During this workshop, I learned a lot about using technology in education. Before, I thought technology was just a helpful tool, but now I see how important it is for teaching and learning. It can make lessons more interesting and help students learn in new ways.

One thing I really liked was learning about AI tools like Magic School and different chat bots. These tools can make planning lessons easier and faster. For example, we created an activity to help students with intonation in English. It was awesome to see how AI could give feedback and make pronunciation practice better. This showed me how technology can transform education.

I also faced some challenges. Understanding how to use AI responsibly was difficult. I had questions like, “How can I protect students’ privacy?” and “What if technology makes learning too impersonal?” Talking about these topics with my group helped me see that we need to be careful when using technology.

Working with others during the workshop was a great experience. Technology helped us share ideas and work together. I realized that it’s not just for individual tasks it can also make teamwork easier.

Now, I feel more confident using technology in the classroom. I want to keep learning about AI tools and use them to make my future lessons creative and fun. However, I also know it’s important to think about the problems technology can bring, like being too dependent on it.

This workshop showed me how technology can change education for the better. I am excited to keep using what I learned to help my students learn in the best way possible.

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♡⸝⸝ Here is my full presentation ♡⸝⸝

TPACK Statements:

1. TPACK stands for Technological Pedagogical Content Knowledge. (True)
2. TPACK emphasizes the importance of knowing technology in isolation from content and pedagogy. (False)
3. A teacher with high TPACK can effectively integrate technology into their teaching practices. (True)
4. TPACK does not include considerations about student learning styles. (False)
5. The model was developed to support teachers in using technology in meaningful ways. (True)
6. Technological Pedagogical Knowledge (TPK) focuses on how technology can be used to enhance teaching methods. (True)
7. TPACK is only applicable to higher education settings. (False)
8. Effective use of TPACK can lead to improved student engagement and learning outcomes. (True)

SARM Statements:

1. SAMR is a framework for analyzing learning resources. (True)
2. The SAMR model prioritizes the evaluation of digital resources over traditional ones. (False)
3. SAMR helps educators align learning resources with curriculum objectives. (True)
4. The focus of SAMR is solely on the content being taught, ignoring pedagogical strategies. (False)
5. SAMR can assist in identifying gaps in available learning resources. (True)
6. SAMR is designed to enhance the effectiveness of resource selection in teaching. (True)
7. SAMR does not take into account the diverse needs of students. (False)
8. Using SAMR can lead to more informed decisions about resource implementation in the classroom. (True)

 learnhip.com/boardgames/game.php?w=2f8ad0a8

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The activity I will be modifying was part of our Use of English class, and it consisted on creating a stand up comedy using the subjunctive mood

Substitution: Students will use Google Docs to write their scripts, instead traditional paper and pen, but the task remains the same.

Augmentation: Students will use Grammarly, it will suggest improvements for grammar, punctuation, and style, helping students refine their use of subjunctives.

Modification: Students create visual slides to accompany their stand up comedy routine using Canva, students can design slides that represent key jokes or examples of the subjunctives they are using. This modifies the task by integrating visual design with language use

Redefinition: Students record and upload their stand-up comedy performance to YouTube, then use Edpuzzle to create interactive questions for their peers thid allows peer assessment, interaction, and the use of media to demonstrate understanding.

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During the second International Faculty workshop, we explored the role of AI in assessment, feedback, and personalized learning. Ms Jesse started the session with a TED Talk about the ethical dilemmas of AI use in education. This encouraged us to consider how we, as future teachers, can guide our students to use AI responsibly and ethically. We were introduced to a helpful resource called “Guide for Students: Should I Use AI?”, which provided key considerations for making ethical decisions about AI use.

Then Ms Jesse introduced different AI tools to us, such as Magic School and Claude, which can be used to generate rubrics, provide feedback, and even offer personalized learning experiences. We then discussed how these tools could replace or complement other AI systems like ChatGPT, and we analyzed a comparison of their feedback abilities.

One of the highlights of the workshop was the “mini design challenge” using the SAMR model. The SAMR model, which stands for Substitution, Augmentation, Modification, and Redefinition, is a framework for integrating technology into teaching. Our group used this model to modify a traditional classroom activity and introduce AI into the process. We chose an activity related to providing feedback on intonation for first year EFL students. Instead of the typical oral feedback, we designed written feedback using AI tools.

This workshop really helped me to understand the potential of AI in the classroom, not only for general instruction but also for personalized learning. The SAMR model was new to me, and I found interesting how it helps to guide the use of technology at different levels. Our mini design challenge gave us a practical opportunity to apply this model, which made it easier to understand how AI can fit into our teaching practices.

Overall, the session reinforced the importance of using AI thoughtfully and responsibly. My main takeaway is that while AI is a great tool for personalized learning, it should complement not replace human interaction in teaching. It’s all about finding the right balance to enhance learning without losing the personal touch that is so important in education.

Last Monday, I attended the first session of a workshop, which focused on the potential advantages and challenges AI (Artificial Intelligence) brings to education, especially in language teaching. The main speaker was Ms. Jesse Gleason, who connected with us virtually from the United States. She started the session by organizing us into small groups of about eight people. In these groups, we participated in a Bingo game. This was a fun activity to help us get to know each other better, as we had to ask questions and find classmates with specific experiences.

After this icebreaker, Ms. Gleason asked us to discuss the advantages and disadvantages of AI in teaching. We had a good and funny conversation in our groups, where everyone shared their thoughts on how AI can help both teachers and students, but also some concerns about its limitations.

Ms. Gleason then introduced two AI resources to us. The first one was Magic School. This is an online tool that helps teachers to create educational materials, such as rubrics, assessments, and other activities. You can choose the grade and level you want, which makes it very flexible. The second resource was Mizou, an online chatbot. This tool allows teachers to create chatbots that can interact with students, answer questions, and provide extra help.

What made the event even more engaging was the collaboration with students from the Santiago and Concepción campuses, which added a dynamic aspect to the discussions. We concluded the session by using a collaborative Jamboard to list what AI can and cannot do in an educational context.

One of the best parts of the event was that we worked with students from the Santiago and Concepción campuses. This made the experience even more dynamic, as we got to hear different perspectives. At the end of the session, we all worked together on a collaborative Jamboard. Here, we listed things that AI can do well in education, like creating activities and answering student questions, and things it cannot do, like replacing the human connection between teachers and students.

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Speaking activity 🎥 Favorite Movie in 2 Minutes! 🎬
Share your thoughts about your favorite movie in a 2-minute video. Use this opportunity to practice speaking clearly and confidently!

• Open the Padlet link provided here

• Once you’re happy with your video, upload it to the Padlet wall. Make sure to write your name and the title of the movie in the post description.

• Watch at least two of your classmates’ videos and leave a positive comment or question.

Tips:

• Speak clearly and at a steady pace. Remember, this is a speaking practice!

• Practice before recording, but don’t worry about being perfect. Just be yourself!