Island Teacher Adventures

Learning education technology as a future UVic BEd teacher

Author: kgullackson (Page 4 of 7)

Bionic Hand and Human Hand Finger Pointing

Learning Context & Accessibility

11 August 2025 /

Learning Context: HOW TO USE AI COURSE

Accessibility & Inclusive Design.

This course is designed to be inclusive and easy to use. It will be accessible to teachers through WordPress. We chose this platform because it is flexible, widely used, and allows us to create engaging content while keeping student data private and secure. WordPress supports learning by doing, enabling teachers to explore interactive resources to find what works best. It also facilitates connecting with other teachers, sharing ideas, and giving feedback, so learning occurs collaboratively.

It is essential to recognize that teachers have diverse technology skills and comfort levels. Following the principles of Universal Design for Learning (UDL), which promotes proactive planning to reduce barriers for all learners (CAST, 2018), this course ensures accessibility and inclusion throughout.

You can download the UDL Guidlines below

UDL GuidlinesDownload

Resources and Content That Prepare Learners for Assessment Activities

Teachers use videos, guided practice, questions, prompts, and peer feedback to practice creating useful lesson plans that can support their teaching. This will also be interactive with teachers and the course instructor talking about their short answer responses and resolving any misconceptions leading to more discussions and collaboration.

How to Support Access:

Closed Captioning (CC) in H5P Interactive Video

  • If the video has captions, a CC button will appear in the video toolbar.
  • Click the CC button to turn captions on or off.
  • If multiple caption languages are available, use the dropdown menu next to CC to select your preferred language.

Changing the Video Speed:

  • Click the gear icon (⚙️ Settings) in the video toolbar.
  • Select Playback speed.
  • Choose your preferred speed:
    • Faster (e.g., 1.25×, 1.5×, 2×)
    • Slower (e.g., 0.75×, 0.5×)

Other Supports:

Link Buttons like the one below.

GO TO TABLE OF CONTENTS

AI Website Hyperlinks:

  1. ChatGPT:(Quickly generates lesson ideas and materials)
  2. Diffit: (Differentiates content for diverse learners)
  3. Gemini:(Supports research and content creation)

Learning Design & Rationale: Experiential + Direct Instruction

11 August 2025 /

The learning design we chose is experiential. Experiential learning engages learners “intellectually, emotionally, socially, soulfully and/or physically and creates a learning task that is authentic.” (Association for Experiential Education, n.d.). The AEE further explains that experiential learning is personal and forms the basis for future experience and learning. 

This is reflected in our learning resource because our activities are an active process of exploration and application. Rather than being shown or told about how generative AI can be used to lesson plan, our tool provides an opportunity for teachers to be guided through a series of interactive activities that require them to experiment with AI prompts in a relevant context. For example, activity 2 involves prompting AI with a series of questions, each time becoming more specific, and then comparing results to one another.

Our design templates also involve direct instruction as some of them provide teachers with exact formulas for prompting AI. According to Main (2021) direct instruction “emphasizes explicit teaching, carefully sequenced lessons, and small learning increments” because clear instruction reduces the chance of misinterpretation. In our resource, this approach is reflected in the use of pre-laid-out templates that guide teachers step by step. Activity 1 for example, involves little inquiry or open-ended exploration, as they are designed to build foundational understanding and ensure clarity before teachers move on to more creative, exploratory tasks.

Our rationale for a combination of these approaches is to build teacher confidence while encouraging creativity. The use of direct instruction provides a clear framework proven to be successful when lesson planning. This structure reduces confusion and is a strong starting point, especially for those new to AI. Once this foundational understanding is set, experiential learning allows teachers to experiment with what they learned, deepening their understanding of genAI.

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Brain with CHATGPT writing on it.
Photo by Growtika on Unsplash

Learning Theory & Rationale: Constructivism

11 August 2025 /

Our interactive learning resource is based on constructivist learning theory, which suggests that learners build knowledge through active participation, reflection, and linking new ideas to previous experiences (Piaget, 1973; Vygotsky, 1978). In this resource, teachers actively explore AI tools, assess AI-generated lesson plans, and modify them to align with curriculum objectives and student needs.

We incorporate social constructivist principles through peer discussions, sharing of lesson plans, and reflection activities, enabling participants to learn from each other’s strategies and feedback. By framing AI as a tool that supports teacher creativity, we empower educators to actively create knowledge and integrate AI into their practice thoughtfully, ethically, and effectively.

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Office workers working together as a team

Description of Learning Context and Learners

11 August 2025 /

This professional development opportunity is designed for teachers who want to learn how to use AI (Artificial Intelligence) to support their lesson planning. With AI becoming more user-friendly and available, many teachers are curious but unsure. This tool allows teachers new with AI to test their skills of using AI to generate lesson plans. It is suitable for educators across all levels of experience, whether you are new to teaching, have been in the classroom for 25 years, or are working as a teacher on call. This resource is designed to be used to meet a variety of needs. 

It is especially useful for those who are new to genAI and may feel hesitant about using it in the classroom, curious about its potential, or need guidance with getting started. After completing our resource, someone who is hesitant about AI will gain hands-on experience and confidence in using AI as a tool rather than something that replaces the teacher’s role. They will be able to see the various and creative ways student engagement could be increased. Although prior experience with AI could be beneficial, no prior experience with AI is necessary, as our learning resource serves as a straightforward guide to using genAI when lesson planning, making the process more efficient. Our learning resource is ideal for new teachers who may feel overwhelmed with the amount of lesson planning required in the first couple of years of teaching, as well as for experienced teachers looking for fresh ideas and innovative ways to engage their students. 

It is designed to give teachers the skills and confidence to move beyond our templates and create their own AI prompts based on their individual teaching situations and needs.

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Medium shot smiley woman with laptop

Overview

11 August 2025 /

This course aims to support elementary school teachers in learning simple strategies for using generative artificial intelligence (AI) in lesson planning. In education, AI involves using algorithms to assist or automate parts of teaching and learning, such as generating lesson ideas, personalizing content, and providing adaptive learning supports (Holmes et al., 2022). When used carefully, AI can help teachers plan more efficiently, address diverse learning needs, and enhance creativity without replacing professional judgment (Kasepalu et al., 2022). This learning resource provides step-by-step guidance, examples, and templates for using accessible AI tools, like ChatGPT, Diffit, and Gemini, to design engaging, inclusive, and curriculum-aligned lessons.

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robot and hand touhing letters AI
Photo by Igor Omilaev on Unsplash

​​Interactive Learning Resource: AI Tools for Lesson Planning

11 August 2025 /

Audience: K–7 teachers Total time: 60–90 min Tools: ChatGPT, Diffit, Gemini

Start HERE
Try Activities

Course Map

  1. Overview (5 min)
  2. Learning Context & Learners (5–10 min)
  3. Learning Theory (Constructivism) (5–10 min)
  4. Learning Design (Experiential + Direct Instruction) (5–10 min)
  5. Accessibility & UDL (5 min)
  6. Rationale for Selected AI Tools (5 min)
  7. Learning Outcomes (2 min)
  8. Course Outline
  9. References (browse)

Downloads & Templates

Assessment

Progress Checklist

BLOG #3

5 August 2025 /

Why Assessment Matters

When I began my journey in the B.Ed program at UVic, I honestly didn’t think much about the purpose of assessment. Like many students, I saw grades as simply a way to measure how well I “did” on an assignment. However, through my coursework, practicums, and conversations with instructors, I’ve come to realize that assessment is much more than just a letter on a transcript, it’s about fostering learning in a thoughtful, purposeful, and meaningful manner.

At UVic, every syllabus includes clear grading standards for a good reason. Academic rigor involves ensuring our work meets established expectations, and this can’t happen without precise alignment between learning outcomes and the activities we engage in.

I realized how often I’d previously completed assignments without thinking about the purpose behind them. Now, I try to ask myself, “What outcome am I showing evidence for?” This shift in mindset has helped me take more ownership of my learning.

My Experience with Formative and Summative Assessment

One of the most powerful things I’ve experienced in university is formative assessment. Whether it’s feedback on a blog post, a peer review, or a chance to revise a lesson plan draft, these moments have been where real learning has taken place.

I remember a moment during our EDCI course when I received feedback on a digital resource I had designed. At first, I felt frustrated because I thought I had done well, but when I stepped back, I realised the suggestions were helping me refine and sharpen my work. I made the revisions, and the final product was much stronger. 

Summative assessment still plays a role; of course, it’s essential to see where we land after a unit or project. But I’ve come to appreciate that the final grade isn’t the whole story. 

The Role of Self-Assessment in My Learning

This year, I was asked to self-assess one of my teaching units using a competency-based rubric. At first, it felt awkward to evaluate myself; shouldn’t that be the instructor’s job? But as I reflected on my goals, strengths, and challenges, I began to see how valuable this process was.I ended up recognizing pieces of work I felt proud of, not necessarily because they were perfect, but because they demonstrated growth. I also noticed patterns in where I struggled (for me, time management in group settings) and was able to discuss these openly in a follow-up meeting with my instructor. The experience reminded me that assessment isn’t something that happens to us. When done properly, it’s something we are actively part of.

Designing for Learning 

As a future educator, I am increasingly considering how I will design assessments in my classroom. I don’t want students to fear feedback or view grades as the final goal. I want them to feel supported, guided, and empowered to reflect on their learning along the way.

Assessment isn’t just a checkbox on a rubric. It’s a tool for growth for both learners and instructors. It’s feedback, reflection, and iteration. When done thoughtfully and transparently, assessment builds trust, deepens understanding, and helps learners see how far they’ve come.

As I continue in my B.Ed. program and enter the classroom, I carry these lessons with me. I want my students to understand that learning can be messy, that feedback is a valuable gift, and that they have the power to show what they know.

Responding to Blog Post #3 by Sarah

29 July 2025 /

https://onlineacademiccommunity.uvic.ca/slanggould/category/edci-338/weekly-blog-posts/

Hi Sarah,

I appreciated your point about how a PLN broadens perspective and fosters a sense of belonging through collaboration. Your reference to Simone Biles was particularly compelling; authentic voices around mental health can help make digital spaces feel safer and more supportive.

I think your post does a great job reflecting on the topic, but it might be even stronger with a clear “next step” suggestion. Could you add one or two practical ideas for making conversations more inclusive, like inviting different viewpoints or adding a short note when sensitive topics come up.

Regarding the presentation, I like the clean, easy-to-read layout. Adding a brief conclusion or subheadings such as “Why PLNs matter,” “Inclusion in practice”) might make it even easier to scan.

Please check the rubric to ensure you’ve included links or brief references to examples, like the Simone Biles post/interview, so everything required is covered.

I’d love to hear about one actionable step you plan to try next to invite diverse perspectives in your PLN.

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