Sponsored post by Chris Petrie, via Kwizie.ai; opinions are those of the author
Language tutors are facing unprecedented challenges in keeping students engaged and motivated. The shift towards video-driven learning, accelerated by the COVID-19 pandemic, has only intensified these problems. With studies saying that GenZ students consume an average of 7.2 hours of video content daily and a staggering 500 hours of video uploaded to YouTube every minute, educators are competing with a barrage of digital content designed for instant gratification. This massive influx of content, coupled with the addictive design of platforms like TikTok and Instagram, has made it increasingly difficult to capture and retain students’ attention. One key to overcoming this challenge lies in aligning educational content with student interests, but the heavy burden of personalizing interactive and engaging resources can be overwhelming.
Enter the power of AI in language learning. Kwizie.ai is transforming the way language educators personalize learning content by automating the creation of quiz games from any video in 20 different languages. This tool turns passive video watching into an active learning experience, making language comprehension both aligned with student interests and highly personalized.
Laura Homs Vilà from Couch Polyglot shares her experience:
“I was blown away by how fast it was possible to create such quizzes. It’s definitely a game-changer for teachers and learners alike, helping to clarify whether the video content was truly understood.”
Practical Strategies for Engaging Language Learning
Imagine many possibilities: an English video the student knows well paired with a Spanish quiz, or a Spanish video reinforcing language skills with a quiz in Spanish. The combinations can be tailored to suit any learning objective.
For a creative approach, consider using the learner’s favorite music videos. A familiar Taylor Swift song, for instance, could be the basis for a quiz in a different language (click here for a Spanish quiz, for example), making learning both fun and engaging.
Another great strategy is to get students into study groups and have them engage in peer assessment; they can easily create quiz games for each other from their favorite videos as a powerful way to learn together.
How Kwizie works in 3 steps:
1. Select Content: Start by choosing video content that resonates with your students’ interests. For example, a short National Geographic documentary on sharks could captivate a student fascinated by marine life. Kwizie’s AI can then generate a quiz based on this content in 20 languages.
2. Share and Collaborate: Once the quiz is generated, you can edit what you like and set the quiz conditions. Then, sharing it with students is done in one click.
3. Leverage Analytics for Future Learning: Kwizie provides valuable analytics that offer insights into student engagement and listening comprehension. This data-driven approach allows educators to tailor their delivery strategies to meet the individual needs of their students. For more advanced learners, incorporating activities like recording their own presentation and speaking sessions can add an extra layer of challenge and engagement for audiences.
Impact
By leveraging Kwizie’s AI capabilities, educators can significantly increase the rate of language learning while radically decreasing the time spent creating personalized and engaging learning experiences. This not only motivates learners but also sets them on a path to success, which is the ultimate goal for any educator.
“I have to say this technology is outstanding! It’s one of the most impressive quiz-making tools
that we’ve come across. It does it instantly. It does it in seconds. It even makes it a little gamified.” – Russell Stannard from Teacher Training Videos
It is free to try – it takes less than a few minutes to get your first quiz up and running, and, with a special offer, to try Kwizie for just $1 in the first month. Visit Kwizie.ai and click “Try Now for Free” to embark on a journey that transforms passive video consumption into an active, data-driven learning adventure.
Chris Petrie, PhD, CEO & Co-Founder Kwizie.ai
Helsinki, Finland
Bio:
Chris Petrie is the CEO and Co-Founder of Kwizie.ai, bringing 20 years of experience in education, research, and product leadership. Previously, he has led more than 25 global research projects for well-known international clients, including Supercell, the OECD, the LEGO Foundation, and the World Bank.
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In the world of education, particularly in the fields of science, technology, engineering, and mathematics (STEM), accessibility and engagement are paramount. However, traditional methods of instruction often fall short in providing accommodations for diverse learning needs and fostering active participation. Enter ethical AI-powered text-to-speech (TTS) technology, a tool revolutionizing the educational landscape by bridging accessibility gaps and enhancing learner engagement in STEM content.
Focus on accessibility
Accessibility in education means providing equal opportunities for all learners, regardless of their abilities or disabilities. Visual impairments, learning disabilities, dyslexia, neurodiversity, and language barriers can pose significant challenges for individuals seeking to access STEM materials. Traditional textbooks are often overfilled with complex diagrams, graphs, and equations. These can create formidable obstacles for these students. However, TTS technology offers a solution by converting written text into spoken words, making STEM content accessible through auditory means. Through the seamless integration of TTS technology into digital platforms and Learning Management Systems (LMS), learners can engage with scientific concepts with ease and independence.
The benefits of TTS
Moreover, TTS technology transcends accessibility barriers to benefit a broader spectrum of learners, including those without disabilities. By providing alternative modalities for accessing information, TTS provides diverse learning methods. Learners thrive by adding auditory environments, where they can process and retain information more effectively through listening rather than reading. TTS facilitates this auditory learning process by transforming written STEM content into engaging audio presentations, which helps with enhancing comprehension and retention.
Additionally, TTS technology acts as a catalyst for increasing engagement among STEM learners. Engagement is crucial for fostering a deeper understanding of complex scientific concepts and promoting lifelong learning. However, traditional instructional materials often fail to captivate students’ interest, leading to disengagement and disinterest in STEM subjects. AI-powered TTS addresses this issue by transforming static text into dynamic, interactive experiences. By incorporating natural language processing and speech synthesis algorithms, TTS systems deliver content with human-like intonation and expression, capturing learners’ attention and sustaining their engagement throughout the learning process.
TTS technology also enables personalized learning experiences tailored to individual needs and preferences. Through customizable settings such as playback speed, voice selection, and highlighting options, learners can adapt the TTS output to suit their unique learning styles. For example, students can adjust the playback speed to accommodate their preferred pace of learning or select voices that resonate with them personally. These customization features empower learners to take control of their learning journey, promoting autonomy and self-directed learning.
TTS technology facilitates multimodal learning experiences by integrating audio with visual and interactive elements. For instance, TTS-enabled e-books can synchronize spoken text with highlighted visuals, enabling learners to follow along seamlessly. Additionally, interactive simulations and virtual labs accompanied by TTS narration offer hands-on learning opportunities, further enhancing engagement and understanding. By leveraging the power of AI and multimedia integration, TTS technology transforms static STEM content into dynamic, immersive learning experiences that appeal to learners of all ages and backgrounds.
In conclusion, AI-powered text-to-speech technology represents a paradigm shift in STEM education, offering unparalleled accessibility and engagement for learners worldwide. By breaking down barriers to access and fostering interactive learning experiences, TTS technology empowers individuals to explore the wonders of science, technology, engineering, and mathematics with newfound enthusiasm and confidence. As technology continues to evolve, so will the possibilities for leveraging AI to enhance STEM education and inspire the next generation of innovators and problem solvers.
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Guest post by Miles DeMacedo, Kylie Gannon, and Pierre Ayer, Opinions expressed are those of the authors.
Schools across the United States have been grappling with how to improve student engagement, quality of work, and attitude toward learning. Administrators and teachers alike are blaming cell phones and their widespread use in schools for distracting students from what they should be focusing on – their learning.
In a congressional press release, Senator Tom Cotton of Arkansas stated: “Widespread use of cellphones in schools are at best a distraction for young Americans; at worst, they expose schoolchildren to content that is harmful and addictive,” (as cited in Langreo, 2023, para. 6). Proponents contend that students are using cellphones in manners that hinder not just their own learning but also that of their peers (Ugur & Koc, 2015). As a result, schools across the U.S. and even other countries have implemented such bans.
What are the results? A number of studies have found that there has been an increase in student test scores (Beland, 2021) and noticeable reductions of bullying incidence among teenagers (Beneito, Vincente-Chrivella, 2022).
That’s quite the claim! We’re inclined to believe it, too. It seems like common sense, and the claims are based on research. The writing is on the wall: Smartphones in schools are on their way out, as they should be! However, that might not be the whole story. The issue at hand requires a more nuanced look at schools, students, and their relationship with smartphones. Let’s dive deeper!
In the current climate, it is safe to say that smartphones and how they are utilized are criticized. Senator Tom Cotton will have you believe that they are nothing but insidious devices that demand the attention of your children. While there is some truth to this, Tom Cotton fails to consider the potential positives of smartphones and what they can bring to the table for students seeking to learn. While each new piece of technology produces a wave of skepticism, McKenna (2023) says that “banning a technology or behavior prematurely, based on its initial negative impacts, can prevent society from learning how to adapt to and effectively manage the technology” (para. 15).
One argument for allowing cellphones in schools is that they allow for students to practice control over their actions and responsible technology use, becoming more active learners in the classroom. Chris Davis, a teacher in Glendale Unified School District, noted that with clear expectations, “the classroom rewards outweigh the risks of a more open policy” (as cited in Walker, 2016, para. 3).
A large portion of teachers are already having students utilize their cellphones for learning. One study surveyed 79 teachers to determine their perceptions of using cellphones for classroom instruction, and “findings indicated that the majority (69%) of teachers support the use of cellphones in the classroom and were presently using them for school-related work” (Thomas et al., 2013, para. 1).
Even in schools with strict cellphone ban policies, students are still using cellphones in the classroom as requested by teachers. At South Eugene High School, the policy is that students keep their cellphones off and out of sight during class unless instructed otherwise. One teacher working under this policy, Bobbie Willis, says she asks students to use their cellphones as documentation tools used to record or take photos. “The convenience makes her wonder if the phones are more valuable than the school-issued laptop” (Snelling, 2024, para. 19).
But what about the test score improvements cited in the Beland and Murphy study in Swedish secondary schools? Well, a study was done to replicate those claims, with an increase in the survey response rate of schools to approximately 75% (a bigger sample size than the original study), it was found that there was “no impact of mobile phone bans on student performance and [we] can reject even small-sized gains” (Kessel et al., 2020, Abstract).
Another important note to consider is the student’s perspective. After all, these are the people that cellphone ban policies affect most. Overall, these policies can be discouraging to students because they take away their ability to make their own choices when it comes to the use of technology. Teaching responsibility must include some level of trust, otherwise the school atmosphere can become hostile. The relationship between the students and the school can significantly affect a student’s learning (Singer, 2023).
So, are cell phone bans in schools the answer to the lack of engagement from students? Well, like we said previously, this issue requires a more nuanced view. At the very least, there is a need for school policymakers to align cell phone rules and restrictions accordingly (Keengwe, 2012, para. 1). Then it becomes a matter of using a variety of approaches, looking at the research, and adapting accordingly.
Author Bios
Miles DeMacedo is majoring in Community Education and Social Change at the University of Massachusetts Amherst. He has also applied to the 4+1 masters program for higher education at UMass Amherst.
Kylie Gannon is majoring in Physics with minors in Mathematics and Education at the University of Massachusetts Amherst. Outside of the classroom, she is an instructor at an educational maker-space, teaching children and teens about robotics and coding.
Pierre Ayer is majoring in Community Education and Social Change at the University of Massachusetts Amherst.
Keengwe, J., Schnellert, G. & Jonas, D. (2014). Mobile phones in education: Challenges and opportunities for learning. Education and Information Technologies, 19, 441–450. https://doi.org/10.1007/s10639-012-9235-7
Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish secondary schools. Economics of Education Review, 77, 102009. https://doi.org/10.1016/j.econedurev.2020.102009
Uğur, N. G., & Koç, T. (2015, December 30). Mobile phones as distracting tools in the classroom: College students perspective. The Journal of Operations Research, Statistics, Econometrics and Management Information Systems. https://dergipark.org.tr/en/pub/alphanumeric/article/287550
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Guest post by Dr. Amy Mathews-Perez, a Director of Special Programs in a public school in Central Texas who also serves on the Board of Directors for the Texas Council of Administrators of Special Education (TCASE). Connect with Amy on X (formerly Twitter) at @drgrowtoknow and on Facebook at DrAmy MP.
Have you ever driven through fog? Depending on how dense it is, it can be eerie or ethereal. Sometimes the fog seems to just appear and other times, you can see it in the distance as you approach. When you are driving through dense fog, you tend to slow down because it can be hard to see what is right in front of you. Likewise, it can be difficult to know or see when the fog will end. There are times that it dissipates slowly, and other times when you drive right out of it sooner than expected.
Now, replace the image of fog with the challenges you are facing. “Challenges” can also be described as roadblocks, obstacles, or enigmas. There are many ways that fog and a challenge are similar. Perhaps if we consider those similarities both in CONTENT and APPROACH, we can improve our perspective and progress regarding challenges.
A key characteristic that fog and challenges have in common is that they are temporary…as long as you are moving through them. To stay stuck – or allow yourself to get stuck – in a challenge is like parking your car on the side of the road in the fog and just waiting until the fog goes away. What a waste of time and gas…plus you’ll be late to your destination! Face the fog with intention, cautious movement toward your goal and awareness of your surroundings.
Just like fog, sometimes challenges come out of nowhere – they blind you without warning, or they seem like “no big deal” until you get up close & personal. One potential response in that situation is to rush through and hope you get out of it soon, but that is a huge risk because you may not be able to see that vehicle coming toward you/up behind you until they are within 10 feet of you and then you have to REACT instead of respond. Same with challenges: if we rush through them without learning from them, without going slow enough to see the challenge in a different way, it can result in a crash between our goals and actions; that momentum of rushing can set us back instead of moving us forward.
Face the fog, don’t race the fog.
Just like challenges, fog can seem ubiquitous & consuming; it may blur our goals. But let’s think about it like this: What is fog made of? The condensation of water vapor; tiny liquid water droplets that hang in the air. What are challenges made of? The condensation of choices & opportunities that hang in your mental space. Embrace the mystery of progress, take the time you need to navigate your path and clarity to your goals as you face the fog.
About Amy
Texas-born & raised, Amy is in her 32nd year of serving public education. Her roles have included General Ed. Teacher, SLP, Diagnostician, SPED Supervisor, Assistant Principal, Principal and Director of Special Education.
She is the CEO of Making Education Special for All (M.E.S.A), an LLC dedicated to training, facilitation, consultation, and speaking engagements that revolve around information, motivation, and insights on why and how to make education special for all stakeholders. Her passions are communication, joy, authenticity, and empowerment.
“Life is short but our influence is never-ending,” and Amy is committed to connecting with others through service and smiles.
About Rachelle
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Guest blog by Dr. Susan Kandianis, Supervisor of Educational Technology, Colonial Intermediate Unit 20
Twitter: @IU20EdTech
Leading the Way with Student-Led Professional Development
Need some assistance with integrating a new technology resource into your lesson design? Curious about the free resources to teach digital citizenship skills? Call in the Junior Technology Leaders to assist and lead your professional learning session!
What is a Junior Technology Leader?
A Junior Technology Leader is a student in Grades 4-7 within the Colonial Intermediate Unit 20 region. Colonial Intermediate Unit 20 (CIU 20) is one of 29 intermediate units throughout Pennsylvania. CIU20 provides services and programs to schools, educators, families and students within Northampton, Pike and Monroe counties, and one of these programs includes the Junior Technology Leaders!
The creation of the Junior Technology Leader program was a joint effort of the CIU 20 technology and professional learning departments. The program was born out of a passion for delivering quality teaching and learning experiences with technology as well as a strategy to help break down barriers to technology tools/resources and professional learning. Today’s learners are growing up with digital tools, so why not have them provide learning sessions for the classmates as well as for their teachers? The educational technology team planned the curriculum for the first year of the program, basing lessons on current resources available to member school districts within the CIU 20 catchment…..and we were ready to roll!
The program began in 2017 with a small group; five teams and 15 students. Initially, there was a registration fee for the program as we worked to get the program off the ground. A team consisted of the school district advisor and three students. With school district administrative support for the program, advisors attended each session at CIU 20 with their students, and provided support for students back at their home school to complete the lessons and/or facilitation of a professional learning session.
Valuable feedback was key during our first year. Feedback was provided by program advisors and students via surveys at the end of each season. The lessons for the program were tailored to meet the needs of our attending teams.
What Does Student-Led Professional Development Look Like?
Junior Technology Leaders return to their schools with the provided lessons and resources to provide professional learning experiences at their home school. The professional learning experiences may be delivered to their classmates, teachers, and administrators (depending on the school.)
Student-led professional development is not a new concept, but it seems to be one that is challenging to bring into the school schedule. As shared in Unconventional (Poth, 2019), “creating an opportunity for students to provide feedback to teachers about what strategies and tools help them learn best, and add their different ideas into the classroom, will help students to
feel more valued in the classroom and create a more meaningful experience” (p.97.) (Reading this section in Unconventional was actually the inspiration to write this blog. More on how students provide student-led professional development in my next blog. I only have 900 words!)
How Does the Program Help Break Down the Digital Design Divide? Student technology leaders can also make an impact on their schools by helping bridge the Digital Use Divide. As shared in the newly released 2024 National Educational Technology Plan, the Digital Design Divide, is an “inequitable implementation of instructional tasks supported by technology. On one side of this divide are students who are asked to actively use technology in their learning to analyze, build, produce, and create using digital tools, and on the other, students encountering instructional tasks where they are asked to use technology for passive assignment completion” (U.S. Department of Education, 2024, p.9.)
The work of the Junior Technology Leaders addresses the Digital Design Divide. Their work helps break down barriers by sharing lessons and resources they obtain through the face-to-face sessions and taking them back to their school to provide engaging learning experiences. In doing so, the schools within our catchment can work to ensure that “all students have transformative, active, creative, critically thoughtful experiences supported by technology” (U.S. Department of Education, 2024, p.10).
What’s Next for the Junior Technology Leaders Program?
We continue to grow our Junior Technology Program. With the support of grants, we have been able to purchase enough resources to support our lessons, and we now offer the program at no cost to our member districts. Our Junior Technology Leaders have presented at faculty meetings in their schools, at the annual Junior Technology Leader Showcase at CIU 20 Central Office, at the Pennsylvania Educational Technology Conference & Expo (PETE &C) and twice at the International Society of Technology Conference (ISTE).
We continue to grow the program, and who knows where you will see our Junior Technology Leaders presenting next!
Resources:
Poth, R. (2019). Unconventional. EduMatch. Alexandria, VA.
U.S. Department of Education, Office of Educational Technology, National Educational Technology Plan, Washington, DC, 2024. https://tech.ed.gov
Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD
**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
Getting students to talk about your content and share their thinking Is often a struggle, and having lots of strategies in your tool belt is a must. Overusing a strategy can diminish its effectiveness, so having a variety that you can use with planning or on the fly is a must. Many of you have probably heard of or have used the researched-based think pair share strategy, so my addition to that to create “Think Pair Group Share” will be easy to adopt, adapt, and apply to your teaching repertoire.
Key Takeaways: * Collaborative learning is essential and has many benefits. * Students need to discuss and share their learning. * New addition to the Think Pair Share activity helps students in many ways and is easy to implement.
IF YOU EVER FIND YOURSELF STUCK IN THE MIDDLE OF THE SEA
There are several things I like about this activity. After reading Frank Smith’s book, Learning and Forgetting, I became more conscientious about adding collaboration to the activities I use. As Smith points out repeatedly, paraphrased in summary here by Goodreads, learning is a social process that can occur naturally, effortlessly, and continually through collaborative activities (Goodreads 2024). Students do love to talk with each other, generally speaking, and Smith also points out that “Anything that stimulates our imagination and promotes our enjoyment of an activity is a green light for learning” (Smith 89). While talking to each other is enjoyable, students aren’t as eager for academic discussion, so that is where activities like this, when done thoughtfully, can be so successful for student learning.
I’LL SAIL THE WORLD TO FIND YOU
Anytime I plan lesson activities, I consider ways to add collaboration. Knowing what I do about how we learn is the most natural way to help students move my content from their working memory to their long-term memory. Whatever question, problem, hypothesis, etc., that I want students to think about and discuss during the class period, they can greatly benefit from this activity. Often students aren’t excited about sharing their thinking with the class and teacher seconds after being presented with the question/problem.
IF YOU EVER FIND YOURSELF LOST IN THE DARK AND YOU CAN’T SEE
After the students have independent thinking/solving/writing time, they still might need some collaboration with a peer and/or peers before sharing their thinking with the teacher and class for various reasons. This allows them to refine their thinking, receive validation, or help them come closer to the right answer if all students are struggling. The beauty of this activity is that you also have the flexibility to structure it so that the share-out time is in the small group instead of the whole class if that suits your needs or the needs of a particular student or students.
I’LL BE THE LIGHT TO GUIDE YOU
Here’s how I run this activity (adjust as needed for your age level and students):
1️⃣ THINK: Give students a question, prompt, or problem that covers what you are working on that day or in that lesson. Allow a set amount of time for students to complete the task on their own. It is important to time it. Time is an effective and creative constraint to motivate students. While students process content at different rates, those students who are slower at processing will still have time during the pair and group time to refine their thinking on the content before sharing it with the whole class.
2️⃣ PAIR: Time this as well. Assign students to work in pairs or allow them to select a partner. Instruct them that they first need to decide who will be Partner A and Partner B. Tell the class that your partner (A or B, you pick) will share first, and then the other partner will share. TIP: It is important to monitor that both partners are actually sharing their thinking. After both students have shared, they can adjust their own responses based on their partner’s suggestions or responses. If we are honest with each other and ourselves, this is how much of the assigned homework gets done, or some version of “I got this for number 12. What did you get?” By incorporating this into the activity, it becomes a natural flow for students, but it does need monitoring, so make your rounds through the pairs to ensure the sharing is actually by both and is your content, not what event they are attending after school, what video game they’re currently playing, etc.
WE’LL FIND OUT WHAT WE’RE MADE OF
3️⃣ GROUP: Next, put students into triads or a group of four. It’s like a repeat of the process from step 2, but now you add in Partner C and or D. It is important to remember that students cannot be with their original partner. Changing up the partnerships into new and slightly larger groups adds an additional layer of benefits, too. All students will need to share individually. If you keep partners together, then one of them will end up not talking or sharing during the group round, and that leads to the opportunity for off-task behavior. This addition to the Think, Pair, Share activity also adds a buffer for students who aren’t sure that either their partner, themselves, or both understood the content or problem/prompt, so this is their chance to find out if they are on the right track or have gone off the rails in the wrong direction.
4️⃣ SHARE: At this stage, you can have each group volunteer to have one student share their responses. I use a blend of the following:
Randomly call on non-volunteers (I use an online spinning name wheel, popsicle sticks, or shuffled index cards with student names).
Allow individuals to share a classmate’s response that they liked better from their discussions, etc.
Call on individuals to share their partner’s or a classmate’s response.
Call on individuals randomly to share their own responses.
To save time or achieve better results, have students share directly with you (and the group, but not the whole class) as you circulate with the small groups, using the same options from #4.
5️⃣ ASSESS: I don’t generally enter grades for this because I use it as formative assessments to adjust my teaching or to see what misconceptions need to be corrected. However, if you need to enter a grade, have an exit ticket reflection prompt ready in your LMS or preferred platform.
WHEN WE ARE CALLED TO HELP OUR FRIENDS IN NEED
I have used this strategy with all levels of high schoolers, but since Think Pair Share works at all levels, this variation will too. We know the benefits of students having academic conversations, discussing the content, and working independently and collaboratively. Adding the Group activity to the Think Pair Share strategy also breaks up the normal routine, which makes it interesting. By layering the conversations from pairs to small groups to potentially the whole class, student anxiety levels are lowered as well. Adjust this strategy as needed and prepare for engaged learners who will grow better at sharing their learning.
Chi, M. T.H., & Wylie, R, (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243, 2014. https://doi.org/10.1080/00461520.2014.965823
Parker, R. E. (1985). Small-Group Cooperative Learning—Improving Academic, Social Gains in The Classroom. NASSP Bulletin, 69(479), 48-57. https://doi.org/10.1177/019263658506947908
HEADING TITLES ARE PARTIAL LYRICS FROM COUNT ON ME BY BRUNO MARS.
Be sure to follow Laura on twitter (X) @SteinbrinkLaura
Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD
**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
So it has been a hot minute since my last post, but I have been working on several things, grading tons of AP Language and Composition and PreAP ELA 10 essays and trying my best to be present for my son’s senior year of fall baseball, basketball, spring baseball, and all things in between, while handling new responsibilities at school as well. However, for the December Microsoft Innovator Educator Expert (MIEE) Central Region Community Call, I was able to share some of my ideas for how the powerful Microsoft Word dictation tool can be used in the classroom. This post also includes using Google Docs.
THE MIST IS SLOWLY LIFTING
I created a dictation activity choice board, so for my blog, I’ll expand on each activity and then include the choice board in the last post. For my first dictation activity, I chose Dictation to the Rescue. For a basic tutorial on using the Microsoft Word dictation tool, check out my Dictation tools in MS Word video. There are plenty of tutorials out there for Word and Docs, but I did make this one for the MIEE call. Now on to the main event.
THE SOUND OF LIFE MISPLACED YOUR MIND
This activity is a great entrance or exit ticket or a great pause midway through a lesson to ensure students understand the presented content. If you have language learners or young learners, then this has some additional valuable outcomes. Practice these tools in a fun or non-penalty / non-grade-based way before using them with content.
YOU’RE SITTING, SPELLBOUND THRU OUT TIME
In Microsoft Word or Google Docs, have students:
Type or copy and paste into a new document a problem they are struggling with from today’s (or a previous) lesson, something they still aren’t sure how to do, or something they got wrong in the activity.
Dictate their explanation below the problem of what they were thinking as they worked through that part of the assignment (in Microsoft Word, select the primary language spoken; in Google Docs, under Tools, select “voice typing” and then the students dictate in their primary language and then translate the page using the translate tool in Docs). Students should include what questions they still have, and why they think they got it wrong. Getting students to explain their thinking is very revealing for understanding how to help them make connections.
Make corrections to any translations used, but all native language responses should be changed to English and then proofread and corrected.
Pair up and read each other’s areas of struggle. Carefully structure the pairs or allow students (depending on age) to choose who they feel comfortable sharing with for this part. It takes trust to share struggles with someone, so build this in slowly, and listen to student input on how to adapt it for your class. This part can potentially develop a healthy academic risk-taking classroom climate, or destroy what trusting class climate you already have, depending on how you approach and monitor this in progress.
Offer suggestions to their partner or show their partner how to respond to the prompt.
Turn in their dictations so that you can see where communication of content or understanding of concepts may need to be corrected or improved.
I HOPE THAT YOU REMEMBER WHAT YOU FIND
Keep in mind that you as the teacher need to bring the energy needed to help students see the value in academic risk-taking. Your excitement or passion for the activity and content will greatly impact the result, either positively or negatively, so use your power wisely and have fun. Enjoy the process. Model for students that learning is a journey and an experience that must be lived. It’s never a one-and-done.
HEADINGS ARE PARTIAL LYRICS FROM THE SONG, OF A LIFETIME BY JOURNEY.
Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD
**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
This will be the first post where I will share some different tools or resources to explore!
Each year, I like to take time and think about the digital tools we use in our classroom, the benefits, and how I might find new ways to use them. When I look to use technology in my classroom, I always start with the “purpose”Why” behind it. What will it help me to do better as a teacher? How can it help students to learn in more personalized or authentic ways? And what skills will students build as a result that traditional non-technology methods might not afford?
There are tools that I continue to use each year because they have added new features or they have integrated with other tools that we are using in our classroom. Here are six tools to check out as we start 2024! And one that is highly recommended to dive into AI in your classroom!
CoSpaces EDU is a virtual reality platform that became a favorite for some of my 8th-grade students this year. Whether creating a space in 360, designing a game, an interactive story, or an experiment, students will enjoy creating in VR and developing coding skills too. Another benefit is the Merge Cube add-on, which enables students to hold the space they have created in their hands! Students can even collaborate by working in teams to create a space together. With MergeEDU, educators can use the cube as an interactive tool to further engage students in learning about the earth, dissecting a frog, exploring a volcano, and more.
Gimkit, a game-based learning tool, has continued to be a favorite with my students because of the potential for increased content retention through repetitive questions and because of the different ways it can be played in the classroom. It enables students to develop strategies and have fun while learning. There are multiple ways to look at the student data and provide authentic and timely feedback. And there are always new modes to play, which helps to boost student engagement and gives us some laughter, too! Check out Blastball!
ISTE’s AI and STEM Explorations Network has created four free hands-on AI projects for the classroom guides, which are available for download from ISTE and GM. For elementary, secondary, electives, computer science courses, and a new guide on ethics, these guides offer various topics relevant to all content areas. The guides are available in English, Spanish, and Arabic.
Nearpod is a multimedia, interactive presentation tool that enables teachers to create engaging lessons that can include virtual trips and 3D objects. It offers lessons on topics such as digital citizenship, social-emotional learning, career exploration, English learner lessons, and professional development resources for teachers. Educators can create lessons with many options, including quizzes, polls, drawings, matching pairs, audio, video, and content from PhET Simulations, Desmos, BBC, YouTube, and more. Nearpod lessons can be done live in class or student-paced, and there is also the option for use as sub plans.
Wakelet is a content curation tool and so much more. I use it to curate blogs, videos, and other resources I want to access quickly to be a powerful tool for student learning. With Wakelet, teachers can provide blended learning experiences, use it for station rotations, have students create a digital portfolio, share class projects, create a scavenger hunt, and many other possibilities. It even offers the ability to record a Flip short video within the Wakelet collection. Educators and students can collaborate in a Wakelet collection and so much more!
Think about some of the tasks that might be taking up a lot of your time, or consider some issues or challenges you might be having. A few years ago, I noticed a decrease in student engagement and looked for ways to open up more choices for students to share their learning. Any of these tools can be suitable for addressing those concerns.
My Advice? Start thinking about your own personal goals and start with one thing. Try it and see how it goes, ask students or colleagues for feedback, and then make adjustments as needed.
Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD
**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
These apps and websites can help teachers boost their productivity, personalize learning, and create lesson content.
Over the past five years, I’ve explored ways to integrate AI into my teaching practice—even before ChatGPT and other generative AI became some of the most talked-about topics in education. Every educator needs to learn about AI and how we can leverage this technology to benefit our students and enhance our own work. To best provide for our students, we need to understand how this technology will impact them and us. What better way than to explore new tools via AI in our teaching practice?
Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
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What is Artificial Intelligence (AI) Literacy? It is comprised of five major components that require us to teach students a wide variety of skills that are integrated with the very technology that has AI embedded in it. AI literacy and its themes encompass perception, representation and reason, learning, natural interaction, and societal impact. All of these factors relate to how computers collect data, interact with that data, and how we as humans can interact with it. These components of AI Literacy are described below as we discuss how AI is impacting our work as educators. From understanding what AI entails to how it impacts our workflow and our practice as educators, it is and will change how we operate.
Via AIK12 Five Big Ideas in AI
Note: AI Literacy still is being further defined by the greater community as it is an emerging technology that is now being scaled.
The goal of this article is to describe how AI works, and how it is used in industry, in our own personal workflows, and in education. Additionally, the goal is to provide foundational information in each of these areas. Last, as you progress through this article, think about the five themes discussed above in relation to AI Literacy. Think about how this may look in practical examples in your daily life as well as your students. Additionally, think about how you can teach about AI and how to use it in your content area and industry.
How AI Works?
AI encompasses a number of tools and mechanisms that analyze data to solve problems through algorithms. Tools and mechanisms such as machine learning, deep learning, neural networks, computer vision, and natural language processing can be utilized as a pathway to AI. For example, machine learning is a pathway that uses algorithms to learn insights and recognize patterns in data automatically. Then, it applies to learning to make better decisions over time based on the number of data processed and data available. Another example is deep learning, which is a more advanced method than machine learning that acts as large neural networks that function like the human brain to analyze data in a logical manner to find and learn complex patterns. Ultimately, its goal is to make logical predictions without the need for human input.
To see how AI works in your daily life, an example you see every day is text prediction. Using data inputted from users based on the words and phrases utilized over time, while writing a sentence the AI makes an informed prediction of what text may follow thereafter. Another example of this in action is predicting our favorite websites, Netflix show preferences, and advertisements we see. Based on the data we’ve provided over time along with users with similar preferences, through the nature of the algorithm, it can predict our preferences and even our behavior. For example, you will see your top preferences immediately in front of you to select. More often than not, someone will select that top preference reinforcing the prediction made.
Have you ever noticed how one preference or advertisement may be larger than the other? Developers can use what we call A/B testing to see user patterns over time, which amasses large data sets to see which preference users are more likely to press. This then reinforces the predictions the algorithms make and you will see how those same preferences are visible throughout your interactions on a variety of platforms (i.e., YouTube, Instagram, Netflix, Google Search).
AI in Industry
AI now has a presence in every industry. For many industries, the goal of utilizing AI is to improve efficiency, profitability, and productivity. For example, in banking AI can use machine learning algorithms to prevent fraud and cybersecurity attacks. Additionally, it can use biometrics and computer vision AI-based algorithms to authenticate users and their identity. For example, think about when you last logged into your online bank. Usually, you must first provide a biometric identification such as your fingerprint or face. Then, through what we call dual authentication, we are sent a text message to our phones with a randomized password, which then allows us to log in. Another example is in Healthcare, which can use our biometric data and historical biometric data to make predictions about our current and future health by taking vast amounts of data sets that appear to have similarities to ours. Through these predictions, doctors can see a number of prognostics they can then work towards with the treatment or preventative care.
Understanding AI Bias
AI has bias’ and is not entirely accurate. It is only as accurate as the data it utilizes to make ongoing predictions. Also, note that the data it may have in its database may also be biased. For example, when we use Google Search, our own searches have our own human biases, which Google then stores in its database. While algorithms may have rules built into them that try to filter biases within the data, it is imperfect as the biases may manifest themselves as the data is making these predictions are inherently biased. Ultimately, this same principle also applies to the accuracy of the data it is pulling for its algorithms. Misinformation can easily be placed within a database that can be pulled by AI. Thus, bias and misinformation can be easily pulled into AI, which can then be scaled to meet mass audiences (i.e., social media newsfeeds).
With this said, we need to discuss how bias can be filtered, but as discussed, we must have filters and safeguards in place for when the data is collected and then when it is pulled by the algorithms powering AI. While in many cases AI can reduce our own human subjective interpretations, it can scale them quite easily due to our own subjectivity found in the data that we are feeding it. Thus, we must determine how to measure fairness in terms of the data we are collecting and utilizing as well as pre-process data to counterfactual data to filter sensitive attributes.
In the meantime, we must be judicious and skeptical of all information we see. We must triangulate our conclusions by synthesizing the information we process as the accuracy of the information we encounter each day is subject to many biases’ and can contain misinformation. Therefore, a key skill to build is digital and multimedia literacy, which is also based on having a higher degree of literacy to process language and understand it. When thinking about any education program, we must keep these skills central to what we are doing.
Integrating AI into Workflow
We now live in a world where we have a personal secretary embedded into many tools we use every day. From text prediction, the impressive language and code applications of ChatGPT, formulas in Excel and Sheets, and predictive content to edit in tools like Canva, Adobe, etc, to the search capabilities of search engines, this is only the tip of the iceberg. How this can impact your workflow is astounding. Below are a number of examples of how AI can help improve workflow.
Create templates of content to be used for email, newsletters, communication, marketing, and more.
Revise writing to make it more engaging and grammatically correct.
Providing code templates in a variety of different languages such as Python, Java, HTML, etc.
Search content and provide basic information on topics
Provide resources
Generate multiple drafts of content
AI in Education
In our classrooms, we are collecting vast amounts of data on our students when they engage with our EdTech tools. From basic quizzes, time on task, and content they have created, to the number of clicks and the locations of those clicks in relation to the problem they may be solving, a plethora of data is being collected. Currently, AI is embedded in various tools, which predict student performance based on their current performance. For example, on tools like iReady, MobyMax, ReadTheory, and even state tests, adaptive AI can review large amounts of data based on present and student performance and provide a student with a question/problem at their current ability level. It can even provide lessons and tutorials based on student performance levels and determine which areas students need to make progress in before learning various skills that may be more difficult.
The implications of this go far beyond what was described above. AI can be harnessed by teachers to make real-time data-driven decisions for individual students, groups of students, and entire classes of students. We can then make decisions about our students progress and utilize assistive AI such as ChatGPT to support us in making personalized learning opportunities for our students.
Additionally, AI can improve the workflow of teachers by providing opportunities for them to optimize their workflow and instruction in their classroom through the following means:
Brainstorming Ideas.
Revising Writing and Providing Feedback on Thinking
Checking student work and providing insightful feedback using embedded rubrics assessing their work.
Creating Rubrics.
Creating Lesson Content For Students.
Developing Lesson Sequences and Units.
Creating Assessments Based on Learning Objectives.
Writing Student Progress Reports Based on Collected Data.
Creating Personalized Student Learning Plans.
Project-Based Learning Lessons and Summative Projects.
Developing Assessments and Differentiated Assessments
AI is Changing the World
AI is changing the way we interact with the world, each other, and how we conduct our work. There’s a large opportunity for educators to help students and our communities adjust to these technologies and navigate how they can learn how to use them in a way that benefits themselves and the community. Many new professions and jobs will arise from AI, but much will have to be done to ethically develop AI to ensure it is being used responsibly. Thus, our job as educators will be to further study and learn how we can teach this technology as it evolves over the next few years.
Another version of this Article: The ChatGPT Version of this Article – I inputted the article into ChatGPT to see if I can make it more fun and engaging to read. What do you think?
Are you curious about AI and its impact on various aspects of our lives? In this article, we will explore the five big ideas in AI literacy and how AI works. AI encompasses a variety of tools and mechanisms, such as machine learning, deep learning, neural networks, computer vision, and natural language processing, that use algorithms to analyze data and solve problems. AI is present in almost every industry today, such as banking, healthcare, and cybersecurity, where it is used to improve efficiency, productivity, and profitability. However, AI is not entirely accurate and has biases that must be filtered out through safeguards and filters that need to be put in place when data is collected and utilized by the algorithms powering AI.
AI has an impact on our daily lives in various ways, and one example is text prediction. The algorithm uses the data we provide, such as the words and phrases we use while writing, to predict the text that will follow. Another example is the predictions made for favorite websites, Netflix show preferences, and advertisements. Based on the data we have provided over time, AI can predict our preferences and even our behavior. AI can also be used to prevent fraud and cybersecurity attacks in banking through machine learning algorithms and in healthcare by using our biometric data and historical data to make predictions about our current and future health.
However, AI is only as accurate as the data it utilizes to make ongoing predictions. Therefore, the data it may have in its database may also be biased, and misinformation can easily be placed within a database that can be pulled by AI. Bias and misinformation can be easily pulled into AI, which can then be scaled to meet mass audiences (i.e., social media newsfeeds).
To filter out bias, filters, and safeguards need to be put in place when the data is collected and utilized by the algorithms powering AI. We must also be judicious and skeptical of all information we see, triangulating our conclusions by synthesizing the information we process, and putting counterfactual data to filter sensitive attributes. In the end, AI literacy and its themes are essential for teaching students a variety of skills integrated with technology that has AI embedded in it.
How AI is Impacting Education
AI is having a significant impact on education. In recent years, there has been a growing interest in how AI can be used to improve the educational process. One example of this is adaptive learning, where AI algorithms are used to personalize learning experiences for individual students. By analyzing data about a student’s progress, the AI can determine their strengths and weaknesses and adapt the curriculum to meet their needs. This has the potential to improve student engagement and increase academic performance.
Another way AI is impacting education is through chatbots. Chatbots are AI-powered tools that can answer student questions, provide personalized feedback, and even grade assignments. This can help reduce the workload for teachers and increase efficiency in the classroom.
However, it is important to note that there are also potential downsides to the use of AI in education. For example, there is a risk that the use of AI may perpetuate existing biases and inequalities. Additionally, some educators are concerned that the use of AI may lead to a loss of human connection and empathy in the learning process.
Teaching AI Literacy
Given the increasing impact of AI on our lives, it is important that we teach AI literacy to students. AI literacy involves not just an understanding of how AI works, but also an understanding of its societal impact and ethical considerations.
One way to teach AI literacy is through interdisciplinary projects that incorporate AI concepts into a variety of subjects. For example, students could use machine learning algorithms to analyze data in a science project or use natural language processing to create a chatbot in a language arts class.
Another way to teach AI literacy is through dedicated courses and workshops that focus specifically on AI concepts and their applications. This could involve hands-on coding projects, guest speakers from industry experts, and discussions of ethical considerations related to AI.
Conclusion
AI literacy is an essential skill for students in the 21st century. With AI playing an increasingly important role in our lives, it is important that we not only understand how it works but also its potential impact on society. By teaching AI literacy, we can prepare students to be responsible and informed users of AI technology and to be critical thinkers who can recognize and challenge bias and ethical issues related to AI.
Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more!
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
Learning as I go: Reflections & lessons learned 