🠮 Class activity: Write an article about your favorite movie.

• Content Knowledge (CK)

– Activity:  Students will write an article about their favorite movie. They will focus on summarizing the plot, analyzing the characters and themes, and giving their personal opinion on why the movie made an impact on them.

– Tool: Google Docs

• Pedagogical Knowledge (PK)

– Activity: I’ll teach how to structure a movie article using an introduction, body, and conclusion. We’ll review examples of well-written movie articles and analyze their structure and content. Students will engage in peer review, providing feedback on each other’s work to improve their writing.

– Tool: Google Docs

• Technological Knowledge (TK)

– Activity: Students will use technology to research their movie, find relevant articles, or watch video reviews that can provide different perspectives on the movie. They will also use tools to check grammar and spelling to enhance the clarity of their article.

– Tool: Google Docs, Grammarly.

• Technological Content Knowledge (TCK)

– Activity: Students will apply their knowledge of film analysis and film-related vocabulary while using online resources or film reviews to deepen their understanding of their chosen film. This will help them organize their ideas more effectively in their articles.

– Tool: IMBd, YouTube.

• Technological Pedagogical Knowledge (TPK)

– Activity: Students will create a multimedia presentation of their article, incorporating images, trailers, or soundtracks from the movie to enhance their description and analysis. This presentation will allow them to explain the main points of their article in a visually engaging way.

– Tool: Canva, Genially, Prezi.

• Technological Pedagogical Content Knowledge (TPACK)

– Activity: Students will integrate everything by writing their movie article and then creating a multimedia presentation. They will combine their knowledge of movies, writing techniques, and digital tools to present and share their articles. The final product will be uploaded where peers can provide feedback or ask questions about each other’s work.

– Tool: Google Classroom, YouTube, Google Drive.

First of all, it’s important to be clear about what the SAMR model proposes.

🠮 Class activity: Crossword puzzle to recognize Employment related terminology.

• Substitution

– Activity: Instead of using a traditional paper crossword puzzle, students will complete the crossword online using Google Docs. They will type their answers directly into the document, replacing handwriting with typing.

– Tool: Google docs

• Augmentation

– Activity: Students will participate in a Kahoot! quiz. The quiz will be designed with multiple-choice questions where they identify employment-related terminology based on definitions or examples. Kahoot! enhances the task by adding a competitive and interactive element with instant feedback and scoring

– Tool: Kahoot!

• Modification

– Activity: Students will create a collaborative word puzzle using Padlet. Each student can contribute clues and answers related to employment terminology. They will also add images or videos that represent each term. This modifies the original task by making it more interactive and creative.

– Tool: Padlet

• Redefinition

– Activity: Students will collaborate in real time on a shared Canva digital whiteboard. As a class, they will create employment-related terminology crosswords, but they will also integrate audio, video explanations, and visual elements to enhance understanding. They can record explanations of terms and upload them to a shared drive for review. This redefines the traditional crossword puzzle activity by making it highly interactive and multimedia-rich

– Tool: Canva

Summary

During the second session of the International Teachers’ Workshop, we delved into the responsible use of artificial intelligence (AI) and its application in education. The main objective was to understand the SAMR model, which stands for Substitution, Augmentation, Modification, and Redefinition. This model serves as a guide for incorporating technology into classrooms, helping us determine how AI can enhance or transform traditional teaching methods. The SAMR model allows educators to not only introduce technology for basic tasks, but also to create more dynamic and innovative learning experiences.

Based on the SAMR Model we had to work on an activity, I worked with Constanza Pino and Valentina Tapia, and together we created an activity in which students write an article using various digital tools such as Canva, ChatGPT, Grammarly, Copilot, among others. These tools help students organize their ideas visually, improve their writing, and present information in a creative and engaging way. This activity allowed us to explore how AI and digital platforms can help students produce more polished and professional work.

Additionally, we discussed the ethical considerations of AI use, including copyright, plagiarism, and the risks associated with relying too heavily on AI for academic work. Our instructor, Ms. Gleason, emphasized the importance of understanding both the benefits and limitations of AI tools in education.

Personal reflection

The second session really opened my eyes to how we can use technology in teaching. Working with Constanza and Valentina to create a digital article showed me many ways digital platforms can be used in education. This hands-on experience helped me see how technology can engage students creatively, which helps them develop critical thinking.

Learning about the SAMR model was a big highlight for me. It encouraged me to think about how I can go beyond using technology for simple tasks and use it in ways that really transform learning. The idea that technology can change an assignment by adding collaboration, creativity and innovation is something I want to explore as I continue my teaching journey.

A key takeaway from the session is the importance of using AI and digital tools responsibly. As future educators, we must teach students to use these tools ethically. While AI can improve our teaching and enhance learning, we must be aware of issues such as plagiarism and misinformation.

Finally, this session has inspired me to continue to improve my digital skills and stay curious about new technologies that can enhance the classroom. I am excited to continue exploring how AI and other digital tools can create a more engaging and effective learning experience for students.

Summary

The first session of the International Faculty Workshop introduced us to the role of AI in education, particularly in enhancing language teaching methods. Jesse Gleason, who was the main speaker, provided valuable insights into how AI can revolutionize educational practices by offering greater accessibility, efficiency, and personalization for both teachers and students. A significant part of the session involved the introduction of two innovative tools: Magic School and Mizou. Magic School helps educators generate personalized resources, such as rubrics and assessments, adjusted to specific levels and learning objectives. Mizou, on the other hand, allows for the creation of AI chatbots that simulate conversations with historical or academic figures, providing an engaging learning experience. I couldn’t log in, but my partner Josefa talked to Chompsky and it was quite fun. (It wasn’t Chompsky but I do not remember the name of the person she talked to)

These tools offer a practical way to foster interactive, personalized education, making it easier for teachers to address diverse student needs while saving time on routine tasks like grading and lesson planning. In addition to discussing the benefits of AI, the session also highlighted key challenges. We explore the ethical implications of AI integration, such as issues of authenticity, overconfidence, and the importance of maintaining human characteristics in education. As part of the session, we participated in an interactive icebreaker activity: Bingo, where we had to find classmates who matched specific characteristics like someone who loves dancing or or someone who matches your birthday month. This fun game allowed us to socialize and bond with peers from different campuses.

Overall, the session emphasized the necessity of a balanced approach, using AI as a supportive tool rather than a replacement for educators.

Personal reflection

The session offered me a new perspective on how AI can serve as a support tool in teaching, without overriding essential human characteristics in teachers, such as creativity and empathy. I was particularly impressed by how AI, through tools such as Magic School, can personalize learning experiences, catering to the diverse needs of learners. AI offers a more didactic way to engage learners more effectively and efficiently. The ability to quickly create materials will allow educators to better target the unique learning styles of their students.

In addition, I was also surprised by the ethical considerations surrounding AI. These tools, while innovative, without proper use could lead students to become heavily reliant on AI-generated content, which could reduce their ability to think critically or produce original work. As teachers, it’s crucial that we guide students to understand both the potential and limitations of AI. It’s not only a matter of knowing how to use these tools, but also of promoting their proper use, the problems that can occur if they are misused, as well as creativity.

What I take away most from this session is that while AI can enhance teaching methods, it is vital to maintain a balance. AI should complement, not replace, the personal interactions and relationships that define meaningful education. By thoughtfully incorporating AI, we can create enriched learning environments that combine the best of our human capabilities as well as technological advantages.

Going back to the previous assignment, I decided to modify a Reading activity from last semester in which we had to fill in a crossword about words related to employment.

The first part of the class will focus on each student looking up the meaning of the assigned word. For this they can use Cambridge dictionary

Afterwards, the student will use Canva or Padlet to create clues about the assigned words where they will study from the hints provided by their peers in order to understand as many words as possible.

The second part of the class will focus on a Kahoot! activity where students will reflect on the knowledge they have acquired based on their classmates’ clues.

The answers will be shared in groups, which will then work together in a final activity.

Finally, the class will divide into the previous groups in which they will create two sentences with blanks and exchange them with another group to challenge their peers.