I, Robot?

AI has been a fun experiment or toy for me to play with until the last few months. Generative AI came across my TikTok feed last school year and I quickly realized that my students were already ahead of me. They were using ChatGPT. I instantly tried ChatGPT and several other AI sites to see how they worked, but also how we could teach our students to use them ethically. It was clear to me this tool was not going away!

The first assignment we gave our students was to use an image generator using descriptive language to illustrate a story they had written. Our students loved this assignment, for a variety of reasons: they were allowed to use AI in the classroom; the images created were spectacular; and they were learning something new!

We also showed our students a few drawbacks of AI, such as, the information it relies on is often wrong and stereotypical; therefore, this is not a good way to research. Secondly, using it as a writing tool is unethical. 

In my own teaching practice, I have used AI in several ways. EDUAIDE.AI offers a variety of different ways to help teachers including “Lesson Seeds”. When I was struggling to plan Health within the new parameters set out by our government this year (and within a strict timeline), I used this tool. While it gave very specific ideas, I used it as a jumping off point and made the unit my own. I have also used AI to create rubrics and offer feedback for writing. It should be noted that I still need to read the writing, the feedback was for grammar only. 

AI can save us so much time if employed properly. But we still need a human connection. I do not think that people will be replaced. While humans make mistakes, AI makes more mistakes. And it learns from us.

This a prompt I gave ChatGPT to write blog post about AI.

In an instant the ChatGPT gave me three paragraph blog post! I could have used it; but is that ethical? Cheating? I will include it below with the prompt for you to read…


Write a blog post the pros and cons of generative AI. Make this post three paragraphs long.



Generative AI, with its ability to create content autonomously, has brought about a paradigm shift in various industries, from art and entertainment to healthcare and finance. One of its most significant advantages is its capacity to streamline creative processes, enabling artists, writers, and designers to generate ideas and prototypes swiftly. This acceleration in creativity can lead to increased productivity and innovation, as individuals and businesses can explore a broader range of possibilities without being hindered by traditional constraints. Additionally, generative AI has the potential to democratize creativity, making it more accessible to a wider audience by automating certain aspects of content creation.

However, with its promises of efficiency and accessibility come several challenges and ethical considerations. One major concern is the potential for misuse or abuse of generative AI, particularly in the realm of misinformation and fake content generation. As generative models become more advanced, there’s a growing risk of deepfake videos, forged documents, and other forms of deceptive content being produced at scale. This poses a threat to trust and authenticity in digital media and highlights the importance of implementing robust safeguards and regulations to mitigate these risks.

Furthermore, generative AI raises questions about the role of human creativity and expertise in a world increasingly driven by algorithms. While AI can assist in the creative process, some argue that it lacks the depth and emotional intelligence that humans bring to their work. There’s also the concern that widespread adoption of generative AI could lead to job displacement in certain industries, as tasks traditionally performed by humans are automated. Balancing the benefits of generative AI with these potential drawbacks requires careful consideration and a proactive approach to addressing the associated challenges. Ultimately, while generative AI holds immense promise for enhancing creativity and productivity, its implementation must be guided by principles of responsibility, transparency, and ethical use.

Summary of Learning!

For your viewing and learning purposes, my summary of learning for EC&I 833!


This was a very reflective process and I enjoyed going back to the beginning and thinking through the material. This was another chance to read other students’ blogs as well as my own. I enjoy the blogging process each week as a way to review and think about the material.



Makerspaces are not a new concept to me. However, I have never tried to implement this in my own teaching practice. I have watched from afar as other teachers in my school have successfully used Makerspaces and was jealous of the creativity and imagination that came from the students! The idea of pulling together all of the supplies, resources and storing it was intimidating to me. Looking back, this was a mistake.

This article outlines the benefits of having a makerspace, such as hands-on learning, problem solving, and collaboration and an opportunity for students to try new things in a risk free environment. Many students have a fear of failure in the classroom; however, in a makerspace, students feel that they can try in a trial & error fashion. 

In makerspaces, students have shown to be able to benefit from improved self regulation and reflection. As they are building and problem solving, they are able to look objectively at the problem and try several different strategies for success. Makerspaces boost motivation for students to continue, and help to develop a growth mindset.

I think that all students could benefit from makerspaces the same way that all students benefit from math. Problem solving and logical reasoning is applied. This helps our brain to continue to think in this way, “rewiring” ourselves. Makerspaces clearly enhance learning, keep students engaged and motivated, fostering the desire to learn. During the presentation, it was mentioned that the University of Regina had a Makerspace under the Riddell Center! As a student of the U of R for MANY years, this was brand new information to me! I am very curious and would like to visit this. 

Assistive Technology: How does it help?

For many years, in my division, assistive technology really meant that students could be issued a laptop that was designated for only their use. While this is a great use of technology, I did not realize the amount of other assistive technology that was out there! Students that were issued laptops were typically issued headphones that had microphones attached or two separate pieces. As we have advanced our technology and as students grow older, the headsets and mics have been phased out. Students usually have their own sleeker versions. 

I have often used many different programs for students as part of best practices; however, they are considered Assistive Technology. For example, Google Read&Write is an extension on Chromebook that I teach my students to use. This extension has the ability to make web articles accessible to all students. Students can enable the text-to-speech function so they can listen while reading along; text and picture dictionary for words that need explaining; word prediction when writing; speech to text to dictate writing; collect highlights from documents or the web when researching; and copy summarize text to new page without ads that can be distracting for students.

In the school I am in now, each of our classrooms is equipped with a sound system, including two different mics. One is to wear around your neck like a necklace, the other is a headset, like Madonna or Britney Spears wear. We choose the one to wear around our necks as it is the easiest to wear. However, this is one of the best Assistive Technologies that I have been able to use. I also teach in a double classroom with another teacher and 57 students. Using the mic eliminates the need to speak loudly all day long; all students can hear me, no matter where they are sitting in the classroom; and for the sake of fitting in, no student needs to feel different from anyone else because of a piece of equipment.

With many, many EAL learners in my school and classroom, I have noticed students bringing their own Assistive technology that our division has never provided. Several students have brought to school Cpens. They have shown me the functions and how they assist them everyday. Knowing the number of EAL students in our school system, it would be great if more students could have access to these. Several students also have their own phones with apps installed that will allow them to take a picture of a document and translate immediately to their native language. 

Assistive technology helps to level the playing field for students, like glasses do for people that need them. As it is evolving, software, apps and cheaper hardware is making assistive technology more accessible to students and school divisions. On the other hand, computers, FM systems, sound systems and newer tech like Cpens are expensive. It is up to the student and teacher to work together to find out what is needed and works best.

Does the Assessment Pass the Test?

Assessment is defined by the University of Alberta as “the state or condition of learning. An instructor assesses learning through both observation and measurement in an attempt to better understand students’ learning in a course. This includes collecting evidence, both graded and non-graded, about a students’ progression in the course.” As educators, we know that good assessment lets the student show, explain, demonstrate to the instructor as much as they can about the concept being assessed. However, as educators, we are also aware that this is not always possible given the number of students in each class, and the differentiation needed in each class. As a result we use assessment techniques that are quick and convenient, and hopefully give timely feedback to the student.

As a high school student, I often took finals using Scantron. Filling bubbles for multiple choice exams or maybe a few true and false questions. While there may be some value to multiple choice and true and false questions, in the end, it assessed my ability to suss out the question that was worded best, related best or I was guessing.

Even after studying, wording questions to trick students or ‘needle in a haystack questions’ is not a true assessment of students’ knowledge or abilities. As a student, I often left those exams feeling as though I did show my teachers what I knew. While I do not feel good about Scantron as a final exam assessment, this is a good way to give students quick feedback as Exit tickets, mid semester or as a check-in.

The new version of Scantron is called Zipgrade. It is still filling in bubbles, using multiple choice and true and false questions. Rather than putting the card through the scanner like you would for Scantron, Zipgrade is an app. You simply load the answers into the app and use your phone to scan the students assessment. The assessments can be analyzed by question, mean scores can be given, and grades are immediate. While this is very fast feedback, the same pros and cons exist with Scantron.

As I looked for new and fun ways to assess students, I was quickly turned onto Kahoot! I used this several times to the delight of my students. Kahoot! is still a hit with students as they feel like it is a competition and a game. However, this is not an assessment I value as it relies on the speed of the student entering their answers, it is multiple choice or true and false questions, and many students guess to ensure their speed is the quickest.

Speed matters for Kahoot! This is a ‘fun’ way to review with students before the end of a unit. Students that enjoy this way of reviewing or assessment already have a solid grasp of the content. Students that are struggling or need a moment to process the questions, do not like this game. It creates high stress levels and anxiety. They rarely see their names on the leaderboard and does not reinforce their learning.

I have tried many different ways to assess students during my career. When looking for quicker feedback, I like to use Google forms. There is an opportunity for multiple choice and true and false questions. However, I can ask students to make false questions true in a follow up statement. In the same assessment, I can also create short answer and long answer questions. I find these questions much more valuable as they give more insight into the students’ learning of the concept I am assessing. One of the most valuable questions I have been asking students during assessment recently is “Is there anything else you would like to tell me about __________ that I did not ask?”

I have found that letting students show their work, write their answers down and explain their thoughts has been the best way to truly assess their knowledge. As students get to understand my assessment process, they also understand that I really do want them to succeed! 


I am old enough to remember life before Web 1.0 became a useful tool in education. 

I am old enough to remember when my high school first got the internet and we could sign up for 15 minute time slots. But we had no idea what to do once we were signed into the internet! What were we supposed to do? Look for? Search for?

I am old enough to remember when Facebook was new and controversial. And we could download free music on Limewire or Napster. It took FOREVER but it was FREE! Once Facebook and Twitter became a part of most people’s lives, new apps were being introduced quickly. Some apps were more prevalent or popular than others such as Instagram and Snapchat. But what they have in common is the social aspect. These apps were a different way for people to socialize through social media. Suddenly people could keep in touch with one another all over the world. Or could meet new people with seemingly minimal risk.

This technology quickly entered the educational world. Teaching in a Web 2.0 educational world has been fun, challenging and diverse. Students have gone from textbook learning to the world at their fingertips! If we do not know the answer, Google it. It’s an adjective now. Google it. 

Students and teachers are learning together rather than teachers being the sole owner of knowledge. The teacher’s role has changed to become the facilitator and guide in the classroom. This creates independence in the student and takes the ownership of learning from the student out of the teachers hands and gives it to the student. While this sounds wonderful, in theory, there are drawbacks. 

  • Not all students have equal access to the same resources. 
  • Not all students are mature enough to handle the responsibility of “owning” their learning. They need someone to tell them what to do and be more than a guide in the classroom.
  • Discovering information together is ok, but sometimes students need an expert in the field they are studying. They need a strong point of reference so they can question. The internet can only provide so much.

Web 3.0 will expand our knowledge and our boundaries regarding technology in the classroom. Students and teachers are already taking advantage of Generative AI in very creative and useful ways. We are already connected to the Internet of Things; however, how we use this in an educational setting will be something to explore. Web 3.0 seems like it will take the commodification of education to the next level as it relies on a ‘token’ system. The idea that teachers could potentially share their knowledge and resources with each other on a token based marketplace is wonderful; however, it relies on the permission of the community!

Using Web 3.0 in the classroom relies on an expansive skills and knowledge set from the teacher to be passed to the student. Students no longer just need to know basic computer skills; rather, they need to be able to understand and potentially build Blockchains! Also, students will need to understand that digital citizenship is critical. Students will need to keep their personal information PRIVATE! In Web 3.0, compromising your personal information could be devastating. It is also important to remember that there are people on the internet with bad intentions. Using Web 3.0 is a decentralized network and this will make cyber criminals even harder to stop and catch.