If you see a question that you're also interested in having answered, click the heart ❤️ to like it.

Primary Mathematics: https://go.gov.sg/ctle26edtech-prima

1. MOE AIEd Implementation Guide & Checklist: Access the latest copy, updated in Feb 2026)​

2. 2025 CTLE Webinar_ Enhancing Student Learning Through Analytics: A Subject-Specific Approach: Click and explore the subject-specific webinar​

3. AI102: Introduction to AI Literacy for Teaching and Learning: Complete the MLU in OPAL ​

4. Summary of a literature review on the use of AI in education: A systematic literature review of generative artificial intelligence (GenAI) literacy in schools (Park, 2025): Review the article for empirically grounded findings into classroom application.

Questions:

1. What is a question you have after reading/viewing the pre-session material(s)?​

2. What is a question that you would like the panellists to address during the webinar?

• Individual: How do the lesson examples shared today challenge or affirm your current assumptions about when AI adds genuine value to student learning in your subject?​

• Group Discussion: As a department or team, how consistent are we in our decisions about when to use AI in our lessons? ​

• Action: How will you communicate your rationale for using or not using AI to your students, so they too develop a principled understanding of its role in learning?

Action: It will be good to mention at the start if AI will be used, and to communicate why AI will be incorporated in the lesson. This is so that students can connect the use of AI with their metacognition.

How can we support students in developing stronger metacognitive skills to critically evaluate, select, and act on feedback provided by chatbots?

Tech should be used purposefully to enhance learning for the classroom. The level of tech and the type of tech, such as AI, should be determined by the lesson objectives and the level of student readiness (tech and otherwise).

Action:

The aim of education is for learners to learn. AI should be a tool used for students to learn to think critically for themselves and not as a shortcut to obtain answers. Students need to be able to evaluate the accuracy and relevance of answers, even those given by AI.

Action: The role of AI in the learning experience should be communicated to the students. The rationale on why the use of AI in the part of lesson is important and how they should use it meaningfully.

In this fast-paced world, keeping abreast and using the latest technology seems to be everything. But we must always ground ourselves and ask ourselves what purpose does each technological tool serve.

Action: The use of AI for simulations keeps students engaged. We must always remind them that AI is used to help us in our learning, not a one-stop solution for all our questions.

AI (SALIS) becomes an interactive "thinking partner" that sparks curiosity and enables pupils to engage in immediate, scientific dialogue as they interacted with the lesson activity.

Beyond teaching the curriculum and POS, we also need to incorporate digital literacy into our lesson considerations. As shown in both Ying Yin's and Jessica's examples, pupils need explicit preparation in how to ask questions and craft effective prompts for AI. Sometimes, my pupils also tell me how to craft more effective prompts when they interact with SALIS.

Action:

1 thing I have tried in class is to get the pupils to assume a role as they interact with SALIS. For example, pupils assume the role of a research assistant when they do some research on gaseous exchange in plants, humans and fish. When they assumed that role, it seems to them that they are making use of SALIS to conduct research rather than just using AI to learn or find answers

The webinar affirmed that AI can't be one-size-fits-all; it must be tailored to the class context to add genuine value. I loved Ying Ying’s sharing on using the CORE framework with Salis. In Science, giving students a structure like CORE scaffolds their prompting, ensuring they engage in meaningful dialogue to deepen conceptual understanding rather than just looking for quick answers.

I stay transparent with students about why we use or restrict AI. When I restrict AI, I explain that it’s to build their own core mastery. This helps them see AI as a tool for growth rather than a crutch."

However, I see some challenges in using this with a lower-profile class. Some students may not feel confident sharing their ideas or using AI on their own. They may also accept AI’s answers without questioning them. Therefore, teachers still need to guide students, model how to question AI, and help them use AI as a tool rather than simply copying its answers.

Thank you for the wonderful sharings!

Action: Sense making together is critical to build knowledge and deeper conceptual understanding. Would be more intentional in getting students to discuss, think, craft first before tapping on AI purposefully for feedback and refinement, so that student agency and critical thinking is not taken away from our Science learners.

We should use tech purposefully to support the content of our learning and be careful not to make it the content for the learning.

Action:

When using tech I could use the new lens i gained from the pre-reading to foster students' GenAI literacy and I could also apply the structures that were shared during the presentation.

Affirmation: Technology can be in various forms. AI and Salis are two of the many. Using tools like google spreadsheet is easy and quick for presenting the data to the students. Vibe coding to make the applications is something interesting to explore. Thank you!

Action: Not all learners require technology, and it is in the teacher's instructional strategy to decide what is best for the students.

In this time when everyone was jumping onto the bandwagon of AI, the examples shared are so apt in reminding us the great importance of preserving our students' ability to think independently and critically and the human interactions among them.

Wonderment: While getting the students to use CORE to interact with SALiS, how different will be the teacher's prompt for SALiS be at back end?

Action - Explaining in the approach of Think first- Use AI with purpose - check - decide - explain; get them to acknowledge the role of AI in scaffolding their learning and the need to check the AI response against what they know and the evidence they have gathered. This help to put the students clearly in the role of critical users of Ai and not consumers of AI answers.

Action: The use of AI depends on the learners' profile as well as how the AI tools can help in the students' learning. Hence, when considering the use of AI, we should always remind ourselves to put

pedagogy first and technology as enabler of learning.