry assignments, or just catch up face to face.

Businesses, schools, and other organizations can live stream meetings to 100,000 viewers within their domain.

Meet on any device, anywhere

Guests can join from their computer using any modern web browser-no software to install. On mobile devices, they can join from the Google Meet app. Guests can even join meetings and calls from Google Nest Hub Max.

Meet clearly

Google Meet adjusts to your network speed, ensuring high quality video calls wherever you are. New AI enhancements keep your calls clear even when your surroundings aren't.

Meet with everyone

With live captions powered by Google's speech recognition technology, Google Meet makes meetings more accessible. For non-native speakers, hearing impaired participants, or just noisy coffee shops, live captions make it easy for everyone to follow along (available in English only).

Top questions

Expand all Collapse all

Hangouts Meet and Hangouts Chat were rebranded to Google Meet and Google Chat in April 2020. We announced in 2019 that we would be migrating all classic Hangouts users to the new Meet and Chat products. In order to provide enterprise-grade online video conferencing to everyone, we announced a no-cost version of Google Meet in May 2020.

Absolutely. For the no-cost version of Google Meet, all participants will need to be signed into a Google Account to join. You can create a Google Account with a work or personal email address.

For Google Workspace customers, once you've created a meeting, you can invite anyone to join even if they don't have a Google Account. Just share the link or meeting ID with all meeting participants.

Anyone with a Google Account can create a video meeting, invite up to 100 participants, and meet for up to 60 minutes per meeting at no cost.

For additional features such as international dial-in numbers, meeting recording, live streaming, and administrative controls, see plans and pricing for organizations.

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Google Meet: Online Video Meetings and Calls | Google Workspace

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Google Duo is now Google Meet. Learn more Google Meet is one service for secure, high-quality video meetings and calls available for everyone, on any device. Meet uses the same protections that Google uses to secure your information and safeguard your privacy.

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Cast iPhone/iPad screen to PC/MAC easily Music, Movies and Screen Mirroring

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Are you an Android developer? Vysor gives you the integration and ease of an emulator on a physical device.

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via Ciaran Sweeney

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Free screen recorder for Mac and PC | Loom

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Best free online screen recording tool with advanced video editing and video storage trusted by over 21 million people and easy sharing from Loom.com.

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TeachNet Ireland › Categories › Junior Cycle

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How you (and your students) can annotate PDFs you send them. Cross-Platform, Free.

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Download Adobe Acrobat Reader: Free PDF viewer

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Download free Adobe Acrobat Reader software for your Windows, Mac OS and Android devices to view, print, and comment on PDF documents.

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At SFI we believe in the ability of science, technology, engineering & maths to effect positive change in the world and drive a sustainable international economy. https://www.sfi.ie/engagement/curious-minds/

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via Hetty Murphy

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Page Not Found | The Ark, Dublin. Creative Arts Activities for Children

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OOPS! Looks like you’ve taken a wrong turn. Click the magic button to go home.

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MyRegistration Portal Account Step-by-Step Guide