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My Learning:

I learned that a corpus is a very large collection of real texts, like books, newspapers, websites, or conversations. It is used to study how people actually use English. On the other hand, a concordance is a tool that shows a word inside many sentences from the corpus. This helps us see how the word is used in real life. For example, if we look for the word 'run', we may find 'run fast', 'run a business', or 'run out of time'. This shows different meanings and uses of the same word. I also learned about the implications for teaching and assessment of it and three challenges in teaching and assessment. By using concordances and corpora, we can learn grammar, word collocations, and natural expressions.

Connection with my prior knowledge:

This connects with me because I often search words in Google or online dictionaries. Sometimes, I read example sentences to understand how a word is used. This is almost like using a concordance. It helps me when I write essays or speak in English.

Things that could have been done differently:

I think that the lesson could give more practice. The teacher could show free tools like COCA or the British National Corpus. We could search one word together and share the sentences. Furthermore, the teacher could teach more about the theory of it and how students can use it in the ELT classroom. This would make learning clear, simple, and interesting.

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Artificial Intelligence and Augmented Reality for Language Learning

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Artificial Intelligence and Augmented Reality for Language Learning

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My Learning:

I learned that Artificial Intelligence (AI) is when computers act smart, almost like a teacher. AI can check grammar, give answers, and talk with us. Apps like Duolingo or ChatGPT use AI to help us practise English. I also learned that Augmented Reality (AR) means adding digital things to the real world. For example, if I point my phone at a chair, the app can show the word “chair” on the screen. AR can also show 3D animals, cars, or trees with English names. This makes learning fun. In addition, I learned about the features, advantages, and implementation of AI and AR for language teaching.

Connection with my prior knowledge:

This connects with me because I have used Duolingo to learn new English words. I also tried an AR app once that showed a big 3D lion with the word “lion”. It was easy to remember. Moreover, I have used AI tools like ChatGPT, Gemini, and other AI tools.

Things that could have been done differently:

I think that the teacher could show more AI and AR apps in class. We could play a game with AR to see names of things around us. This would make English learning more exciting. Besides, the teacher could keep a quiz session for better understanding of the topic.

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My Learning:

I learned that gamification means adding game parts to learning. These parts can be points, stars, levels, or badges. It makes study feel like a game. Game-based learning means learning by playing real games. For example, teachers can use Kahoot!, Quizizz, or Wordwall, etc., to make English quizzes. We can also play spelling games, matching games, or memory games online. Both gamification and game-based learning make learning fun and exciting. The term 'gamification' was introduced by Nick Pelling in 2002. I also learned about the differences between gamification and game-based learning, MMORPG, flow theory, etc.

Connection with my prior knowledge:

This connects with me because I have given a demonstration on Wordwall in class. Besides, I played Kahoot! with my teacher in class. It was like a quiz game, and I enjoyed it. I also play English word games on my phone, like crossword puzzles and word searches. These games help me learn new words, spellings, and grammar rules. When I play, I feel happy and do not get bored.

Things that could have been done differently:

I think that the lesson could have more game time. Also, the teacher could show more clearly how we can incorporate gamification and game-based learning in the language classroom, what elements are needed for the implementation of it and the effectiveness of it. The teacher could put more emphasis on the outcomes and theory of gamification and game-based learning.

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Games can introduce goals, interaction, feedback, problem solving, competition, narrative, and fun learning environments, elements that can increase learner engagement and sustain motivation. This teaching tip discusses the difference between gamification and game-based learning, the pedagogical values these two strategies can bring to instruction, and game elements appropriate for face-to-face and online courses.

Gamification vs. game-based learning

Gamification and game-based learning are similar in that both strategies promote engagement and sustained motivation in learning. However, gamification and game-based learning can also be usefully distinguished:

Gamification is the integration of game elements like point systems, leaderboards, badges, or other elements related to games into "conventional" learning activities in order to increase engagement and motivation. For example, an online discussion forum for a Physics course might be gamified via a badge system: students might be awarded a "Ptolemy" badge after they have made 10 postings, a "Galileo" badge after 20 postings, "Kepler" after 30, "Einstein" after 40, and so on. In ideal gamified learning environments, students can see the online badges that their peers have earned to create a sense of comradery or competition.

Game-based learning, in contrast, involves designing learning activities so that game characteristics and game principles inhere within the learning activities themselves. For example, in an Economics course, students might compete in a virtual stock-trading competition; in a Political Science course, students might role-play as they engage in mock negotiations involving a labour dispute.

In short, gamification applies game elements or a game framework to existing learning activities; game-based learning designs learning activities that are intrinsically game-like.

Gamification and game-based learning both promote engagement and sustained motivation in learning, but they do not necessarily result in improved learning outcomes. For a detailed explanation between these two approaches, and for helpful videos and other resources, consider looking at GOBLIN (Games Offer Bold Learning Insights Nowadays) Education.

Game elements and their pedagogical role

Most games feature elements such as rules, goals, interaction, feedback, problem solving, competition, story, and fun (see Vandercruysse, Vandewaetere, & Clarebout, 2012). Though not all of the elements are needed to successfully gamify a learning activity, carefully selecting those elements that help meet the learning objectives of the course can be useful. The pedagogical value of game features often associated with gamification are discussed below.

Points or experience systems

Similar to conventional grading schemes, game points or experience (XP) systems reward students for completing various tasks, assignments, or assessments. Game or XP points can introduce some useful affordances to learning environments, including:

Limitless points:whereas traditional grading schemes collect artifacts of learning which accumulate to 100% of a course's grade, points or XP systems accumulate points with no fixed end in sight.

Flexible goals: students are presented with a wealth of possibilities to earn points, and instructors can structure the course so that they either accumulate as many as they want, or they complete a certain number of tasks to reach a desired point total.

Student choice: choice is crucial to the success of a points-based system. For example, students might be able to earn points by focusing on reflection activities, or by opting to complete a number of tests, or any other activity relevant to the course.

Tracking: you can track points by using LEARN's gradebook feature with points instead of percentages, or Google Drive to share the results with the entire class.

Points can also be supplemented by academic rewards: when a certain point threshold is reached, a student might be given an extra week to submit an assignment or bonus questions on the next test.

Badges

Badges are a digital way to acknowledge student work. For example, students might receive a badge if they achieve certain levels of success on assignments, or if they do additional work, such as submitting a draft or sharing notes with another student. They may even be the result of simple participation: accessing the course through the LMS five times a week over the course of a semester could earn a badge. Student badges may be displayed to other learners in the class as a means to encourage competition or to demonstrate the variety of badges which can be earned.

Create your own badges for your course with free programs such as Credly or OpenBadges.

Leaderboards

Competition can motivate students and can be leveraged by leaderboards that showcase the distribution of point totals that students have accumulated through various learning activities. However, caution must be taken when constructing leaderboards because displaying all students in order of point totals can be a disincentive for students at the bottom (Farzen, DiMicco, Millen, Dugan, Geyer & Brownholtz, 2008; Landers & Landers, 2015). Consider using a system in which students see only the two students who are directly above them and below them, in order to foster a healthy sense of competition without discouraging students who are performing poorly.

For examples as to how to create a leaderboard, see How to Create a Leaderboard for eLearning with Google.

Online gamification strategies

Discussion boards

Students may be incentivized to discuss readings before or immediately after class by making them optional but allotting XP points for each post or reply to another post. Points earned could go towards additional help on an assignment (such as allowing a draft to be reviewed first, or having an automatic extension granted), or to completely bypassing an assignment (if the student reaches a certain number of points, they no longer have to complete a specific assignment in the course). You can also facilitate real-time discussions using tools like Padlet or Todaysmeet, each of which allow students to make anonymous contributions.

Quizzes

Rather than presenting a set of seemingly unrelated questions, consider creating a narrative or quest that draws learners in and helps them see the consequence of their responses. Think of your quiz as an interactive narrative: each question leads into the next, and may build upon previous answers, all the while being part of a larger narrative or story that compels the learner to remain engaged. You may even include hints that the learner can choose to use or not. Be cautious of making these high-stakes assessments - the game-like features of the task will be mitigated and potentially impaired should learners be focused too much on the grade attached. An alternative method is to have students complete a quiz in the online environment, and then come to class, form groups, and complete the same quiz, but now try to convince one another of the correct answer. This can be facilitated through Immediate Feedback Assessment Technique (IF-AT) cards too.

In-class gamification strategies

Jeopardy

Creating Jeopardy-style games for review of chapters or in preparation for a midterm can provide enjoyment and interaction with others in a familiar game structure. Create a game using PowerPoint, or use a free Jeopardy game creator like Instant Jeopardy Review.

Classroom response systems

Gathering responses from an entire class can be difficult, but doing so with classroom response systems like Kahoot or TopHat can encourage participation through game elements like points and competition between individuals.

Out-of-class gamification strategies

Game-based learning environments

These include any game designed for educational purposes such as Trivia Crack. As an instructor, you can make learners aware of these educational games, but the game itself acts as the educator.

Game-enhanced learning environments

These environments employ commercially-available games that are designed with entertainment in mind. Learners play these games for fun, and must then be provided or find means by which to discuss gameplay experiences with like-minded individuals. As an instructor, your role can be to provide or invite examples of games that are related to the discipline, and importantly, provide the space for learners to reflect on their gameplay. Massively Multiplayer Online Role-playing Games like World of Warcraft or Second Life are great for immersing language learners in another language, or games like SimCity can help understand economic principles.

Some final notes

Incorporating games, gamification, or game-based learning into your teaching doesn't require a monumental shift in your teaching. Many activities or active learning strategies that you already use likely contain some of the game elements listed above and, with some modifications, can be modified into even more effective learning tools. At the same time, gamification and game-based learning should not be implemented in a cavalier manner, but should be thoughtfully integrated into a course.

Some gamification and game-based learning tools

Duolingo - gamifying language learning by having students complete drill-and-kill grammar and vocabulary exercises while receiving experience points to gain levels and access more difficult exercises

Minecraft - a vernacular game that has been adapted for learning environments by giving students a sandbox to build and construct their own virtual worlds

Second Life - a virtual world where students can create their own avatar and embody a 3D space, which can in turn promote easier communication through text and reduce anxiety to speak

Coursera - a platform that provides free educational courses for anyone who is interested, but to promote interactivity and retention, badges and other reward systems are implemented for participants

Brainscape - improved flashcards that promote retention of knowledge using what they call "confidence-based repetition", designed to be more appealing and fun to use to also assist in retention

Kahoot - a classroom response system that is free to use and doesn't require student sign-up; simply create a game of Kahoot, enter in questions, and supply the provided pin to your students, who will then use their phones or laptops to play the game and answer questions

Credly - an open-source badge making tool to create badges for tasks in your course, with the ability as well to distribute badges to students as well

OpenBadges - another open-source badge making tool, like Credly, but is more complex to create badges with

Immediate Feedback Assessment Technique (IF-AT) - the IF-AT provides immediate feedback to learners on multiple choice questions by having a card that learners scratch to determine the correct answer; allows for collaboration when answering questions and provides a sense of excitement when scratching the card

TopHat - a classroom response system, like Kahoot, that allows students to provide responses to questions in the class anonymously; unlike Kahoot, this has a fee associated with it, but it allows for better integration in the LMS for grading purposes, and has a tournament mode to encourage competition in-class

Support

If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.

References

Farzan, R., DiMicco, J. M., Millen, D. R., Dugan, C., Geyer, W., and Brownholtz, E. A. (2008). Results from deploying a participation incentive mechanism within the enterprise. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, ACM, 563-572.

Landers, R. N., & Landers, A. K. (2015). An empirical test of the theory of gamified learning the effect of leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769-785.

Vandercruysse, S., Vandewaetere, M., & Clarebout, G. (2012). Game-based learning: A review on the effectiveness of educational games. In M. M. Cruz-Cunha (Ed.), Handbook of research on serious games as educational, business, and research tools (pp. 628-647). Hershey, PA: IGI Global.

Resources

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This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Gamification and game-based learning. Centre for Teaching Excellence, University of Waterloo.

This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Gamification and game-based learning. Centre for Teaching Excellence, University of Waterloo.

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Gamification and Game-Based Learning | Centre for Teaching Excellence

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Games can introduce goals, interaction, feedback, problem solving, competition, narrative, and fun learning environments,

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What is Virtual Reality's impact on Language Education? 

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My Learning:

I learned that Virtual Reality (VR) is like a fake world made by a computer. We can use special glasses or a phone to see it. In VR, it feels like we are really inside another place. For teaching English, teachers can take students to a virtual classroom, a market, or even a park. Students can practise English by talking, asking questions, and learning new words in that world. Additionally, I learned about the features and advantages of VR. Unfortunately, we don’t use it in our language classroom due to the high cost, technical issues, support, etc.

Connection with my prior knowledge:

This connects with me because I watched a VR video once and felt like I was inside it. If my teacher used VR, I could practise English in fun places, like a shop where I ask, “How much is this?” or a zoo where I say the names of animals. Actually, I don’t have much experience using VR, but I have used it in my life.

Things that could have been done differently:

I think that the teacher could show us a VR lesson in class. For example, we could “visit” a virtual shop, zoo, or park and practise English words and sentences. This would make learning easy, fun, and like a real-life experience. The teacher also could show the differences between a traditional language classroom and a VR-based language classroom.

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What is Virtual Reality's impact on education? - VR in Education

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My Learning:

I learned that online learning means studying with the help of the internet. Students can join classes on Zoom or Google Meet. Teachers can share lessons on Google Classroom. We can also use apps like Duolingo, Kahoot!, or YouTube to practise English. Online learning is good because we can study from home. Besides, students can take a degree/certificate from different geographical areas, which is only possible for online learning. For example, MOOCs, etc.

Connection with my prior knowledge:

This connects with me because I joined some online classes during the pandemic and political unrest. I used Zoom and Google Meet to listen to my teacher. I also used YouTube to watch English videos. Sometimes, I practised new words on Duolingo. These apps and classes helped me keep learning even when I could not go to college/university.

Things that could have been done differently:

I think that the lesson could have more examples of online learning. The teacher could familiarise us with several online tools that students could benefit from the tools. Also, the teacher could be more focused on the theory of online learning, which plays an important role in shaping knowledge about online learning.

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My Learning:

I learned that blended, or hybrid, learning is a type of instructional environment for online students that combines what is called “synchronous” and “asynchronous” learning. In addition, blended learning is a teaching method that combines technology and digital media with traditional classroom activities led by an instructor. For example, we can learn grammar in class, then use Duolingo or Kahoot! at home. We can read books in class and watch English videos on YouTube later. Blended learning makes learning more flexible and fun. Moreover, I also learned about the benefits and challenges of it.

Connection with my prior knowledge:

This connects with me because I did online classes and online learning activities in the 4th semester when we were facing political turmoil. Also, I practised Spanish through Duolingo, watched videos on YouTube, and checked grammar from Grammarly. In our classroom, our teachers also use technology to teach the topic fruitfully; that is the part of blended learning, and I have experienced it.

Things that could have been done differently:

I think that the lesson could have more examples of blended learning. The teacher could teach us how blended learning is relevant in the Bangladeshi context and its limitations when applied in the rural area. Besides, the teacher could bring the world's perspective of blended learning so that students could get a better understanding of the usefulness of blended learning.

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What is Blended Learning? (Explained in 3 Minutes)

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My Learning:

I learned that social media can help in learning English. We can use apps like YouTube, Facebook, WhatsApp, and Instagram. Teachers can share videos, stories, and lessons. Students can watch, read, and write in English. YouTube has songs, cartoons, and English lessons. WhatsApp groups can be used to send short English messages. Social media makes English learning fun and easy.

Connection with my prior knowledge:

This connects with me because I use YouTube to watch English movies, vlogs, and songs. I read some posts in English on Facebook. I also write short comments sometimes. In WhatsApp groups, I send small English messages to my friends. These things help me learn new words and practise English every day.

Things that could have been done differently:

I think that the lesson could have more activities with social media. The teacher could make a class group on Facebook. We could share short videos, photos, or messages in English. This would make learning English fun and useful.

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The Use of Technology For Grammar and Vocabulary Teaching

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Technology for Developing Grammar and Vocabulary

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Technology for Developing Grammar and Vocabulary

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My Learning:

I learned that technology can help me learn grammar and new words. Many apps make practice fun. Duolingo gives short lessons for grammar and vocabulary. Memrise helps us remember new words with games. Quizlet lets us practise with flashcards. Grammarly checks grammar mistakes when we write. Kahoot! and Quizizz have grammar and word games. LingQ shows words in stories. BBC Learning English has lessons for grammar and vocabulary. I also learned how technology for teaching grammar and vocabulary can be applied in the Bangladeshi context and learned about its limitations and how to overcome them.

Connection with my prior knowledge:

This connects with me because I use Duolingo to learn new words every day. I also try Memrise for vocabulary games. Sometimes, I use Grammarly to fix my grammar in homework. I also like Quizlet flashcards because they help me remember words quickly. These apps make learning grammar and vocabulary easy for me.

Things that could have been done differently:

I think that the lesson could use more games. The teacher could play a grammar game on Wordwall or show us how to use Quizlet in class. We could also practise new words together on Memrise. This would be effective for students to learn grammar and vocabulary.

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The Use of Technology For Grammar and Vocabulary Teaching | PDF | Virtual Reality | Augmented Reality

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The document discusses the integration of technology in grammar and vocabulary teaching, emphasizing the importance of interaction and personalized learning. It outlines various technological tools and methods that enhance language acquisition, such as blended learning, digital resources, and innovative technologies like VR and AI. Additionally, it highlights the need for careful consideration of pedagogical principles and potential drawbacks when implementing technology in language education.

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Technology for Developing Listening Skills

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Technology for Developing Listening Skills

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My Learning:

I learned that technology can help me listen to English better. Many apps and tools are useful. YouTube has cartoons, songs, and stories. BBC Learning English and VOA Learning English have easy news. Spotify and Podcasts, Al Jazeera, Memrise, IELTS Liz's website let us listen to stories and talks. Duolingo gives listening practice with words and sentences. LingQ helps with listening and reading together. FluentU shows videos with subtitles. ELSA Speak also has listening parts. I also learned how technology for teaching listening skills can be applied in the Bangladeshi context and learned about its limitations and how to overcome them.

Connection with my prior knowledge:

This connects with me because I watch English cartoons and stories on YouTube. I listen to news on BBC Learning English. I also use Duolingo to listen and repeat words. Sometimes I try FluentU to watch videos with subtitles. These apps help me understand English and improve my pronunciation.

Things that could have been done differently:

I think that the lesson could have more listening games. The teacher could play a cartoon, song, or story in class. We could also use apps like Duolingo or LingQ together. This would make listening practice easy and fun.

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Technology for Developing Speaking Skills

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Technology for Developing Speaking Skills

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My Learning:

I learned that technology can help me speak English. Some apps teach us how to say words. Duolingo, Busuu, and Cambly help me practise speaking. Elsa Speak tells me if I say a word right or wrong. Zoom and Google Meet let me talk with teachers and friends online. HelloTalk and Tandem let me speak with people from other countries. I also learned how technology for teaching speaking skills can be applied in the Bangladeshi context and learned about its limitations and how to overcome them.

Connection with my prior knowledge:

This connects with me because I use Duolingo on my phone to practise. I also talk with my friends on Zoom in English. I tried Elsa Speak, and it helped me say words better. These apps make me happy and give me more confidence to speak.

Things that could have been done differently:

I think that the lesson could have more practice activities. The teacher could show us how to use Elsa Speak and Busuu in class. We could also talk in pairs using Zoom, Google Meet, Cambly, etc. This would make speaking practice more enjoyable.

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Technology for Developing Writing Skills 

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Technology for Developing Writing Skills 

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My Learning:

I learned that technology can help us write better. We can use apps and websites to practise writing. Grammarly checks spelling and grammar mistakes. Google Docs lets us write and edit online. The Hemingway app shows if sentences are too long. Storybird helps us create stories with pictures. QuillBot and ProWritingAid give suggestions to improve writing. In addition, I learned how to check plagiarism of my writing through Turnitin and how to use ChatGPT to develop my writing. I also learned how technology for teaching writing skills can be applied in the Bangladeshi context and learned about its limitations and how to overcome them.

Connection with my prior knowledge:

This connects with me because I use Grammarly when I write essays. It shows my mistakes and helps me correct them. I also use Google Docs to type homework, and I can share it with my friends or teacher. Sometimes I write short stories using Storybird. These apps make my writing easier and more interesting.

Things that could have been done differently:

I think that the lesson could include more real-time practice. The teacher could show us how to use Grammarly in class. We could also write a short story together on Storybird. The teacher could show more tools with real-life implications.

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Technology for Developing Reading Skills 

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Technology for Developing Reading Skills 

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My Learning:

I learned that technology can help students improve their reading skills. We can use phones, computers, or apps to make reading fun and easy. For example, Epic!, Raz-Kids, Oxford Owl, Diffit, AnswerThis, Gitmind, Liz's website, ChatGPT, Gemini, Newsela, etc. give many storybooks and reading passages for children and adult learners. ReadAlong by Google helps us read aloud and get feedback. Starfall has games and stories for practice. Watching English videos with subtitles on YouTube also helps us understand new words. I also learned how technology for teaching reading skills can be applied in the Bangladeshi context and learned about its limitations and how to overcome them.

Connection with my prior knowledge:

This connects with me because I often use my phone to read short stories and reading passages online. I have tried ReadAlong, Diffit, ChatGPT, etc. to practise reading aloud. Sometimes I use Oxford Owl to find simple e-books. I also watch English cartoons or stories with subtitles to improve my reading skills.

Things that could have been done differently:

I think that the lesson could have used more tools, such as Newsela, ReadTheory, Oxford Owl, etc. The teacher could show us how to use these tools in class. We could also read a story together from Epic! or ReadTheory or play a small reading game on Starfall. These can be helpful for students.

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My Learning:

I learned that CALL means using computers, phones, or apps to learn languages. It is not only reading from a book but also using games, videos, and online tools. CALL can help in listening, speaking, reading, and writing. Moreover, the technologies used in CALL instruction generally fall into two categories: software and Internet-based activities. It makes learning English more fun.

Connection with my prior knowledge:

This connects with my study life. I watch English videos on YouTube with subtitles to practise listening. I also use Duolingo to learn new words. Sometimes I use Grammarly to check my writing. These things show me that computers and phones can really help me learn English.

Things that could have been done differently:

The lesson could have more practice. For example, the teacher could teach us the theory of CALL and instantly could show us how to use a language app in class. We could also play a small online word game or watch an English cartoon.

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Computer Assisted Language Learning (CALL)

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Theories regarding Technology  Enhanced Language Learning (TELL)

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Theories regarding Technology  Enhanced Language Learning (TELL)

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My Learning:

I learned that there are different ideas (theories) about how technology can help people learn a language. One idea is behaviourism, which says practice and repetition help learners remember. Apps like Duolingo give exercises and correct answers to help us learn. Another idea is constructivism, which says learners learn by doing. Connectivism, sociocultural theory (Vygotsky), cognitive theory, etc. are also examples of Technology Enhanced Language Learning (TELL).

Connection with my prior knowledge:

This connects with my previous semester's course titled "Language Acquisition and Development", where I have studied about these theories. However, I often practise new words on Duolingo (behaviourism). I also write short stories in English on my phone or computer (constructivism). I sometimes participate in online groups to talk with friends and practise speaking, which is like sociocultural theory, where we learn by talking with others.

Things that could have been done differently:

I think that the lesson could include more examples and activities. For example, the teacher could show us how to use apps, make a small blog, or practise in pairs online. This can be effective and engaging for students.

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My Learning:

I learned that digital citizenship means being safe, kind, and responsible when using the internet. In addition, I learned about the details of nine elements provided by Mike Ribble (2015), such as digital access, digital commerce, digital communication, digital literacy, digital law, digital etiquette, digital rights and responsibilities, digital health and wellness, and digital security (self-protection). I also learned that I should not share personal information, I should respect others, and I must think before posting anything online.

Connection with my prior knowledge:

This connects with my own life. When I use Facebook or YouTube, I sometimes see people writing hurtful comments. This shows me why being respectful online is important. I also remember a time when I shared something online without checking if it was true. Now I understand that I should be more careful and responsible.

Things that could have been done differently:

I think that the lesson could include more real-life examples or activities. For example, we could practise the nine elements of Ribble in real-time situations (e.g., handling cyberbullying or checking if news is real) that would make learning easier and more interesting.

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My Learning:

I learned that digital literacy refers to the ability to use technology and the internet in an appropriate and effective way. They also mean using the internet in a safe, smart, and responsible way. For example, it is important to know how to find the right information, check if it is true, and avoid fake news. I also learned that we should respect others online and think before we post or share something. Besides, I learned about the framework of Pegrum (2011) and Belshaw (2011).

Connection with my prior knowledge:

This connects with my daily life as a student. When I do assignments, I often use ChatGPT, QuillBot, Gemini, Gitmind, DeepSeek, Diffit, Grammarly, AnswerThis, etc., but sometimes the websites are not correct. That shows me why I need digital literacy skills. It also connects with how I use social media. Sometimes my friends misunderstand my words, which teaches me that online communication must be clear.

Things that could have been done differently:

I think that the lesson could have been more practical. For example, we could demonstrate how to use AI and research websites appropriately and effectively. These would make learning easier and more interesting.