I sometimes use ChatGpT to find a definition for one or another concept. It gives a lot of possibilities but I am aware that sources are not always given...

Regarding Large Language Models (LLMs) like ChatGPT, I've used them to generate instructional materials and explore new teaching strategies. ChatGPT's ability to quickly generate content based on specific prompts has been incredibly helpful in brainstorming lesson ideas and creating engaging activities. It has enhanced my teaching efficiency and creativity, contributing positively to my professional development.

As I already mentioned, the eTwinning Platform is currently helping me enormously.

The use of AI is indeed a new tool but it can also be successfully used in education.

Then I took a special course on AI and realised that it has great potential and is a great help.

AI turns a mediocre task into an excellent one.

The downside is that it invites laziness and if students start using it, we will have to rethink their school assigments.

I take a course for MagicSchool.

The MOOC covered a range of topics related to instructional design, such as learning theories, designing effective instructional materials, assessing learning outcomes, and incorporating technology into learning experiences. Throughout the course, I was able to engage with experts in the field, collaborate with other professionals, and gain practical knowledge and skills that I could apply in my own work.

One specific benefit of the MOOC was the flexibility it offered in terms of when and where I could access the learning materials. This allowed me to fit my professional development around my work schedule and other commitments, making it easier for me to participate and engage with the course content.

Overall, participating in the MOOC on instructional design helped me deepen my understanding of best practices in designing effective learning experiences, enhance my skills in creating instructional materials, and expand my professional network. It was a valuable experience that I continue to draw on in my work as an educator.

I utilize AI-based teaching tools on the platform fobizz (https://fobizz.com/) for my instructional purposes. Additionally, at our school, we are involved in a pilot project with another platform, schulki (https://schulki.de/), which is compliant with data protection laws. However, only a select few teachers currently use it.

1. Webinars: Attending webinars on topics related to teaching strategies, educational technologies, or subject-specific content can be highly beneficial for professional learning. Webinars often feature experts in the field who share their knowledge and best practices, allowing participants to gain new insights and perspectives.

2. MOOCs (Massive Open Online Courses): Participating in MOOCs offers educators the opportunity to deepen their knowledge and skills in specific areas of interest. MOOC platforms provide access to a wide range of courses covering diverse topics, from pedagogy and curriculum development to technology integration and educational leadership.

3. Online Learning Communities: Engaging with online learning communities, such as forums, social media groups, and professional networks, allows educators to connect with peers, share resources, and collaborate on projects. These communities provide a supportive environment for asking questions, seeking advice, and exchanging ideas with colleagues from around the world.

Using Large Language Models (LLMs) in Teaching Practices:

Educators can leverage LLMs like ChatGPT to support various aspects of their teaching practices, such as planning courses or modules, generating instructional materials, and exploring new teaching strategies. Here are some potential use cases and their impacts:

1. Planning Courses or Modules: Educators can use LLMs to brainstorm ideas, outline course content, and generate lesson plans. ChatGPT can assist in generating prompts, questions, and discussion topics, helping educators organize and structure their curriculum effectively.

2. Generating Instructional Materials: LLMs can aid in the creation of instructional materials such as worksheets, quizzes, and presentations. Educators can use ChatGPT to generate example problems, explanations, and learning activities tailored to their students' needs and learning objectives.

3. Exploring New Teaching Strategies: LLMs can inspire educators to explore innovative teaching strategies and approaches. ChatGPT can provide insights, suggestions, and resources for implementing active learning techniques, flipped classroom models, and technology-enhanced instruction.

Overall, incorporating digital technologies and LLMs into professional learning and teaching practices can enhance educators' effectiveness, creativity, and efficiency in delivering high-quality instruction and supporting student learning outcomes.

As for Large Language Models (LLMs) like ChatGPT, I've used them to generate instructional materials and brainstorm teaching ideas. It's been a useful tool for quickly accessing information and exploring new approaches to teaching, enhancing my instructional practices.

I´ve already used ChatGPT but almost as a reseah tool like Google. Till now I haven´t used it to plan courses or modules, generate instructional materials, or explore new teaching strategies. I neverr thought of it as a possibility really... maybe I´l try it onde of this days....

Recently, I have been incorporating AI into my teaching preparation and I finf it is lacking a lot of depth. However, it gives you a base to start from.

I have used ChatGPT as an assistant to certain issues like lesson plans and to make some language activities with students.

My experience in ChatGPT is shaped by the interaction I have with this language model. As a user, I engage in conversations by providing prompts or questions, and ChatGPT responds based on its training data and knowledge. The experience is characterized by the model's ability to generate contextually relevant and coherent responses. It can provide information on a wide range of topics, assist with problem-solving, generate creative content, and engage in diverse conversational scenarios.

The path ahead is long and there is such a 'vastness' of digital options.

I don't use ChatGPT in my professional learning or development.

I also use Chat GBT to devise quickly a lesson plan based on a specific topic but I correct and personalize the results with my own ideas.

I also used Slido with my students to get from them anonymized answers.

Stress'.

Regarding GPTchat, I use it from time to time to create a piece of text or a quiz for my students.

In Romania, we have a site, ITeach.ro, dedicated to teachers` professional development. You can find information there, you can interract with other teachers in polls or debates, you can find materials for class, you can publish your own materials or publish important information for teachers. There are also online courses available on this platform, and there are three publications where you can publish articles or essays.

I also participate in symposiums, conferences and publish articles using different other online platforms.

Regarding AI, I tried to use it once, but I needed something more detailed and specific and I gave up. I have some video courses on this topic, waiting for me to watch after I finish this course.

I recently started eploring ChatGPT in order to see what it can do and I have used it for translations, offering me content on certain topics for training. Lately, I have tried to explore its potential to be part of an eTwinning project by taking on a specific role! The rehearsal was successful!!!

Ive also started using AI images so that my students can learn that they either need to cite the copyright sources of the images they use or just cite the AI image maker tool. They also need to learn how to use language in order to get the result they need.

I never used ChatGPT for professional learning or to support my teaching practices.

I have also used CHATGPT in my teaching process recently. My experience can be said to be positive. My students found it engaging anf fun to use AI in class to create images for our eTwinning project.

And yes, I have used Chat GPT in my teaching process. Still trying to take advantages of it. Step by step.

I have planned different sesions with them but we haven't startet yet.

-Create questions for any YouTube video in just a few seconds
- Generate dialogues, stories, letters or articles on any topic and for any level
- Quickly create multiple choice questions, open questions, and True/False statements
- Find interesting discussion questions, facts, and quotes by famous people related to the topic
- Brainstorm vocabulary related to the topic and create fill-in-the-gap and open-the-brackets exercises
And much more!

I am continuously seeking to explore their capabilities and limitations both the pedagogical possibilities LLMs offer and the ethical considerations surrounding their use in the classroom. I aim to empower educators in navigating the exciting and complex landscape of AI in education. Here is a list of AI tools I have collected:

https://www.pearltrees.com/emyrufo/artificial-intelligence-tools/id74965418

Yes, I used chatgpt in lesson and activity planning. Chatgpt gives very accurate answers to short and clear questions. When asked about one more point in its answer, it gives a detailed answer again.

We learn every day how to use tools as Gemini, image generetor, crayion, Deepdreamgeneretor ...

Magic School helps us using LLMs

I've never used LLMs because they're not yet part of my practice.

I sometimes use webinars for my students to tackle subjects in a more entertaining way than with written documents to initiate debate.

I think that AI apps like ChatGTP have many advantages, like saving time. But on the other hand, it is used by students and I think it can harm their intellectual development. To attain their intellectual bloom, they should go through the drill of doing tasks by themselves.

I have also recently tried to see if I could create a mindmap in Canva and within 10 minutes I created a mindmap about Australia ready to use in class. The format was too big when I tried to print it, but I could easily adapt it and print a good verision to be used in class.

I have used digital technologies for my professional learning lots of time. I did my masters with an online University because I was working at the same time, and numerous courses, webinars and MOOCS.

Have you ever used Large Language Models (LLMs) such as ChatGPT?

No, I have never used any of them. I know it is very important today to keep in line with the new resources that appear, even more if they are also used by the students. However, I will shortly begin to know more, since in two weeks I will take a course on them.

And as for chatGPT - it's my new chat buddy!

National plateforms CANOPE frequently offers webinars, and Magistère has several interesting courses. I'm thoroughly enjoying their series about neuroscience. The lessons are very well-crafted and engaging.

I recently started using ChatGPT to generate lesson models or text and have incorporated it into my teaching with students. While nothing is perfect, it has been tremendously helpful.

I usually use LLMs such as NaturalReader, Midjourney, or Chat GpT. All are paid because I can get more access to a variety of tools. For example, with Chat GpT one can "create" some images!

but i didn't use ChatGPT yet.

In fact, I often use various tools simultaneously across diferent browser windows to maximize my workflow. By combining the results from these tools, I can mitigare the risk of encountering inaccurate information. 

As eTwinner, the ESEP platform it's an excellent meeting point and a good practice for those interested in the education sector to find news, interviews, publications, practical examples...

I participated in various webinars that helped me a lot to develop professionally, but I did not participate in the MOOC webinars. I am a novice of the European School. We used AI to generate images.

Webinars and MOOC courses are extremely useful for professional development, both nationally and internationally.

At each education, something new is learned that contributes to the improvement of teaching.

As for me, finding out something new, using of new web tools or mobile application is about motivation and up to date learning.

I try to integrate a variety of web tools into my English lessons. I show and teach how to use them to make our learning more effective and useful.

And as for chatGPT and AI tools - it's my new experience! I'm studing their profs and coins and i use them timt to time.

ChatGPT has greatly enhanced my teaching and professional development. It provides instant access to vast amounts of information, facilitates quick problem-solving, sparking ideas for school saving teacher lots of work!

My first experience with AI was during an eTwinning seminar in Den Haag (Madurodam) in 2023. We had to use AI for creating posters, leaflets, etc. Unfortunately, the gratis options of those programmes didn't work very well, so the products were not really nice. I believe you have to learn how to use those tools better though.

Myself I have recently discovered that Padlet can generate padlets created by AI. I was surprised how quickly I could prepare a padlet about Australia in a few seconds.

At the moment, I haven't made use of AI. 

https://app.magicschool.ai/#

I haven't used LLMs for PL, but I have used some of the tools to support my teaching, but not as much as I'd like and as I'm planning to. In my country, sadly, there are no coursebooks for foreign language classes in public schools, so we have to design materials for most of the lessons. Magic School has helped me a lot with this. The tool gives me a text based on the vocabulary from the curriculum.

LLMs: last school years the AI is part of our school reality same as in everyday media life. Being Computer Science teacher makes me in position with students to use in lessons and projects.

Recently I've been using ChatGPT to support my teaching pratices (e.g. questions for games, outlining activities, creating news about the activities done at my school). Athough sometimes I struggle to define the correct prompt in order to get the desired result, I must say it's time saving.

I used ChatGPT to organize a project for my class , to prepare questionnaires etc.

I try to use phygital teaching environments for expanding the potentials of digital and physical in the name of the purpose

I am attracted to mooc learning environments because I have an ease to update and upgrade without struggling with synchronization necessities as it was happening years before with our seminars and training sessions for teachers

Happy and lucky us!!

I recommend Coursera!

I have used chatgpt for job applications, but not for creating lessons.

The MOOC, offered by a reputable educational platform, provided comprehensive modules covering topics such as pedagogical principles, multimedia design, assessment strategies, and technology integration. Through engaging video lectures, interactive activities, and peer discussions, I gained a deeper understanding of effective instructional practices tailored for online environments.

Additionally, the MOOC provided practical assignments that challenged me to apply newly acquired knowledge and skills to real-world scenarios. These hands-on tasks allowed me to put theory into practice and refine my instructional design abilities.

Overall, the MOOC experience significantly expanded my repertoire of instructional techniques and equipped me with practical strategies for designing effective online learning experiences. It not only enhanced my professional skills but also inspired me to explore new approaches to teaching and learning in my own practice.

Regarding the use of Large Language Models (LLMs) such as ChatGPT for professional learning and teaching practices, I have indeed experimented with leveraging these advanced language models to support my instructional design and content creation efforts. https://www.magicschool.ai/, in particular, has proven to be a valuable tool for generating instructional materials, brainstorming course content ideas, and exploring innovative teaching strategies.

One notable example of using it in my teaching practice was when I utilized it to generate discussion prompts and writing prompts for my students. By inputting relevant keywords or topics into Magic School AI, I was able to generate a diverse range of prompts tailored to the specific needs and interests of my students. This not only saved time in the planning process but also sparked creativity and engagement among students by presenting them with thought-provoking prompts that stimulated critical thinking and reflection.

Furthermore, I have used it to assist in the development of course outlines, lesson plans, and assessment materials. By generating draft content based on my input, this tool served as a helpful brainstorming source, providing me with alternative perspectives and ideas to consider in my instructional design process.

Overall, incorporating LLMs like Magic School AI into my teaching practices has enhanced my efficiency, creativity, and flexibility as an educator. While it's essential to critically evaluate and refine the output generated by these models, they can serve as valuable aids in the instructional design process, ultimately enriching the teaching and learning experiences for both educators and students alike.

About LLMs, I use it to take ideas. I ask to ChatGPT about something I would like to do and I take some of it ideas with my ones. It´s really good for it.

In my professional learning I used digital technology such as Padlet, Canva, Genially. This are my favorite tools.

I have never used LLM but I'm attending a Course about it, in order to be familiar with this new tool and work with it.

Regarding LLM tools, I have used ChatGPT to enhance my professional learning and to support teaching. For example, I was thinking about a project and I asked ChatGPT to give me ideas of possible activities with my students. I think this tool is a powerful tool that can help teachers in the creation of content and activities for students, among others. The possibilities that it offers are enormous and I will continue making use of it.

I have recently been on eTwinning online workshop:

Empowering the well-being of learners and teachers in initial vocational education and training and it was great experience for me, as I am an ICT teacher who wants to create environment for students that is focused on their well-being, feeling comfortable on school classes and also motivation for learning and growing as a community.

Regarding ChatGPT, I use it on daily basis, as for ideas on how to settle assessments, but also for starting or structuring mini-lessons within the classes. I'm teaching my students on how to use it, as it is great support in learning process. For example, if they have huge text that they should read and reflect on it, some students may struggle with that assignment. If they use ChatGPT to extract key parts, or to get clarification of some parts of text, or even in order to get clear structure within the text, they won't think that assignment is not possible for them to do, they will feel that they have support in their learning process. It is very important for students to understand that using ChatGPT can help them learn, and not only to help them cheat.

• Massive Open Online Courses (MOOCs): These offer a wealth of information on various topics. I can access and analyze MOOC content to expand my knowledge base and understanding of educational practices.

• Online Research Papers and Articles: I can delve into research papers and articles to stay updated on the latest educational theories, teaching strategies, and learning technologies.

The Future of LLM-powered Learning

The use of LLMs in professional learning for educators is a promising concept with the potential to revolutionize how teachers access information and develop their skills. As LLM technology continues to evolve, these limitations may be addressed, opening doors for more innovative and collaborative learning experiences for both educators and AI systems.

Large language models can be used to translate text between languages. The model uses deep learning algorithms like recurrent neural networks to learn the language structure of two different languages. Hence, facilitating easy cross-cultural communication and breaking down language barriers.

In terms of LLM tools I use ChatGPT and Perplexity as they are powerful tools for research and to improve content creation enhance brainstorming etc..

🧠 Using Large Language Models (LLMs) for Professional Learning & Teaching Practice

Yes, I’ve actively integrated LLMs like ChatGPT into my professional development and classroom planning. These tools have become invaluable companions in both creative ideation and pedagogical design.

### ✍️ Course & Module Planning

I’ve used ChatGPT to:

- Draft learning objectives aligned with Bloom’s taxonomy.

- Design interdisciplinary modules that embed values like empathy, sustainability, and student agency.

- Generate differentiated activities for mixed-ability groups, including scaffolding prompts and extension tasks.

💡 Impact: It has significantly reduced planning time while enhancing the depth and inclusivity of my lessons.

---

### 📚 Instructional Material Creation

I’ve collaborated with ChatGPT to:

- Create bilingual reading passages and value-based stories for language and ethics lessons.

- Develop interactive prompts for digital storytelling and project-based learning.

- Translate abstract concepts into student-friendly explanations or analogies.

💡 Impact: The materials feel more personalized and culturally responsive, especially when co-creating with students.

---

### 🔍 Exploring New Teaching Strategies

I’ve explored:

- Socratic questioning techniques for critical thinking.

- Gamified learning scenarios using AI-generated role-play dialogues.

- Ethical dilemmas for classroom debate, co-developed with ChatGPT to spark reflection.

💡 Impact: These strategies have deepened student engagement and opened space for more democratic, inquiry-based learning.

---

### 🧭 Final Reflection

Using LLMs has not replaced my role—it has amplified my creativity, expanded my toolkit, and sparked new pedagogical possibilities. The key is to approach them not as shortcuts, but as collaborative thinking pa

My experience has been quite positive, primarily in these areas:

• Generating Instructional Materials: LLMs are incredibly helpful for quickly creating varied exercises, vocabulary lists, simple dialogues, and short stories tailored to specific age groups and learning objectives. This saves a lot of time compared to manually creating everything. For example, I might ask Gemini to generate five sentences using present simple for my 2nd graders, or a short role-play scenario for buying fruit at the market for my 4th graders.

• Planning Lessons and Modules: While I wouldn't rely on an LLM for a complete, in-depth lesson plan without my own pedagogical input, they are excellent for brainstorming ideas, suggesting activities, and outlining lesson structures. I've used them to get initial ideas for warm-up activities, closing tasks, or different ways to present new grammar concepts.

• Exploring New Teaching Strategies: I've prompted LLMs to explain different pedagogical approaches or suggest creative ways to engage young learners. For instance, I might ask "What are some engaging activities for teaching phonics to 1st graders?" or "How can I incorporate more communicative activities into my primary English lessons?" The responses often provide fresh perspectives or remind me of strategies I hadn't considered recently.

• Professional Development: LLMs can be a quick way to get explanations on unfamiliar grammatical points or clarify nuances in English usage, which is beneficial for my own continuous learning.

The impact has been significant:

• Increased Efficiency: The biggest benefit is the time saved. Automating the generation of basic materials or brainstorming ideas allows me to focus more on tailoring the content to my students' specific needs, observing their progress, and providing individualized support.

• Enhanced Creativity: LLMs can spark new ideas and push me to think beyond traditional methods. They can offer a diverse range of activities and approaches that I might not have come up with on my own.

• Personalized Learning Support: While not directly for students, I can use LLMs to create differentiated materials more easily, catering to various learning styles and levels within my classroom.

However, it's crucial to remember that LLMs are tools. They provide a starting point, but the human teacher's expertise, understanding of child psychology, and knowledge of the specific classroom context are irreplaceable for effective teaching. I always review and adapt any generated content to ensure it's age-appropriate, culturally relevant, and aligns with the curriculum and my students' actual abilities.

I used Chatgpt, Gemini and Copilot to help me in some translations or to create lessons plan. I use Heygen to make video-lessons with avatars and recently I discovered Gammaapp to make some presentations.

For the past year, I have also been using large language models like ChatGPT to support my teaching. I use it to save time when planning lessons or units, generate customized practice materials such as reading texts, multiple-choice questions or assessment rubrics, and explore new teaching strategies. I sometimes use it as a reflective partner to help me reformulate instructions or draft administrative documents related to my projects.

This type of tool has helped reduce repetitive tasks and sparked new ideas in my teaching. While I remain critical of its output and always review what it suggests, I now consider ChatGPT a versatile pedagogical assistant that allows me to focus more on the human and relational aspects of my role as a teacher.

Regarding LLM tools, I've used ChatGPT to improve and support teaching. I believe this tool is a powerful one that can help teachers, if used properly and not replace the teacher themselves. It offers many insights that open up new ideas for teachers...helping them co-construct content and activities.

I also used a new-developed AI-software called EdCafe AI.

I used these models to enhance my teaching practices, to assess my students' performance and helped doing the assessments and evaluations for my students.

I tried to engages these models in my assessment practices where I designed assessments that requires the critique of these models.

I’ve also started using Large Language Models like ChatGPT to support my teaching — from generating lesson ideas and materials to exploring new strategies. It saves time, boosts creativity, and helps me personalize learning for my students. I would recommend it to other educators as a smart digital assistant.

I have used Large Language Models like ChatGPT to support my teaching by generating lesson ideas, prompts, and supplementary materials. For example, I used it to create persuasive writing prompts and sample essays aligned with my curriculum, saving time and sparking creativity. ChatGPT has also supported my professional development by providing insights into teaching strategies and educational research. Overall, these tools have enriched my practice, improved lesson planning, and encouraged innovative approaches in the classroom.

I have also used large language models, such as ChatGPT, in my teaching practice. I use them to generate creative lesson ideas, plan eTwinning projects and get suggestions on how to adapt learning materials for children with different learning needs. It has become a useful tool for brainstorming and improving teaching strategies.

What I found especially useful was learning how to spot disinformation and explore collaborative ways to use social media more actively and responsibly. It gave me practical tools and ideas that I could actually apply in class and beyond.

I’ve started using ChatGPT to support my teaching. It’s been really helpful for generating lesson ideas, writing prompts, grammar exercises, and even adapting texts for different levels. I’ve also used it to explore new strategies or get quick inspiration when planning interdisciplinary or project-based activities

I have also incorporated the use of Large Language Models, particularly ChatGPT, into my professional development and classroom preparation. I have used it to design lesson plans, develop engaging instructional materials, rephrase and adapt content for different age groups, and brainstorm creative activities for music education and cross-curricular projects. Our ongoing interaction has also supported my participation in international courses and the completion of portfolio assignments by helping me refine my ideas and present them more effectively. The impact has been twofold: my preparation time has been reduced, and the quality and variety of my teaching materials have improved. This has allowed me to dedicate more time to personalised student support and to experimenting with innovative teaching strategies.

I also use ChatGPT to generate instructional materials, brainstorm ideas, plan lessons, and create activities suitable for my students’ level. My experiences have been mostly positive, as it helps me save time and explore new teaching strategies. However, I believe further training would help me fully take advantage of these tools and use them even more effectively in my classroom.

The MOOC also included practical assignments, which challenged me to apply new knowledge in real-world contexts. These hands-on tasks allowed me to refine my instructional design abilities and experiment with new approaches. As a result, the course not only expanded my repertoire of strategies for online teaching but also inspired me to innovate further in my own classroom practice.

More recently, I have explored the use of Large Language Models (LLMs) such as ChatGPT and platforms like Magic School AI to support my professional learning and instructional design. These tools have proven particularly valuable for generating instructional materials, brainstorming course content ideas, and experimenting with innovative teaching strategies.

One notable example was using Magic School AI to generate discussion and writing prompts for my students. By entering relevant keywords or themes, I received a diverse set of prompts tailored to their needs and interests. This not only saved preparation time but also increased engagement, as the prompts encouraged critical thinking and reflection. Additionally, I have used LLMs to assist with drafting course outlines, lesson plans, and assessment materials, gaining alternative perspectives and ideas that enriched my planning process.

Overall, incorporating LLMs into my professional learning and teaching has enhanced my efficiency, creativity, and flexibility as an educator. While critical evaluation of AI-generated content remains essential, these tools offer powerful support in instructional design—ultimately enriching the learning experience for both teachers and students.

I have also started exploring Large Language Models (LLMs) like ChatGPT, Teachy, Magic School, and Brisk Teaching to support my professional learning and teaching practice. For example, I use ChatGPT to plan lessons, generate instructional materials, and explore new strategies. Teachy and Magic School help me find creative ideas and resources tailored to Physical Education, while Brisk Teaching allows me to organize activities efficiently and reflect on my teaching. Using these tools together has helped me save time, gain fresh perspectives, and make my lessons more engaging and effective for students.

I have started using Large Language Models like ChatGPT to support both my teaching practices and professional development. For instance, I have used ChatGPT to generate draft lesson plans and teaching materials, which I then adapt to suit the needs of my students. It has also been helpful in exploring new teaching strategies - for example, I asked it to suggest ways of making formative assessment more engaging using digital tools. The impact has been largely positive: it has enhanced my efficiency in planning, provided creative ideas I might not have considered, and encouraged me to reflect critically on how I use digital tools in the classroom. However, I use it thoughtfully, ensuring I check accuracy and adapt the outputs to maintain professional judgement and relevance to my specific teaching context.

As for Large Language Models (LLMs) such as ChatGPT, I have used them to design lesson plans, develop teaching materials, and explore new teaching strategies. They have helped me save time while also enriching my classroom activities with more creativity.

I use ChatGPT to create teaching material.

I have used ChatGPT many times in my work. It helped me explain some topics in a simple way, suggested educational activities to implement at school, and assisted me in preparing exams for my students.
My experience with ChatGPT was very beneficial, as it saved me time, helped me improve the quality of my planning and teaching, and increased my confidence in using digital tools in education.

I have also used ChatGPT to support teaching by planning lessons, generating instructional materials, and exploring new strategies. It helps simplify complex concepts, create engaging activities, and brainstorm collaborative projects, saving preparation time while fostering innovative approaches in the classroom.

I use ChatGPT (and other LLMs like Gemini or Magic School) often:

For planning: It is excellent for generating new lesson plans, course ideas, and project outlines.

For materials: It helps me create worksheets, quizzes, and exercises quickly, and adapt them for different student levels.

The main benefit is saving time and boosting creativity in the classroom.

However, many of us agree that we must use AI with balance. It is a useful assistant, but we must still use our own pedagogical judgment and not lose our creativity.

I have also explored Large Language Models (LLMs), such as ChatGPT, to plan lessons, generate instructional materials, and brainstorm teaching strategies. Combining ChatGPT’s content suggestions with Canva’s design tools allows me to create engaging, ready-to-use resources efficiently. Using these digital tools together has enriched my teaching practice, saved preparation time, and made lessons more interactive, visually appealing, and motivating for students.

I have also integrated Large Language Models (LLMs) such as ChatGPT into my professional practice. I use them to plan lessons, create teaching materials, and experiment with new instructional strategies. ChatGPT has been especially useful for generating creative ideas, providing alternative explanations for complex topics, and supporting differentiated learning approaches. Using LLMs has improved both my efficiency in lesson preparation and the quality of learning experiences I can offer my students, while also giving me practical insights to guide my colleagues in integrating AI tools into their teaching.

In addition, the course’s asynchronous format and multimedia design (videos, peer discussions, quizzes) demonstrated effective principles of online pedagogy—something I now consciously apply when creating digital or blended learning experiences for my students. It was a clear example of how well-designed digital learning environments can model best practices while fostering genuine professional growth.

I also use ChatGPT to plan lessons, create activity sheets, and explore innovative teaching strategies. It has helped me save time, refine instructional materials, and gain new perspectives for project-based learning—significantly enhancing both my professional growth and classroom creativity.

Using Large Language Models (LLMs) for Professional Learning and Teaching

I have also explored Large Language Models (LLMs) like ChatGPT to support my teaching and professional growth. I have used ChatGPT to:

• Plan courses and lesson modules, ensuring logical progression and alignment with learning objectives.

• Generate instructional materials such as worksheets, discussion prompts, and formative assessments.

• Explore innovative teaching strategies and activities for subjects like citizenship education, project-based learning, and eTwinning collaborations.
  Using LLMs has saved time on administrative and planning tasks, while also inspiring creative approaches to teaching and student engagement.

Reflection:
Digital technologies and AI tools like ChatGPT allow me to combine professional learning with practical classroom implementation, fostering more efficient planning and more engaging learning experiences for students.

Gemini can become a powerful co-pilot that saves time and enhances the resources I provide to my students, especially in areas like theoretical knowledge (which I cover when I can't use the gym).

Instead of spending hours writing a lesson on the rules of a new sport or the muscles involved in a specific exercise, I can use an LLM to generate the initial Quiz questions (for Quizlet or other tools). Glossaries of PE terminology (e.g., "aerobic," "anaerobic," "adduction"). Case studies on sports nutrition or performance.

As an educator and ICT trainer, I explore ChatGPT as a digital assistant for creativity, planning, and reflection. It supports me in several ways:

1. Course and Lesson Planning

I use ChatGPT to design lesson outlines, create step-by-step activity plans, and generate differentiated tasks that meet the needs of diverse learners. For instance, it helps me structure English language lessons for different levels, develop project ideas, and ensure that learning objectives align with curriculum standards.

2. Instructional Material Creation

ChatGPT assists in creating interactive exercises, vocabulary activities, reading passages, and writing prompts. I often use it to rephrase or simplify texts for primary learners, generate rubrics, and design digital worksheets or PowerPoint lesson outlines.

3. Professional Development

For my own growth, I use ChatGPT to stay updated on educational trends, understand new technologies like robotics or AI in education, and prepare for training sessions or workshops. It helps me save time and focus on the creative and pedagogical aspects of my work.

4. Innovation and Reflection

ChatGPT also supports innovation and reflection by helping me evaluate teaching strategies, design AI-integrated classroom projects, and explore ethical issues in digital education.

I use ai tools like Chatgpt, gemini often to earn time and to get advice.

Regarding Large Language Models (LLMs): Yes, I have used tools like Copilot to support my teaching practices and exploring different answers. For example, I’ve used it to generate lesson ideas, create instructional materials, and explore innovative teaching strategies. Copilot has been particularly helpful for saving time and enhancing creativity while ensuring alignment with learning objectives.

One successful experience was taking part in a webinar consisting of four parts dealing with ways of introducing background knowledge concerning AI and how to make this knowledge accessible for students aged 10-14 by using hands-on activities. This series of webinars was offered as preparation for the European Codeweek 2025.

I have also used ChatGPT to support my teaching. For example, I used it to plan lessons, generate ideas for classroom activities, and explore new teaching strategies. It has been a useful tool for saving time and getting different perspectives, although I always review and adapt the suggestions to suit my students’ needs.

I have also used Large Language Models such as ChatGPT to support my professional learning and teaching. For example, I have used it to plan lesson outlines, generate instructional materials, design assessment questions, and explore differentiated teaching strategies. It has helped me save time, refine ideas, and consider alternative approaches. Overall, using LLMs has enhanced my efficiency, creativity, and confidence in lesson planning while supporting continuous professional growth.

One particularly successful experience was participating in a MOOC on digital pedagogy and innovative assessment methods. The course combined theoretical input with practical tasks, requiring us to design digital learning activities and receive peer feedback. What made it especially beneficial was the collaborative dimension — through discussion forums and shared assignments, I was able to compare practices, reflect on my own strategies, and refine my lesson design.

I have also used Large Language Models like ChatGPT to support my teaching. I used it to plan lessons, create worksheets, and explore new teaching strategies. It helped me save time, organize my ideas, and experiment with different approaches. Using LLMs has positively impacted my teaching by making planning more efficient and giving me access to a wide range of examples and resources.

My most transformative experience with digital technologies in professional learning was completing a MOOC on the Coursera platform — specifically a course on blended learning design offered by a European university. What made it genuinely developmental rather than merely informational was the combination of video content, peer-reviewed assignments, and discussion forums where educators from across the world — including several from the Arab region — shared classroom realities that resonated deeply with my own Jordanian context. I did not feel like a passive recipient of knowledge; I felt part of a professional community that was collectively making sense of digital pedagogy. This experience directly informed how I restructured a university course I teach, shifting from purely lecture-based delivery to a blended model that incorporates pre-recorded micro-lectures, in-class discussion, and digital formative assessment — a change my students responded to with noticeably higher engagement. Consistent with what Yurkofsky et al. (2019) describe, the MOOC also reduced the professional isolation I had felt as someone interested in digital education in a department where most colleagues remained skeptical of technology integration.

Using Large Language Models in Teaching and Professional Development

I have used ChatGPT as a professional learning tool in several meaningful ways, and my experience has been both genuinely useful and appropriately cautious. For course planning, I used it to generate initial draft outlines for new modules, which I then critically revised to align with Jordanian curriculum standards, student needs, and my own pedagogical judgment — treating it as a thinking partner rather than an authority. I have also used it to generate differentiated versions of reading materials for students with varying English proficiency levels, a particularly valuable function in Jordanian universities where classrooms are linguistically diverse. For professional development, I have prompted it to explain emerging concepts — retrieval practice, Universal Design for Learning, formative assessment strategies — and then cross-referenced its explanations with academic sources to verify accuracy. This habit of verification is essential, as the model occasionally produces plausible-sounding but imprecise information, particularly on context-specific topics like Jordanian educational policy.

Critical Reflection on the Potential and the Limits

What digital technologies — from MOOCs to LLMs — have collectively taught me is that the most powerful professional learning happens at the intersection of access, community, and critical reflection. Technology expands access dramatically: a university teacher in Irbid or Zarqa can now engage with the same professional development content as a colleague in London or Helsinki. But access alone is insufficient. As Brooks (2022) and the OECD (2020) suggest, it is the collaborative and reflective dimensions — the peer connections, the shared practice, the identity formation — that transform information into genuine professional growth. In my own experience, the moments of deepest learning came not from watching a video lecture, but from writing a reflective post in a MOOC forum and receiving a response from a peer that reframed my thinking entirely. I would encourage colleagues across Jordanian universities to approach digital professional learning with both enthusiasm and discernment — embracing its flexibility and reach while remaining the critical, culturally grounded educators that their students need them to be.

These technologies allow me to continuously update my knowledge and improve my teaching methods so that learners become active participants in the learning process rather than passive consumers of information.

One of the ways I engage in professional learning is through webinars. I intentionally select webinars that introduce new ideas or focus on areas where I feel I need further training and practice. For example, I have attended webinars related to global citizenship education, artificial intelligence, robotics, and virtual reality. These sessions have helped me broaden my understanding of emerging technologies and pedagogical approaches, while also providing practical insights that I can apply in my teaching.

In addition, Massive Open Online Courses (MOOCs) have proven to be particularly valuable for my professional development. I find MOOCs to be well structured and flexible, allowing me to learn at my own pace while exploring new topics in depth. They provide access to expert knowledge, research-based content, and opportunities to reflect on my own practice. This supports me in expanding my professional knowledge and integrating new ideas into my teaching.

I have also used Large Language Models (LLMs), particularly ChatGPT, to support my professional learning and teaching practice. I use it as a tool to explore new ideas, clarify concepts, and deepen my understanding of different educational approaches. For example, I have used ChatGPT to brainstorm lesson ideas, refine instructional materials, and explore innovative teaching strategies.

Importantly, I use ChatGPT as a tool to enhance and elevate my existing knowledge rather than relying on it passively to generate ready-made activities or information. By interacting with it critically and reflectively, I am able to expand my thinking and consider different perspectives that support my professional growth. This approach allows me to remain an active learner while using digital technologies to enrich both my professional development and my teaching practice.

Overall, digital technologies such as webinars, MOOCs, and LLMs have become valuable tools in my professional learning journey. They support continuous development, encourage innovation, and help me create more engaging and meaningful learning experiences for my students.

I have been using Padlet, Canva, and Genially for a long time, but through project work I have learned how to use them more effectively, especially for collaboration.

I also participate in eTwinning webinars, which give me new ideas for lessons and projects.

I actively use ChatGPT in my work. It helps me:

create lesson and meeting scenarios

generate new ideas

develop teaching materials

It saves time and makes learning more engaging for my students.

Conclusion:
Learning through practice and using digital tools helps me continuously grow as a teacher.

This process helped me complete the story in a creative and efficient way, combining AI tools with design software.

Being part of online learning communities, such as eTwinning, has also helped me exchange ideas with other teachers and stay connected to new trends in education.

More recently, I have started using ChatGPT as a tool to support my teaching and learning. I use it to generate lesson ideas, create activities, and explore different teaching approaches. It is also very helpful for quickly adapting materials to different levels of students.

My experience with LLMs has been very positive, as they save time and inspire creativity. However, I always review and adapt the generated content to fit my students’ needs.

Overall, digital technologies and AI tools have made my professional learning more flexible, efficient, and innovative, and they continue to support my growth as a teacher.

One successful experience for my learning was a MOOC focused on language teaching methodologies and assessment. The course included short video lessons, downloadable materials, and peer discussions. I especially benefited from the practical tasks—such as analyzing sample student responses and applying rubrics for language development—because it improved how I interpret learner performance. After finishing a module, I adapted one of the rubric formats into my own feedback approach and used it in my lessons. I noticed that my students understood the criteria more clearly, and their revisions improved because the feedback was consistent and specific.

I have also used Large Language Models (LLMs) such as ChatGPT for professional learning and to support my teaching practices. I use it mainly as a brainstorming and drafting partner. For instance, I ask it to help me plan a short unit for ESL by generating possible lesson sequences, aligning activities with language objectives (like grammar accuracy, vocabulary use, or speaking fluency), and suggesting scaffolds for different proficiency levels. I also use it to generate instructional materials—such as sentence starters, model dialogues, differentiated writing prompts, and simplified readings—then I edit and verify everything so it matches my students’ needs and my curriculum.

The biggest impact of using an LLM for me has been efficiency and variety. When I feel stuck or want a fresh approach, I can quickly explore options for tasks or explanations, and that helps me prepare more confidently. It has also helped me reflect: if I ask for alternative ways to teach the same concept, I can compare strategies and decide which one fits my learners best. Overall, it supports my professional development by speeding up planning and generating new ideas, while my own judgment ensures the final materials are accurate, age-appropriate, and pedagogically sound.

One particularly valuable experience was participating in international Erasmus+ and eTwinning learning activities focused on digital collaboration, Virtual Reality (VR) and innovative teaching methodologies. These experiences allowed me not only to learn from experts and other teachers, but also to exchange practical ideas and classroom experiences with professionals from different countries. This international perspective has had a significant impact on my teaching practice and professional development.

Regarding Large Language Models (LLMs) such as ChatGPT, I have increasingly integrated these tools into my professional learning and teaching workflow. I use ChatGPT to support course and module planning, generate instructional materials, design project-based learning activities, create assessment rubrics and explore new teaching approaches adapted to Vocational Education and Training contexts.

For example, I have used LLMs to help structure laboratory challenges, develop learning activities connected to real industrial scenarios and improve the clarity and organisation of teaching materials. I also find these tools very useful for drafting professional documents, preparing presentations and supporting international project communication in multilingual environments.

In my experience, LLMs do not replace the teacher’s expertise or pedagogical decision-making, but they can significantly improve efficiency, creativity and access to new ideas. Their impact on my professional practice has been very positive, especially by allowing me to dedicate more time to pedagogical innovation, student support and collaborative project development.

As a member of an online community for language teachers, I can keep up with available CPD opportunities, changes in state assessments and training on same.

We also sometimes have TeachMeets at school where a colleague will share their knowledge on a certain app or programme

I have been reluctant to use AI in teaching due to it‘s environmental impact. I also think it will have a long term impact on the ability of students to think critically and research.

Using Digital Technologies for Professional Learning

I have used digital technologies extensively for my professional learning through webinars, online courses, educational websites, and online learning communities. One particularly successful experience was participating in an online professional development webinar focused on digital teaching strategies and the integration of technology in the classroom. The webinar provided practical examples, interactive activities, and opportunities to exchange ideas with educators from different schools. As a result, I gained new skills in using digital tools to increase student engagement and collaboration, which I later applied in my own teaching practice.

Online learning platforms and communities have also been valuable because they allow me to access resources, share experiences, and learn from other educators at my own pace. These opportunities have helped me stay current with educational trends and continuously improve my teaching methods.

Using Large Language Models (LLMs) such as ChatGPT

Yes, I have used ChatGPT to support both my professional learning and teaching practices. I have used it to plan lessons and modules, create quizzes and assessment questions, generate instructional materials, and explore new teaching strategies. ChatGPT has also helped me develop project ideas, prepare presentations, simplify complex concepts, and create differentiated learning activities for students with varying needs.

The impact has been positive because it saves time, provides creative ideas, and supports lesson preparation. It has allowed me to focus more on adapting learning activities to my students' needs rather than spending excessive time creating materials from scratch. However, I always review and adapt the generated content to ensure accuracy, relevance, and alignment with curriculum requirements.

Overall, digital technologies and AI tools such as ChatGPT have become valuable resources for my continuous professional development and for enhancing the quality of teaching and learning in the classroom.

I also use ChatGPT to support my teaching by planning lessons, creating classroom activities and assessments, generating teaching materials, and exploring new instructional strategies. It has saved me time, increased my creativity, and helped me design more engaging, student-centred lessons.