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Introduction (transcript below):

Welcome to my multi-media diary. This entry is an introductory overview into what I will be focusing on as I work on this second task. The date is Thursday, March 7th, 2024 at 5:12pm.

From Module 1, the two capabilities I will be keeping in mind and working to improve on are understanding the potential and limitations in technology, and embedding technology into my teaching rather than making it an add-on. These were some of the lowest-scored capabilities in my initial self-survey and therefore I thought it would be good for my personal growth to choose these two elements. I also thought that these two factors in particular would be relevant to the current task at hand. Understanding both the potential and limitations of technology are important not only in using technology, but in developing it as well - something we are doing with our prototype. As a result, in doing research for the inspiration of our prototype, I believe a good focus would be the advantages and disadvantages, potential and limitations, to ensure that it is as well-rounded, beneficial and informed as it can be. Regarding embedding technology into teaching, rather than using it as an add-on, this is something I see myself learning more about in this task’s research process. Our prototype is an online resource centre for teachers to use to aid in student learning. Discovering ways to build the prototype such that the technology can be integrated into language teaching will be crucial to a successful product that more completely fulfills its intended purpose.

The Module 5 elements chosen as a focus of this task include Language and Multimodality. Language was chosen for its obvious relevance to the topic - language learning. However, it was also chosen so that I could keep in mind how language affects researching about AI in educational contexts and in using AI itself. Multimodality, being the use of several methods or modes of something, was a focus I thought would be interesting to keep in mind in case it appeared in the research process. For example, is multimodality in online resources better for learning? Are some modalities more effective than others? Does using multimodalities affect technology integration?

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In experimenting how language affects the use of AI, I experimented with phrases when asking AI to create images for one of the components of this assignment. The following are some of the AI images used in the Insights visual of Task 2 and their associated requests:

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This image was created by Canva AI, with the prompt, "little AI chatbot".

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This image was created by Wepik, with the prompt: "AI chatbot as an educator with no humans in the picture".

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Understanding potential and limitations in technology

Through this task, I have gained a better understanding of the potentials and limitations of technology, specifically through my research. In the article by Mohamed (2023), the advantages of AI (i.e. ChatGPT) were that it include real-time feedback, personalized instruction, cost-effectiveness, and natural-language processing; while the limitations found by the interviewees were a missing human element (body language, visual cues), non-specific feedback, and a built reliance on technology. Hearing from the personal experiences of professors who use AI in their language classrooms allowed for good feedback to be mindful of when creating the prototype.

Embedding Technology Into Teaching

Regarding how to embed technology into teaching rather than make it an add-on, I believe my understanding was strengthened due to the research done. Understanding the benefits of AI and ways it increases student collaboration are crucial to determining how to best utilize the technology. The research, however, also raised some questions about the reliance of AI in the classroom. Some studies noted that a portion of the English as a Foreign Language (EFL) professors surveyed found that when used too much, students can become too dependent on AI. This could result in a lack of critical and independent thinking in the language being learned. As a result, EFL teachers must be conscious of how AI is used in the classroom, as well as the frequency.

Mohamed, A. M. (2023). Exploring the potential of an AI-based chatbot (CHATGPT) in enhancing English as a foreign language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195–3217. https://doi.org/10.1007/s10639-023-11917-z

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Language

The focus of Language was seen most prominently in my journey of completing this second task through interacting with AI. Namely, when creating the AI images, I found I had to be very specific in order for the technology to create the images needed. It took multiple tries and phrasing variations to capture specifically what I needed. Reflecting on this, it makes sense as AI is an algorithm based technology and requires instructions to produce the intended product - I had simply not realized this before due to my inexperience with the technology.

Multimodality

I discovered throughout this process that multimodality did not come about as much as expected in the research. Many of the topics were about online resources in general (or the use of AI), rather than the types of resources and resulting effects. This is something I would like to keep in mind as I continue the assignment however, so that I may try to increase my knowledge on the topic.

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This image was created by Wepik, with the prompt: "Features in a little chatbot AI".