Generative AI – a Friend or a Foe?

Posted on December 4, 2024 by Kateryna Klepikova

Fascinating and intimidating at the same time, Artificial Intelligence (AI) is rapidly occupying all spheres of our life. Should we be scared that in several decades educators will be completely replaced by AI, or shall we embrace this new technological advancement and make it our virtual teacher assistant?

How I Am Currently Using Generative AI at Work and in Other Areas of My Life

I will be honest with you – I am also quite scared of the pace AI is developing at. The fact that I have read quite a lot of sci-fi doesn’t make it easier However, I do realize that opposing to change will not stop the change from happening – on the contrary, such a mentality may set me back comparing to other educators and create obstacles for my future career. That is why I try to bravely face my AI-related fears and make the new technology my friend and helper, not my enemy.

Here are some AI features I am already trying out at work:

Twee is a great AI tool for ESL instructors. It allows me to create unique level-appropriate teaching materials for my students. For example, I sometimes find an interesting YouTube video for my students and use Twee to generate comprehension questions to it. I also use Twee to create simple texts which include certain vocabulary we are learning. What I love most about Twee is that you are able to select the level or the age of your students, which can be extremely relevant if you teach lower Canadian Language Benchmarks (CLB) levels.
I am also actively utilizing ChatGPT in my lesson preparation. For instance, I have recently generated a dialogue transcript for a listening assignment, adjusted the text provided to me by AI, and then recorded it with together with another person. The greatest benefit of ChatGPT for me is that I am able to meticulously tailor the AI’s response by adding further requests to my initial one, and, as a result, I end up with a material that is very close to the way I imagined it from the start.
I have also tried out Roshi AI tool that assists ESL instructors in lesson planning. One feature of Roshi that I have explored is voicing a transcribed text to create a listening assignment for language learners. Nevertheless, I did not end up resorting to Roshi on a regular basis as at the moment when I was using it, it was impossible to adjust the speed of the recording, and I felt it was a little too fast for my students to understand properly.

I have also been interacting with AI quite in my everyday life:

Even though I am an English teacher, I never stop learning the language. I like experimenting with advanced grammar structures, but I am not always sure enough if I use them right. That is why I often ask ChatGPT to check if a certain sentence I want to say is grammatically accurate. So far, I have answered several grammar-related questions that I had wondered about for years! At the same time, I have noticed ChatGPT makes mistakes as well (for example, once it called “young” a noun when it was clearly an adjective in the given sentence), so I make sure to take AI’s suggestions with a pinch of salt.
I studied some German in Ukraine, and as I don’t want to lose my skills, I constantly look for opportunities to practise this beautiful language. So, I decided to chat with Meta AI – an AI chat embedded in WhatsApp. However, our conversation with Meta didn’t last long – I found its responses too long, artificial and unnatural, so I quickly became disinterested in communicating with it.

What Are the Advantages and Disadvantages of AI?

Advantages

Disadvantages

Based on the presentation and readings

· According to our amazing presenters Mitch, Gerry, and Ryan, the advantages of AI include accessibility, instant feedback and grading, personalized learning and enhanced teaching materials.

· Brendan Clugston (2024) states that AI is able to make learning more personalized by customizing educational content to meet each student’s needs and to increase learners’ motivation and engagement. AI will also enable immersive learning experiences, such as virtual reality (VR) and augmented reality (AR). Furthermore, AI can contribute to making education more affordable by automating administrative duties and offering scalable learning solutions. Overall, incorporating AI into education can elevate academic standards and increase the quality of learning (Clugston, 2024).

· Cole Stryker and Eda Kavlakoglu (2024) extend the list of AI’s advantages by adding that it will enhance decision-making and reduce the number of human mistakes and physical risks.

· Mitch, Gerry, and Ryan believe that AI may cause privacy issues. It can also make humans rely too much on technology and focus less on building emotional connections. Moreover, just like most technologies, AI may foster a digital divide among the population, making users who have access to AI more privileged than the ones who don’t.

· Brendan Clugston (2024) assumes that that AI will raise privacy concerns, as well as increase the risk of academic dishonesty. Clugston (2024) also highlights the possibility of teachers being replaced by AI in the future.

· Cole Stryker and Eda Kavlakoglu (2024) are concerned that there will be individuals who would try to compromise AI models. In addition, AI, like any digital tool or software, has a risk of system failures.

My own opinion

· AI can definitely save teachers’ prepping time. Before, it took me hours to create an original assignment, but now AI can generate at least some parts of it for me.

· As a result, I am able to prepare a larger number of unique up-to-date tasks for my students.

· Overreliance on AI may negatively impact our creativity as educators. No matter how convenient AI is, we have to at least modify the results it produces for us to customize our assignments to the needs of our students.

· Knowing that our students also have access to AI tools, we have to be extra alert when checking their homework and writing. We as teachers should also think of ways in which assignments can be personalized and difficult for AI to generate. But, unfortunately, AI keeps developing and getting “smarter” day by day, so our chances to “trick” it are getting lower and lower!

What Is the Future of AI?

Several weeks ago, I attended an online Alberta Teachers of English as a Second Language (ATESL) conference, and a lot of sessions there were devoted to AI. I listened to one of them, and I found the presenter’s suggestion to use AI for lesson preparation very helpful. I have recently had a chat with a colleague of mine who was present at another teaching conference, and they were also impressed by how much attention was paid there to AI. Seeing the leading educators actively encouraging other instructors to use AI shows that soon AI will go hand-in-hand with learning and become an integral part of our lesson planning. Let’s just hope that AI won’t take over our jobs any time soon!

PS Speaking of teachers losing their jobs to AI, I really liked the thoughts that Hadar, a YouTube content creator and a pronunciation and fluency coach, shared in the following video. If you have a moment, I would highly recommend to take a quick look at it – it may actually even make you feel more optimistic about the future of AI!

Makerspace in Education

Posted on December 4, 2024 by Chinazam Anabraba

Makerspace and Its Value for Students

Makerspaces are community-driven design and fabrication hubs that are found in various settings, including schools, libraries, museums, and community centers, where people of overlapping interests can collaborate in creating projects that may otherwise exceed the capabilities of an individual. This article is about its history and how it evolved. Makerspaces allow students to develop critical skills in science, technology, engineering, mathematics (STEM), and sometimes art, by creating projects, experimenting with different materials, and engaging in the process of design and iteration. Through this process, students gain hands-on experience that encourages problem-solving, creativity, and collaboration skills vital in the modern world.

Defining Makerspaces: What the Research Says - Renovated Learning

The real value of makerspaces lies in how they foster a maker mindset way of thinking that encourages exploration, failure, and growth. It does this by fostering active learning, encouraging collaboration, supporting problem-solving and critical thinking, and empowering creativity and innovation. By engaging with projects, students not only learn specific content but also develop their identity as makers. This integrated approach to learning helps students become more confident in their ability to tackle challenges and experiment with new ideas. Makerspaces can be highly inclusive; they offer students with diverse learning needs the chance to engage with subjects in a way that traditional classroom settings may not. For example, students who may struggle with conventional learning methods can thrive in a makerspace where they can physically interact with their ideas, adjust their designs, and receive feedback in real time.

Do All Students Benefit from Makerspaces?

Even if makerspaces provide a lot of benefits, they may not be equally advantageous for all students, depending on individual needs and the support provided. Some students may struggle with the open-ended nature of makerspaces, where projects are often driven by trial and error. For students who need more structure or those who find it difficult to manage self-directed learning, the flexibility of a makerspace might be overwhelming without sufficient guidance. Also, students from marginalized backgrounds, like underfunded schools and if they do not have access to technology at home may face challenges if the makerspace environment is not designed to be inclusive and equitable. For example, the dominant culture surrounding makerspaces has been critiqued for being centred around white, middle-class, and predominantly male values. Without intentional efforts to make makerspaces welcoming to all students, those from underserved communities may feel alienated or disconnected from the experience. In addition, for a student to be a beneficiary of makerspaces, they would have to be curious and willing to explore, they would have to have a problem-solving mindset, and they would have to be creative and innovative. Addressing these gaps and ensuring that all students feel represented is crucial for the success of makerspaces in fostering a diverse learning environment.

Obstacles to Engaging in Makerspaces

If you’ve ever introduced makerspace activities into your classroom, you may have experienced the excitement of watching students create, and engage with their projects. Sara highlighted that there may also be moments of frustration, particularly when the technology doesn’t work as expected or when students struggle to stay focused in the open-ended environment. In my experience, one of the most rewarding aspects of teaching with makerspaces is the opportunity for students to collaborate and share ideas, making it a truly communal learning experience, but despite the clear benefits, several obstacles might prevent educators from integrating makerspaces into their classrooms. One of the most common challenges is the lack of resources; both in terms of time and materials. Setting up a functional makerspace requires funding for tools, technology, and materials, which can be difficult to secure in underfunded schools, makerspaces often require specialized equipment and materials which can be expensive. Time constraints are another significant barrier, teachers are already juggling many responsibilities, and finding time to plan and implement makerspace activities can feel like an added burden. Additionally, there may be a lack of professional development opportunities to equip teachers with the necessary skills and confidence to facilitate making activities effectively, teachers might not have received adequate training or professional development to feel confident in leading makerspace activities.

Should Makerspaces Be Taught Only by “Techies”?

The belief that only “techies” should teach in makerspaces is untrue. While technical expertise can certainly enhance the experience, anyone can foster a makerspace environment if they understand the core principles of making: iteration, collaboration, and hands-on learning. The role of the teacher is not necessarily to be an expert in every tool or technology, but to create a space where students feel empowered to experiment, ask questions, and learn through making. Teachers with various backgrounds whether in art, science, or humanities can contribute valuable perspectives to the makerspace. The integration of diverse subject areas enriches the learning experience, as students can explore connections between disciplines through the process of creating. So, teachers don’t need to be “tech experts” to encourage innovation and creativity, Instead, they need to be facilitators who foster a supportive, collaborative, and inclusive learning environment.

AI

Posted on December 4, 2024 by staceymamer

At work (as a teacher), I have used AI a few different ways. I have asked AI for ideas on lessons. I find that it takes some practice prompting AI to get lessons/activities that will work for my class but I have gotten some good ideas. I have also asked AI to help me reword... Continue Reading →

AI and My Usage and Understandings

Posted on December 4, 2024 by eddypaslowski

AI in education has seen a rocky introduction to put it mildly. A few years ago I was at an administration meeting and we had a presentation about all of the negative aspects of AI and how it was going to make teaching so much more difficult to assess work etc. Even then, I was wondering about how we could turn this around in our favor to help us in our schools. I’ll bet you it was not 3 months later that a division tech consultant came out to our school to provide professional development on how we could use AI to help us with our jobs. I started out just playing with AI, creating notes for a History class. It was impressive to say the least. I still do not use AI regular enough to know all of its capabilities, but I know enough to recognize there are and will be tremendous benefits in the areas of preparation and assessment in education. I have used it in time crunch situations to create assessment activities and information packages etc for several classes as well as specialized activities for neuro-diverse students.

The main benefit for me is saving me prep time. I am an administrator as well as teaching part of the time, so time is something that I rarely have an excessive amount of. If AI can save me a substantial chunk of time and still do a great job in an ethical manner, I have no problem using it.

The future of AI is a little hard to fathom in many regards. For students, I believe they need to be taught how to use it appropriately and still be able to develop problem solving skills. Getting students to the point of being able to use complex thought processes is always the end game and if we loose that, then there will be deeper issues. This will be a fine line, I believe. For teachers, there are so many factors and outside skills that they use every day that cannot be replaced, and so I think for now, teachers jobs are secure. From a world wide viewpoint, AI has tremendous potential to help with providing pathways to solving big picture problems. Helping with efficiency in so many areas will be a game changer. Of course there will be those that already use it in a negative manner, but hopefully the benefits outweigh the detriments.

‘THE ROLE OF GENERATIVE AI IN MY MIND’

Posted on December 4, 2024 by Kavya Jindal

(Photo by: Adobe stock)

Undoubtedly, Generative AI has grown to be a vital tool in my current position as an education professional, improving my work’s caliber and efficiency. Before, coming to Canada, I never heard about ChatGPT, Magic School, and Turnitin, I took the help of laptops or computers to do my work along with the use of smart classes for the teaching-learning process. After coming to Canada, I start using generative AI to help me create instructional resources including lesson plans, tests, and presentations. AI assists in creating structured content that complies with curriculum standards by receiving important concepts and goals. I use platforms powered by AI to give my pupils individualized learning experiences. By analyzing student performance data, these technologies suggest activities and resources that match each kid’s “Zone of Proximal Development,” as outlined in Bloom’s “Two Sigma Problem.” Routine administrative duties like scheduling, grading, and data administration are automated by AI, giving me more time to concentrate on instructional and interactive aspects of teaching. This saves my time for other work too.

*Use of Generative AI in Other Areas of My Life*

(https://images.app.goo.gl/Pm1RP38wMD6va71i8)

In addition to my work life, generative AI is important in the creation of articles, draft letters, and even coming up with original content for personal projects with the use of tools like ChatGPT. In addition to saving me time, this helps improve the caliber and consistency of my work. AI-powered apps offer individualized learning opportunities. These platforms provide personalized courses and practice tasks for learning a new language or skill. Generative AI can inspire creativity and enjoyment. AI enhances my leisure activities by producing original and captivating content, ranging from creating art and music to making recommendations for books and movies.

(https://images.app.goo.gl/48vxCE8d7K1PGJk29)

AI greatly improves learning and productivity results by customizing experiences and suggestions to each user’s needs. Professionals can concentrate on more strategic and creative areas of their work by automating monotonous chores. AI facilitates rapid and effective access to a wealth of data, enabling both informed decision-making and ongoing learning.

The automation of tasks traditionally performed by humans raises concerns about job security and the potential displacement of workers, particularly in education. AI systems can perpetuate existing biases present in training data, leading to unfair or discriminatory outcomes. Ethical considerations regarding data privacy and security are also paramount. Overreliance on AI can lead to a decline in human skills and critical thinking abilities, as people may become too dependent on automated systems for decision-making and problem-solving.

(https://images.app.goo.gl/Uj2kwJkHn5ZMWur8A)

In the future, artificial intelligence will play a bigger part in our lives. Humans and AI will probably collaborate more smoothly in the future thanks to a more integrated approach. AI will support human talents in a variety of fields, including healthcare and education. As AI is incorporated more deeply into commonplace items and settings, smarter homes, offices, and cities will result. AI will become an essential component of our everyday life due to its pervasiveness. As AI advances, more focus will be placed on creating ethical AI systems that put responsibility, transparency, and fairness first. One of the main priorities for researchers, legislators, and business executives will be making sure AI serves society as a whole. Finally, even if generative AI offers remarkable benefits and opportunities, it is essential to address its challenges thoughtfully. By fostering a balanced and ethical approach, we can harness the full potential of AI to improve our lives and create a more equitable future. Ultimately, the end goal of AI is to enhance human lives, improve efficiency, and address complex challenges across various fields, ranging from healthcare and education to business and environmental sustainability.

Coding/Maker’s Space

Posted on December 4, 2024 by Ms. O

As mentioned in the presentation, both coding and maker's spaces bring amazing opportunities for students in our classrooms. I work for Regina Public Schools and have booked and used a number of coding kits over the years; an assortment of bots, 3-D printers, Arduino boards, Scratch. There are experts available to come in to educate and guide teachers on how to use these devices in their classrooms (although the technology PD opportunities seem to have diminished over the years) and also opportunities for experts to come right into the classroom to teach the students about the programs and devices.

It has been three years since I have had 3-D printers in my classroom, so I should certainly book them again soon. Three years ago I was able to have two 3-D printers in my classroom for a one month period. One of the tech specialists from the school board came into my classroom for an afternoon to do an extended lessonswith my Grade 5/6s on how to use Tinkercad to design and print 3-d objects. All of the students began with a personalized nametag and got to spend the remainder of the month experimenting with the program and printing an array of objects. Not only were the students excited to experiment with the program and printers, their explorations and creations could be as simple or complicated as their knowledge and creativity allowed. As a result, the learning that took place was very personalized.

Using Ozobots, Arduino boards, programs such as Scratch in my classroom have also lead to many learning successes. Not sure that I would have been able to have had that success without my own PD training or support from tech experts. In each case, all students were able to develop code successfully and then had opportunities to challenge their learning and creativity on personal levels. Students who were focused on fitness were able to program their Arduino boards to act as a step counter, where others could program theirs to tell a story with pictures, or compose a melody. In my experience, these opportunities result in 100% student engagement and learning.

I do not believe that Coding/Maker's Space content should only be taught by 'technies' but I certainly believe that if educators are feeling hesitant because of their own knowledge base, they should certainly seek support from 'techies'. In my experience, there have always been students in my classroom who instantly take on the 'techie' role once these devices are in the classroom. Due to the reality of the worlds that kids have been born into and because most of them have been connected with digital technologies from a very young age, their knowledge base and natural instincts will most often times surpass even the experts. These students have opportunities to become leaders and 'classroom' experts. In my experience, these are often students who have not had the opportunity to take on leadership roles and act as experts in the classroom.

As discussed in class presentation, coding and maker's spaces are highly aligned with constructivist models in education. Providing students with these opportunities enhances their ability to problem solve, navigate challenges, and gain experience with programs and devices which they may not otherwise be able to get their hands on. I believe it to be the educator's duty to provide these experiences in the classroom.

Coding with Kids

Posted on December 3, 2024 by staceymamer

Learning how to code can have multiple benefits for students. It helps them build creativity, perseverance, and problem solving skills. It also helps kids understand the technology that is around them. Coding is also a career building skill. As society becomes more and more entrenched in technology, the need for coding skills will become more... Continue Reading →

The Importance of Coding in our Schools

Posted on December 3, 2024 by eddypaslowski

Coding is not a new idea in an educational setting. I recall my grade 9 teacher trying his best to teach us how to design code to move a two dimensional rocket across the screen of the brand new Apple 2C computers in our computer lab. Mind you, this was roughly 1986/87 and even the teacher was totally overwhelmed by this prospect. However, the message was the same as today; students will need to know how to do this to be successful in the future.

As for myself, I was not very successful at moving that rocket as I recall, but the exposure to those opportunities helped me and continue to help me as an educator and administrator. I have not directly taught coding but I do realize the importance of these skills. As we saw in the presentation last week and in the readings provided, there are many ways to access and practice these skills. In schools that I have been in, I witnessed the progress our school robotics team made every year, as they designed and programmed their division entries. The kits were provided by the school division so no financial issues ever prevented a team being assembled. The students were of a variety of ages, with senior members teaching younger students and one staff member,( not non techy me), helping whenever a technical question needed to be answered. These were huge opportunities for students that wanted a club that was a little more focused on technology. They took this very seriously, and competitions were intense.

From those experiences, I know of at least one student who has gone on to be nearing completion of his Electrical Engineering degree at the University of Saskatchewan. A huge success story.

Currently, I have one staff member,( there are only a handful of us in total), that directly teaches coding in her classes. They use a version of educational Minecraft to engage students and work on Math skills as well. The resources are easy to find and students find them to be extremely engaging. She uses this approach starting in grade 5.

At my age, I am still learning about how to move that rocket across the screen, just with far better technology, and now by a grade 5 student that tells me ” That’s too simple Mr. P.!”

Generative AI and Education

Posted on December 3, 2024 by Ayodele Ogegbo

This week is another wonderful presentation on generative AI by Garry, Ryan, and Mitch. The use of AI and Gen AI is a topic of the century, and several debates are ongoing about its pervasiveness in our everyday lives, particularly in education. In the presentation, Garry defined AI, according to Stryker and Kavlakoglu (2024), as ‘technology that enables computers and machines to simulate human learning, comprehension, problem-solving, decision-making, creativity, and autonomy. Referring to today’s presentation, generative AI is viewed as a subset of AI tools like generative pre-trained transformers that use neural networks, genetic algorithms, natural language processes, machine learning, robotics, and deep learning models to create content, images, audio, etc. The article Advantages and Disadvantages of AI in Education by Clugston (2019) describes the use of AI in education as leveraging various computer system tools to simulate human intelligence that can help improve learning experiences, streamline administrative tasks, and support educators.

Generative AI Image
Source: Canvas

The article further highlighted the benefits of AI in education to include tailoring education to individual student needs, optimizing learning outcomes, automating routine tasks, freeing up teachers’ time for more impactful instructional activities, analyzing student performance data to identify areas of strength and weakness, and allowing for timely interventions and support, creating more interactive and engaging learning experiences for students, capturing students’ attention, optimizing the allocation of resources, and ensuring they are used effectively.

Though the use of AI and its subforms offers significant benefits in enhancing learning opportunities, these tools also come with several challenges, like students becoming too dependent on them, which in turn could diminish the ability to think critically. I am not really concerned about what people say regarding its use for cheating because I feel teachers should be able to come up with better activities and strategies that can make students engage with the use of AI while developing other essential skills that are needed for thriving in the changing world of work. Its kind of funny how we are made to believe that these tools are free, whereas most of the free tools/platforms have limited functionality and may sometimes collect sensitive data from users, which is sometimes not protected and sold to the parties for marketing purposes. I have also noted that there are ongoing concerns about the use of AI tools, particularly in K-12 settings. However, just like every other technology, I think we should have a clear pedagogical purpose for its integration in our lessons and classroom. Today’s presentation highlighted the importance of considering a tool’s user-friendliness and perceived usefulness, as outlined in the Technology Acceptance Model (1989), when deciding on its adoption.

Technology Acceptance Model (Davis, 1989)

Based on these two constructs of usefulness and ease of use, I have found myself using AI paraphrasing tools more for constructive, concise, and coherent writing and argument. I have also used In Video AI to help in creating videos for some of the work I do. The fact remains that AI is an enduring technology, much like some social media platforms in their early days. While initial concerns existed, many social media platforms have become obsolete or less popular over time. Similarly, I think AI platforms that fail to meet user needs may eventually become irrelevant and fade away. However, I think the skills that students can develop when using artificial intelligence can open doors to careers in various rapidly evolving fields such as smartphone technology, supply chain automation, fraud prevention, energy management, e-commerce, email spam filtering, and medical diagnosis (Northumbria University). Its very concerning when teachers say they are not interested in these tools or even technology, considering that our students are tech-savvy. I think for educators to remain effective and relevant in today’s world of technology, its important we familiarize ourselves with the latest technological innovations and their educational applications. By embracing and promoting emerging technologies, we can ensure that technology enhances, rather than replacing our role as educators.

Example of AI Avatar in an Engage VR platform (Source: https://www.linkedin.com/posts/craigfrehlich_do-you-remember-when-you-first-were-learning-activity-7265843788223246336–J-W/?utm_source=share&utm_medium=member_desktop)

Cultural Anchor Virtual Reality on preserving the African Indigenous knowledge

Talking about AI, particularly its integration into emerging technologies like augmented reality and virtual reality, the first image to the left is the work of Prof. Craig Frehlich on how AI tutors within VR can help enhance immersive learning. It’s actually a video, but I just took the screenshot. The second image is actually part of a Culturally Anchored Virtual Reality Simulations (CAVARS) project my team in South Africa developed for teaching fermentation in science. This VR app actually makes students go through the brewing process of the traditional Nkombothi and engage in the step-by-step process of how fermentation occurs when making this traditional beer. Here is a link to how the team is utilizing AR and VR at UJ for teaching preservice teachers. Another example below is how AR can also be used in teaching.

I feel the future of AI in our lives, particularly in education, is going to bridge a lot of gaps in how students learn abstract concepts. I feel it is also going to make learning more real and relevant to societal needs. Yes, there are challenges, and there will always be challenges, just like everything in life has its positive and negative. However, I feel we just have to embrace it and focus more on the benefits.

References

Clugston, B. (2024). Advantages and disadvantages of AI in education | University Canada West (UCW)

Davis, F. D. (1989), “Perceived usefulness, perceived ease of use, and user acceptance of information technology”, MIS Quarterly, 13 (3): 319–340, doi:10.2307/249008, JSTOR 249008, S2CID 12476939

Stryker, C. & Kavlakoglu, E. (2024). What is AI? Available at https://www.ibm.com/topics/artificial-intelligence

Applications and impact of Generative AI tools

Posted on December 3, 2024 by Gurjinder .

Applications and impact of Generative AI tools

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Generative AI is referred to generation of digital tools and techniques, that performs tasks (such as problem solving, decision making etc.) which requires human intelligence. In this competitive era, it has prevalent in IT world and eased the life of everyone. It is efficiently applicable in teaching learning process as well as it can make life of a teacher easy and productive. In this blog, I will be talking about my personal experience using these tools along with its positive and negative implications and future of AI in our lives.

digital-discovery-kids-harnessing-the-power-of-artificial-intelligence-to-expand-their-knowledge-and-creativity-across-various-subjects-stockpack-adobe-stock

I have been using certain artificial intelligence tools since years in my professional and personal life. Back in my home country, I was a Zoology Teacher, and I was supposed to teach biology practically as well to make students familiar with anatomy and physiology of the all the animals. I vividly remember, there were certain animals which were not available physically due to their demographic distribution conditions. To expose their anatomy and physiology, I used to practice dissection on VictoryXR. Secondly, I have been using Magic School AI from years, which, I believe, eases the life of an educator with its features, such as Rubric generator, image generator, multiple choice quizzes, report card commenter and many more. ChatGPT is nowadays most usually used AI tools by professionals and students. Turnitin is also the one, I am encountered frequently these days to detect plagiarism. Microsoft Copilot is AI launched by Microsoft.

It is advantageous approach as it has made teaching possible remotely. It has eradicated the scope of human error. Huge data can be generated, analysed and handled using AI. It can be applied in every sector, such as Software, business, medical etc. As a teacher, it gives instant grading and quick feedback for the improvement of student learning. Microphone feature of Microsoft word helps to convert speech to text and vice-versa. It has made it possible to show any virtual resource for teaching and learning. At the end, I would agree with the statement that, AI make learning memorable and effective.

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On the other hand, it has certain flaws. First of all, privacy is major concern while using AI tools, as to access use of it, it always asks for students’ personal details and selling that information in the market. Another impact of it, using AI tools for learning results in failure in development of human empathy and emotional connection between tutor and learner. Overuse of these techniques make people over rely on them. As a consequent, people fail to develop creativity, social interaction and emotional intelligence in them. Furthermore, digital divide is a barrier on the way of using AI. It has turned education into business.

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Undoubtedly, innovation in AI can be applied in every possible industry in future and it is going to be uncertain. By the next decade, its advanced version can be seen in medical and business. It ca be expected teachers could be replaced by robots or AI products in coming years. Robots can be imposed in many other industries too. For instance, health sector.

For this article, I have been through What Is Artificial Intelligence (AI)? | IBM

For impact of AI, I have been through Advantages and disadvantages of AI in education | University Canada West (UCW)

I have also watched https://youtu.be/ad79nYk2keg?si=WtMJkkrUtX1hKkT1