Implementing generative AI tools in the classroom

Over the last two years, I have found I really questioned if it was time for change from the classroom and education. I had found the classroom didn’t have the same spark, but my passion for teaching and curriculum remained strong.   

Game changer 

In March 2023, I had a pivotal moment while covering a class where we discussed ways students could carry out research for their assignments. This lesson sparked a transformation in my teaching approach. Generative AI (GenAI) reignited my enthusiasm, prompting me to think deeply about the learning process. For me, GenAI was the game changer. 

I decided to pilot GenAI in two of my classes - a Level 2 Fluid Power class and a Level 3 Product Design and Manufacturing class. These classes were diverse in content and learning abilities, making them ideal for exploring how GenAI tools could enhance learning. My objective was to utilise GenAI to support students' learning processes while also leveraging these tools to assist my teaching efforts. 

Developing a plan 

As I researched GenAI tools, I discovered a wide array of options, each with different recommendations. This abundance of tools was overwhelming, so I focused on three packages: ChatGPT, Microsoft Flip and Quizizz. I chose these because students were already familiar with ChatGPT, and I wanted to document their learning journey in an accessible way using Microsoft Flip and generate personalised learning using Quizizz. 

Implementing ChatGPT in the Level 3 Engineering Class: research assistant 

How could I involve students in the process of integrating AI tools into their learning, ensuring they felt engaged? I initiated a conversation with my students about using GenAI tools, and unsurprisingly, many had already been using AI through platforms like Snapchat, although a few students pretended they never heard of AI (but that’s another story!). However, I wanted to ensure they used it ethically and avoided simply copying and pasting information. My focus was on developing their soft skills, such as collaboration, critical thinking and analysing the content generated by GenAI while also meeting the requirements of the unit.  

Together with the students, we devised a plan to integrate ChatGPT into their classwork and homework content. We identified how it could serve as a study buddy, providing quick access to information and helping them generate ideas and insights. This tool allowed students to explore diverse perspectives, refine their research questions and gain a deeper understanding of their topics. 

Through interaction with ChatGPT, students were able to ask questions, receive instant feedback and explore new avenues of inquiry. This interactive approach made research more engaging and helped students develop critical thinking and analytical skills. They learned how to evaluate information, preparing them for real-world problem-solving.  The most significant aspect of the trial was the improvement in engagement and grades compared to a non-pilot group.  

Level 2 Engineering Fluid Power Class: personalised learning 

The Level 2 Engineering Fluid Power class presented a unique challenge compared to the Level 3 group. These students required constant engagement to stay on task. As apprentices, it was crucial to relate assessments to their workplace experiences and provide regular updates to employers on their progress.  I needed to consider, how could AI be leveraged to provide personalised feedback and learning opportunities for students with diverse needs and abilities? 

To address these needs, I focused on researching personalised learning strategies and how to effectively document the students' learning journeys. I introduced two tools: Quizizz for personalised learning and tracking knowledge, and Microsoft Flip for documenting the learning process through video, which also facilitated peer review. 

Implementing Quizizz for personalised learning 

Quizizz proved to be an invaluable tool for this group, allowing me to create tailored quizzes that adapted to each student's learning pace and style. This tool helped maintain their focus and motivation by providing immediate feedback and enabling us to track topic progress. 

Quizizz allowed me to assess students' understanding of the material in a dynamic and interactive way. The platform's gamified approach made learning more engaging, which was especially beneficial for students who needed constant stimulation. By using Quizizz, I could identify areas where students struggled and adjusted my teaching strategies accordingly, ensuring that each learner received the support they needed. 

Documenting learning with Microsoft Flip 

To complement the personalised assessments, I used Microsoft Flip to document the students' learning processes. This video platform allowed students to record and share their progress, insights and reflections on each task completed. By capturing their learning journey on video, students could articulate their thoughts, express their creativity and engage in meaningful discussions with peers. 

Microsoft Flip also facilitated peer review, where students could watch each other's videos and provide constructive feedback. This process not only enhanced their learning but also encouraged collaboration and communication skills. It enabled students to learn from one another, fostering a sense of community and shared responsibility for their learning. 

Challenges 

Introducing new teaching and learning methods is never easy. Have you ever tried implementing something new in the classroom, only to feel frustrated when students resist or struggle to adapt? That’s exactly what I experienced when introducing AI tools into my teaching. The resistance didn’t just come from the students - it was a mutual challenge. Both students and educators can find such shifts difficult to embrace.  

Why?  

Because change is rarely welcomed with open arms. It disrupts routines, challenges comfort zones and demands a different approach to learning and thinking. Getting students on board wasn’t instant; it took approximately six weeks of persistence, adjustment and patience. But once they saw the potential benefits, their engagement and curiosity began to shift, making the initial hurdles worthwhile once I was able to see the end results.  

Reflections 

By embracing AI, I have created a more engaging, personalised and supportive learning environment that prepares students for a GenAI era.  

This experience has reinforced my belief in the power of AI to enrich education and inspire both students and educators alike. It’s not about searching students’ work for how they have cheated, it is about finding the learning which has taken place; for many of our learners this can be more of a challenge.  

Joanne McGovern is Curriculum Manager Engineering Hub at South West College in Northern Ireland with over 13 years’ experience teaching within Post Primary, FE and HE settings. Joanne has a Masters in Educational Leadership with a particular focus on assessment in Project Based Learning (PBL) curriculum. She has been project lead for GenAI within her FE College.