Personally, I actually try really hard not to use AI, which is difficult in a world increasingly reliant on it. However, I have used it as part of Google's new AI summarizer, which helps to give a quick overview of information found on Google. I also used ChatGPT to write a monologue to test my classmates' ability to differentiate between an AI written monologue and my own monologue as a theatre-based Turing test.

Generative AI can help with student engagement, assessment, and differentiation by providing new and interesting examples that a teacher might have a tough time coming up with on their own. Especially with differentiation, having a range of material options is easier for an AI with the full scope of the Internet to pull from.

Prompts can be refined by specifically telling the AI what you are looking for and what you don't want to see. Having a list of multiple options to choose from and then specifying the best option can also help clarify the answer you might be looking for.

We can evaluate deepfakes on the Internet by looking at classic signs like failure of audio to line up with the mouth, hair appearing unnaturally, and grammatical mistakes in captions. We can approach these topics in classrooms to ensure that students are picking up on media literacy skills and not falling it for inaccurate materials.

Digital citizenship can be connected to students' ideas about the ethical uses of AI. Students should feel ownership of their learning and feel that they are also in charge of their own decision making, which includes encouraging them to think through the process, evaluate the content being produced by AI, and recognize the difference between their own intellectual property versus a computer's.

Content attribution is a hot topic right now with artists and creatives. Especially because there is no attribution for art that feeds an AI art generator, most people have a lot of questions regarding the legalities of using one's art as a training tool for AI. I think it's important to dissect the ethics of this since we will soon become creators whose work is impacted by this.

Technology can increase students' empathy by increasing their access to experiences that differ from their own by interacting with global perspectives, which was much harder to do pre-Internet. Students may also be able to connect directly with the people who have these different perspectives. After these interactions, students have the opportunity to reflect and share their thoughts digitally.

Utilizing augmented and virtual reality headsets in a classroom create opportunities for students to visit far away places, or potentially dangerous places, without leaving the walls of the classroom. The ability to see the scale and architecture of a new environment may not be able to completely replicate the real thing, but it can be relevant to courses and provide a helpful spatial component that a 2D picture cannot.

Teachers can help a virtual field trip achieve success by asking question stems that encourage critical thinking during a virtual experience. Developing empathy through exploration is an effect of student curiosity in a virtual space.

Students generally participate in 3 types of collaboration: remote, role-based, and shared-screen, which fall within the parameters of synchronous and asynchronous collaboration. These different types of collaboration offer a variety of ways for students to collaborate online, especially through the uses of collaborative tech (Google docs, slides, etc.) and functions on video sharing tech like the shared screen feature on Zoom.

Synchronous collaboration happens in real time, and they can receive instant feedback on the work they are currently completing. They have the opportunity to participate in the same group facilitation that they can get face-to-face. Asynchronous collaboration allows students and teachers to complete assignments at different times while still adhering to deadlines. They can create their own schedules and practice time management skills.

Value-adds can help clarify the tone of teacher feedbacks through video or audio recording, much more than a written comment. Sometimes, the tone of a piece of written feedback can cause excess stress or confusion, but an audio or video message clears that up by including facial or voice signifiers to show what the teachers genuinely means.

In my theatre classrooms, I think that creativity very much overpowers consumption. I love to consume media and then generate ideas based off of some element that feels interesting or novel to me, but in many of my classes, there is less required reading and more required creating. I would like to find a better balance of reading theory and source texts and then have the chance to create based off of new knowledge.

Some different products that students can create include audio creations, text creations, multimedia creations, and visual creations, which include infographics and comic strips. These all allow students to experiment with various technologies that teach typing, audio, and content creation skills that students will apply throughout their lives and careers.

The above technologies differentiate traditional learning by allowing students to utilize whatever learning strategy works the best for them or will challenge them the most. If a students already has proficiency in writing in English, they could benefit from using an audio recording app, which will teach them to articulate their ideas through speaking. This is also helpful for students with learning disabilities who may benefit from a more creative outlet to express ideas.

Currently, I find that I am mostly using formative assessment by writing online journals or other forms of writing-focused documentation as a reflection on daily lessons. Document sharing by Google docs, Microsoft Word, and the rest of the Google suite makes it very easy to share with peers, teachers, and whoever else may need access to these reflections.

Varying the way that students can share their ideas and allowing for range of material interaction helps eliminate the "one size fits all" mentality that some traditional classrooms employ. It's also possible to use AI in structuring the course of a class so that a teacher may tailor their instruction to better fit students' needs.

I'm not sure I totally understand this question, but exit slips have the ability to be modified using EdTech materials, like asking students to represent the class lesson visually if most of the teaching was verbally explained, or vice versa. This helps them expand their knowledge by applying it in different forms.

Video conference tools include Zoom, Google Meet, Microsoft Teams, and FaceTime as some of the most popular tools. These were heavily utilized in 2020 during online learning, but there are many options to allow students flexibility, whether that is using the chat, having them turn on their mics and cameras, or taking part in a webinar where there may be a section for Q&A.

Everyday sharing might look like posting to a discussion board as part of an exit ticket, sharing with peers about the additions to a more long form project, or elementary schoolers sharing stickers to show how they are feeling about a piece of reading so far.

Conversations about branding may help guide students to thinking about the elements of a brand they enjoy or that feel effective to them. By doing so, they begin to think about color, font, style, etc. which are helpful tools when they are asked to create their own work. As technology and social media branding become increasingly viable skills and jobs in today's economy, this will set them up for success when it comes time to think about jobs and branding themselves in the work force.