Month: June 2024

10 Innovative Ways to Use AI in The High School Classroom

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

When ChatGPT first came out in 2022 it hit the education sector like a sudden whirlwind – whipping up a flurry of emotions, such as fear, excitement and uncertainty, as it tore its merry way through one teachers’ meeting after another. Around about that time I wrote a blog post that aimed to inform teachers about what generative AI could already do – and the list was impressive even then. From scoring a Level 5 on an IBDP Mathematics exam to outwitting plagiarism detection software – it seemed as though the fine arts of classroom instruction, assessment and active engagement would be bent out of shape forever.

Fast forward to today, and that whirlwind has been tamed to gentle breeze. The anticlimax has been deathly in its silence, and I am personally of the opinion that AI’s ‘saturation point’ is quickly approaching. People simply don’t want fake stuff (such as fake photos in ads, or blog posts written exclusively by AI), but people DO want the time-saving and cognitive offloading features that AI can provide. Even as far back as 2022, for example, the World Economic forum published the results of a major study which found that 60% of adults around the world agreed that AI products and services would make their lives easier, but just 50% said that they’d trust companies that use AI as much as those that do not. One year later, in 2023, The University of Queensland partnered with KPMG to conduct their own global study of people’s trust in AI. They found that:

  • 61% of respondents were ambivalent or unwilling to trust AI
  • 55% were comfortable with the use of AI at work to augment and automate tasks and inform managerial decision-making, as long as it was not used for human resource and people management purposes. 

You can download the full report from the University of Queensland, here.

What is 100% certain is that whilst we’re still sailing on the open ocean of AI, we can harness certain tools to enhance the learning experience, streamline administrative tasks, and provide personalized education. So, in today’s blog post, I will share ten practical ways teachers can incorporate AI into their classrooms, complete with examples and tips for immediate implementation.

Let’s address the elephant in the room first: ChatGPT

It is my observation that ChatGPT is currently being utilized in a ‘skeleton before the meat is added’ way across the education sector:

  • ChatGPT can quickly generate student written reports, upon providing the system with a lengthy prompt (e.g. student names, genders and overall attainment). These reports are often incomplete and lack context, however, and teachers often need to revise the reports afterwards before final publication. PLEASE CHECK your school’s policy on using ChatGPT for report writing before you proceed – you may come across privacy issues. ChatGPT does ‘learn’ from user inputs, which technically means that the prompts and feedback you share with it are not confidential, as the model uses that information to develop itself.
  • Students can use ChatGPT to generate ideas for projects and assignments, as well as the core elements of any written work they need to produce. This will, of course, need to be modified afterwards.

What has become clear about ChatGPT since 2022 is that it’s not (currently) as clever as we all thought it would be. Common issues/mistakes that arise include:

  • Lack of original tone and prosaic/robotic like syntax
  • Web references and links generated by ChatGPT 4o that are incorrect/do not link to the desired site upon further inspection
  • Misunderstanding of the original prompt, which often requires further prompt revisions by the user
  • Image generation is particularly problematic, and the average non-IT professional will still find it difficult to generate photo-realistic images of themselves and others using ChatGPT, even when reference images are provided

Let’s finally get into the ten AI tools that teachers should try out.

#1: Personalized Learning

AI can help tailor educational content to meet the individual needs of each student. Tools like DreamBox and Smart Sparrow adapt lessons based on student performance. For example, a math teacher can use DreamBox to provide customized exercises for each student, ensuring that advanced learners are challenged while those struggling receive extra support.

#2: Intelligent Tutoring Systems

Intelligent Tutoring Systems (ITS) like Carnegie Learning and ALEKS offer one-on-one tutoring. For instance, a teacher might assign ALEKS for homework, allowing students to receive immediate feedback and explanations on math problems they get wrong, thereby reinforcing learning.

#3: Automated Assessment and Feedback

AI-powered grading tools, such as Gradescope and Turnitin, save teachers countless hours by automating the grading of assignments. A practical example is using Gradescope to quickly grade multiple-choice quizzes or written assignments, providing students with detailed feedback while freeing up the teacher’s time for other tasks.

#4: Live Quiz Apps

AI can increase student engagement through interactive platforms like Kahoot! and Quizlet. For example, a history teacher can create a Kahoot! quiz to review key concepts before a test, making the review session fun and competitive, which helps students retain information better than they might otherwise. I’ve written a separate blog post listing and describing my favourite live-quiz apps which you can read, here.

#5: Analysing student data and making predictions

Predictive analytics tools, such as BrightBytes, analyze student data to predict outcomes and identify students at risk of falling behind. A teacher could use BrightBytes to track student performance throughout the semester, identifying those who need additional support early on and implementing targeted interventions. In theory, the system could also be used to determine predicted grades for students applying to universities, although I wouldn’t recommend only using this tool. Predicted grades are notoriously difficult to pin-down and can be a point of great contention and controversy depending on the dynamics that are at play in your school. Always use assessment data and your professional judgement, coupled with AI if you wish, you make the best predictions you can.

#6 VR and AR tools

AI-powered VR and AR tools like Google Expeditions and Nearpod bring immersive learning experiences into the classroom. For instance, a geography teacher can use Google Expeditions to take students on a virtual field trip to the Grand Canyon, providing a visually engaging way to learn about geological formations. This great blog post by Jennifer Snelling at the International Society for Technology in Education (ISTE) lists 23 brilliant AR and VR tools that teachers can use in the classroom (well worth a read!).

#7: Language translation

AI-based language translation tools, such as Google Translate, facilitate communication in multilingual classrooms. Additionally, language learning apps like Duolingo use AI to personalize lessons. For example, an ESL teacher can use Google Translate to help non-native speakers understand complex instructions, making the classroom more inclusive. For more tips on how to engage EAL/ELD/ESL students specifically, then this great blog post contains some useful advice.

#8: Admin

AI can streamline administrative tasks, allowing teachers to focus more on teaching. Tools like IBM’s Watson Education can handle scheduling, student attendance, and other administrative duties. A practical use case is using Watson Education to automatically generate class schedules based on student preferences and availability, reducing administrative workload.

#9: Collaboration and communication

AI-powered communication tools, such as Microsoft Teams and Slack, can be used to enhance collaboration among students and teachers. A teacher can create a Microsoft Teams channel for a group project, allowing students to share resources, communicate in real-time, and collaborate on assignments effectively.

#10: Professional Development

AI can also support teachers’ professional development. Platforms like Coursera and LinkedIn Learning use AI to recommend courses and resources based on individual interests and career goals. For instance, a teacher looking to improve their coding skills can use LinkedIn Learning to find and enroll in relevant courses, keeping their skills up-to-date.

Did I use AI to help me write this blog post?

I have to admit, yes, I did. But most of this blog post was written by me. I used ChatGPT 4o (which you need a paid subscription for) to do the following:

  • Write my references in Harvard style
  • Come up with the ten ideas for using AI in the classroom, to which I added my own thoughts

So, even I am guilty of succumbing to the temptation of using AI to save me time and energy. However, I do think that you, as my readers, deserve more than just a ChatGPT generated blog post every week, which is why I will only ever use generative AI to provide the ‘skeleton’. I must add the ‘meat to the bones’. Perhaps that’s what we should be training our students to do, too?

Bibliography and references

Should Teachers Use Dating Apps?

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

As teachers, we are mindful of the omnipresent and aspirational societal expectations that we are constantly subject to. Whilst these expectations vary slightly from country to country and territory to territory, we are generally expected to be better behaved, more mature and more conservative than those who work in the majority of other professions, fields, trades and industries.

There are good reasons for this, of course. Children are guided by us and look up to us, so we have to be exceptional role models for them. In some countries, like the UK for example, we are even given the glistening designation of ‘Person of Good Standing’ and are even entrusted to sign people’s photographs to aid in their application for new passports.

Since we are expected to be so much, for so many people, this can leave many of us wondering how to seek out a new relationship partner. Are we allowed to have a dating profile, for example? What would happen if a member of the public recognised me on a dating app? Would they have grounds to complain to my school? Which dating apps are acceptable for teachers to use? Should we use more conservative dating apps, like Bumble, or can we go for apps that (unfortunately) have been tarnished with the reputation of being more ‘hookup’ focussed, like Tinder?

In this blog post I aim to answer these questions as best as I can.

What’s the official guidance on teacher conduct as it applies to dating app usage?

Whilst teaching regulatory bodies from various countries and jurisdictions have issued extensive guidance regarding teachers’ use of social media and electronic communication, there appears to be no specific government-issued guidance exclusively for teachers regarding dating apps at the time of writing. However, there are some general guidelines that have been issued by various educational and safety organisations that I will delineate below:

  • Schools generally have codes of conduct that include guidelines on social media use, which can (sometimes) extend to dating apps. Teachers should maintain strict privacy settings on their social media accounts and avoid mentioning their school or adding students and parents as ‘friends’ online. The guidelines outlined in a typical school’s Code of Conduct/Staff Handbook are intended to protect teachers’ professional reputations and prevent any potential conflicts or inappropriate interactions​ (Schools Week)​.
  • The UK Safer Internet Centre reiterates and emphasises the importance of online safety for educators. Teachers are advised to be cautious about the personal information they share online and to separate their professional and personal lives as much as possible. This extends to our behaviour on dating apps to ensure we do not compromise our professional integrity. ​They recommend not using location-based dating apps at work to avoid unintentional interactions with students or colleagues (UK Safer Internet Centre).​
  • Although specifically for doctors and dentists, Health Education England has issued guidance that can be relevant to teachers as well. This guidance advises against using dating apps at work and highlights the risks of geolocation features on these apps, which can inadvertently expose users to colleagues or students. It also stresses the importance of maintaining professional standards online and avoiding any actions that could lead to reputational damage or legal issues​ (Health Education England North East).

My personal advice on this issue

The good news for all of us is that, in the absence of official government guidance specifically for teachers and their dating app usage, it would be challenging for any school to enact disciplinary procedures on the grounds that a teacher simply has a dating profile to begin with. However, the rules and expectations become blurry when considering how we should behave on such apps, as this does fall under the umbrella category of ‘acceptable social media usage’ and ‘acceptable electronic communication’. Here are my guidelines to keep teachers as safe as possible when using dating apps:

  • In the first instance, check your school’s Code of Conduct and Staff Handbook, to see if any mention is made of dating app usage. Also, check the employment contract you signed – that may also contain references to dating apps, and your contract may also legally bind you to the terms outlined in the Code of Conduct/Staff Handbook.
  • Most teachers won’t feel confident enough to ask their headteacher or a member of the Senior Leadership Team about guidance regarding dating app usage. After all, it’s a very personal topic and not something we want to raise at work, especially with our bosses! However, it may be a wise move to seek such advice (and get the guidelines in writing – as an email, for example) as at least then you’ll be clear about the school’s expectations. This written confirmation from your Headteacher or other senior leader will also serve as protection should a parent/student see your dating profile and complain in future. In the unlikely case of litigation being filed, that email you asked for could be a key piece of evidence for your defense lawyer to use in a court case.
  • Once you’ve been given the green light to actually have a dating profile to begin with (either through your inspection of school documents, such as your contract, or via a discussion with your Headteacher/Senior Leader), you then need to be mindful of your dating profile. Keep it clean, make sure your photos are clean and do not mention your school in the profile – you almost always need permission to mention any organization in a social media post. If you mention your school on your dating profile, then they could use that as a key piece of evidence in any disciplinary proceedings that they may wish to enact, should they discover your profile.
  • Whilst the guidance from the UK Safer Internet Centre and HEENE cited earlier advises teachers not use to location-based dating apps/to turn geolocation off, this is incredibly challenging as most dating apps these days require location services to be switched on. Where possible, however, use apps that do not require geolocation or, as a minimum safety protocol, do not use location-based dating apps whilst at work (we shouldn’t be accessing any dating app whilst at school, actually).
  • Watch out for the age-range of potential matches that you specify on the app. If you select, say, ‘Women aged 18 – 29′, then you may find that some high school students in your area may have made a profile specifying their age as ’18’ (even when they might be younger than that). Again, specifying an age range that begins at 18 could be problematic from a legal standpoint too, as it could be implied that you were knowingly searching for school-age children. Be sensible – set your matches for a respectable, non-debatable minimum adult age, say at 23 years or older. Watch out for default age-ranges for matches set by some dating apps too, as they often start at age 18.
  • Apps that rely on ‘swiping’, as opposed to openly accessible websites (where every profile is visible) are probably the safest for teachers. You’ll be exposed to fewer people who can see your information and such apps usually have a paywall in-place to ensure that only subscribed users can swipe on an unlimited number of profiles.
  • Utilise apps that rely heavily on payment for access, especially if payment is needed for messaging. If only paid members can message you, then that will exclude the overwhelming majority of unauthorised users who can see your information.
  • Do not put personal information on your dating app profile, such as social media links or phone numbers. Some apps will allow non-paying users to see this information, which can be problematic as students, parents and colleagues could potentially see your profile and message you on one of your chosen messaging apps (such as WhatsApp).
  • If you suspect that a student, parent or colleague has messaged you, then handle that professionally. Seek your school’s official guidance on the matter. In the case of a student/parent, it is probably best to take screenshots of the chat log and block the user, and then inform your school’s Designated Safeguarding Lead. In the case of a colleague, it may depend on the nature of the messages. Again, screenshot (for evidence), block and report if you feel that’s necessary.
  • Consider using dating apps that are specifically made for teachers (yes, they do exist!). Apps such as Edudate (which has even been featured on the Times Educational Supplement and BBC Radio 5 Live) and Just Teacher’s Dating are designed to help forge romantic connections between educators. If that sounds like your thing, then why not try it out?

Overall Conclusion

According to 2023 statistics from the Pew Research Center, around 53% of single individuals in the United States under 50 actively seeking relationships had an online dating service at that time or had used one within the past year. Dating apps are already a big part of our lives as adults seeking romantic connections, and their popularity seems set to continue to grow as the years go by.

As teachers, we need to be mindful of our special role in society and act in such a way as to protect ourselves when using dating apps. Seek your school’s guidance, keep your profile clean, do not share personal information on your profile, turn off geolocation (if you can) and keep everything behind paywalls if possible. Be mindful, also, of the age range of potential matches as set on your profile.

References and citations

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