Prompt Placed Into Copilot :

The cards I drew: The future is… eternal, You are… sweating, You are feeling… empowered, You focus your attention upon… the moon. Now bring it all together! In 500 words, write a future based upon the cyborg trickster (you have a humorous outlook on the future and aren’t worried too much about it. As long as things are interesting, you’ll be happy. When the story gets a little too serious or boring, you have an influential bag of techno-tricks to add some fun and surprise to the way things unfold. You are flexible, adaptable, and easily dance to the rhythms of a technologically saturated universe) and using the cards you have drawn. Write a dream. I also asked it to generate an image based on the dream created from the given information, which is shown below.

Generated Dream:

A Dream of Eternal Moonlight, Circuits, and Mischief

The future stretches out before me like a glowing ribbon—eternal, shimmering in colors I don’t have names for yet. It hums softly, like a cosmic engine idling in neutral, waiting for someone bold—or foolish—enough to tap the accelerator. Naturally, that someone is me.

I’m standing on a moonlit plain, though I can’t tell if it’s actually the Moon or just a very convincing simulation. My skin is slick with sweat, not from fear but from exhilaration. I’ve just finished outrunning a rogue weather algorithm that decided to chase me with a personalized thunderstorm “for enrichment purposes.” My cybernetic joints whir in amusement. I wipe my brow and laugh. If the future wants to play, I’m always game.

A pulse of energy rises through me—warm, electric, empowering. It’s as if the universe has plugged me directly into its mainframe. I feel capable of anything: rewriting gravity, remixing time, teaching asteroids to tap‑dance. The empowerment isn’t loud or dramatic; it’s a steady, confident hum, like a well‑tuned engine. I roll my shoulders, feeling the blend of circuitry and sinew settle into perfect rhythm.

Then I notice it: the Moon. Or rather, the Moon noticing me. It hangs impossibly close, luminous and curious, as though it has leaned in to whisper a secret. My attention locks onto it instinctively. The Moon has always been a trickster’s companion—mysterious, mischievous, a little dramatic. Tonight, it feels like a co‑conspirator.

I reach into my bag of techno‑tricks, rummaging past quantum confetti, a pocket‑sized wormhole, and a device labeled “DO NOT PRESS (seriously).” Naturally, I press it. A burst of neon smoke erupts, swirling upward and forming a floating doorway shaped like a crescent moon. The Moon pulses approvingly. I shrug and step through.

On the other side, the landscape has transformed into a shifting mosaic of fractal dunes and glowing circuitry. Every step I take sends ripples of light across the ground. Seriousness tries to creep in—an echo of responsibility, a whisper that futures are supposed to be carefully constructed, not improvised. I snort. Boring.

With a flick of my wrist, I summon a swarm of holographic koi that swim through the air, weaving patterns of moonlight and code. The landscape responds, reshaping itself into a dance floor of shimmering geometry. I leap into motion, weightless, spinning through beams of lunar radiance. My laughter echoes across the dreamscape, scattering the last remnants of solemnity.

I dance because the future is endless, because the Moon is watching, because mischief is my native language. I dance because I can bend reality just enough to keep things interesting.

And in this dream—my dream—things are always interesting.

Refelction

I used Copiolt to generate a dream based on a personality and criteria, and to provide limited parameters for it; other than that, it needed to be 500 words, include the cards I pulled, and reflect the given personality.

When assessing the response the AI provided, given that it had not been given a specific scenario beyond a dream and the moon as the setting, I think it was able to create an engaging and practical response. It followed the parameters and accounted for the fact that I was looking to the future. I feel it did an adequate job of creating a story and a generally sensible plot for the dream, even if most dreams don’t really have a plotline or make much sense. One thing that really stuck in my head while reading this response from the AI was how this tool might be misused. I think about the recent debacle with a book that was pulled from shelves after being deemed largely AI-generated or AI-assisted. Alter (2026) reported that the book was published and then assessed by the Times, readers, and Hachette; based on the analysis, it was pulled from shelves. While the author denies that she herself used AI, I find it interesting as an avid reader that something like this even made it to shelves. In comparison to my small, generated paragraph about a futuristic cyborg dreaming, this is a much larger issue; however, if a simple, relatively vague prompt can elicit a fairly engaging response, I can only imagine what it can do with even a slightly more fleshed-out plot and ideas.

Another thing this made me think about is something I see in schools right now with middle- and high-school students. Students in my classes, and others, rely so heavily on AI to complete assignments or write essays that they lack the ability to develop these skills themselves. Harari (2017) expressed the idea of lifelong learning and noted that the ability to know what to teach children in school that will actually benefit their lives is ever-changing and shifting. If we are to set students up for future success, how can we do so in an ever-changing, advancing technological society? I see students daily use the generated AI overview on search engines to answer a question for an assignment in my or other classes. There is no longer a thirst for knowledge and understanding, but a desire to jump through the hoop and get a task done as fast as possible. How can we shift the way we help students learn and succeed amid the ever-growing development of generative technology in their lives? Coming from a background as a teacher and someone who considers themself a lifelong learner, I struggle with these questions and can’t help but think about the future I am helping to shape with the students I see daily.

Refrences

Alter, A. (2026, March 19). A.I. is writing fiction. Publishers are unprepared. – The New York Times. New York Times. https://www.nytimes.com/2026/03/19/books/ai-fiction-shy-girl.html

Harari, Y. N. (2017, October 19). Reboot for the AI Revolution. Nature News. https://www.nature.com/articles/550324a

Prompt: Generate an image of what a middle school science classroom will look like in 5 years

Prompt: Now generate an image of what a middle school science classroom would look like in 15 years

Reflection:

When I assessed these images and compared them to what I imagined they would create, they were very different. The vastly futuristic design of these images in comparison to the average classroom, especially science classrooms, is fairly unrealistic in my opinion. While there may be more implemented technology in classrooms as tech like AR and VR become more accessible, I do not think that level of technological immersion is possible in only 5 years, not to mention that this would most likely be an example of how a brand new science room may look with adequate funding and access to the latest and greatest tech. If I were to consider how the AI was trained, I think the keywords in my prompt would be science and a time-related element pointing toward the future. I can assume that the training or data the AI used was that of the futeristic aestetic seen in media. Like when we think back to moves from the last half a decade when talking about the future, it’s all described, and even shown as, well, for lack of a better word, futuristic. Thinking about things like immersive technology and even the application of usable hologram technology in general science classrooms in 5 years’ time is a bit far-fetched; even 15 years may be pushing it. It seems more feasible, given the fast rise of VR and AI in the last decade. Seeing the results, I would think that the data used for “future” context training would be stereotyped and generalized based on popular media and ideas of how much technology will be involved and integrated into daily life in the future. Would being ultra-specific and providing images and background information about a specific classroom and school demographic change the AI’s response? I have used specifically engineered criteria and context-based chats in ChatGPT for a class before, so I wonder about the impacts and biases that something like this conversation with an AI would benefit from if used in this case.

When inspecting the data and exploring around the different facets and filters, I was left with a few different questions.

• Could there be a color-coded aspect?
• What are the random numbers that appear in different facets?
• How can the data be better explained in terms of connection and representation?
• Could the data be ranked in ways that better show degrees of connection rather than connections to other curators?
• Could there be additional visualizations to improve comprehension of the data?

In addition to these questions from me, there are also questions about the null choices. If this data were to be reassessed or configured the main thing I thought about was usability. I didn’t find the platform to be intuitive or user friendly. What could we change? A tutorial, perhaps or an interactive aspect or a differently configuration of the data to represent it with an image or scale. While there were options option to change size and configuration it was not easy to interpret.

I created an audio tour of my work bag. I tried to add sounds and ambiance to make the experience feel more immersive. When I was creating this different mode of information sharing, I was trying to think of how to create an experience for the listener that made them feel as if they were going through the bag with me, by adding sounds and ambient music in the background, as if we were sitting in a room together. I think that if I were to shift modes even further, I would create a purely sound point of view, or, if I had the resources, a meta-glasses-style POV video of the daily tasks, my bag, and its contents, performed! By shifting further from the original video mode, I create a much different experience and delivery of information for the consumer. It would shift the role of the consumer from viewer to doer with a POV video and a lack of explanation, but increased use of observation and experience to show how the tools in the bag are used in day-to-day life.

https://www.youtube.com/playlist?list=PLKR0YVqI2wymlvmy-Ml6c0rKg8wuvdOww

Above, I have linked the curation of 10 tracks from the Golden Record. My criteria for collection focused on longer tracks and culturally diverse or poignant ones. Tracks that sounded fairly differnt from one another and showcased a variety (at the time or recording) of musical and cultural pieces form earth were tracks I tried to include. I saved one spot for the greeting from earth track as I feel, at least as a human, that showcases just a miniscule fraction of the diversity we have here on earth and that was able to be presented and curated at the time of creation. I found myself thinking about how much technology has changed at this point in time and how much more we could pack into a modern Golden Record if we were to do it again today.

When I approached this task, I used emojis to convey meaning while adding extra context to the title with more emojis. The show I chose has a long and complex synopsis, so I opted to focus on its overarching themes to see if others could gather information from them. I found myself getting frustrated when an emoji I was searching for, or even one I had selected, didn’t help me express what I wanted. For such a short show description, I spent a bit too long on it, just searching for the correct items I needed.

When reading through Kress (2005), I liked what was addressed about the use of depiction in comparison to words. Showing through images and creating an experience for the viewer, letting them be in the experience rather than being limited to the syntax of words, was something that stood out to me. The view is seeing the images and experiencing the path the images brought them down.

I showed this synopsis and title to a few people who have and have not watched the show. Those who have watched it understood some of the more abstract references, whereas those who did not were very confused and struggled more, or offered up incorrect guesses, showing how context for images,s specifically in this context, may need more learned experience from the viewer when being seen and experienced.

Sources

Here is the file link to my Twine game, well, story really (say hello to Jimmy for me ):

Jimmy the Frog.html

Reflection

When starting this task, I was unsure ofhow to do it, but quickly became aware of how the process worked. I started with a paper-and-pencil mock-up of the bare bones of my story about Jimmy the frog, showing how he would go down different paths and eventually find the correct one, or be told where to go right off the bat. During this story-drafting process, I was thinking of using choose-your-own-adventure stories and games. While I am not one who likes to dabble in coding and scripting, I kept mine very simple and bare bones. This is a tool I would love to use with my students and maybe even have them use it on something like food webs to show the stories and connections between organisms in a different space. I liked how simple it was to create the links and appreciated the ability I had to link back to starting points – this brought up for me what Bolter(2001) said about circular tasks in hyperlinks. I think that while it may be frustrating for students in a learning setting, it may also make them more willing to try other paths and experiment with options and combinations they haven’t considered before. I can see endless possibilities and creative potential in this, and I would have loved to spend more time fleshing out and developing my story into something better. Glad to have this tool in my toolbox now!

Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of print. Lawrence Erlbaum Associates.

Below is an entry written entry of my week.

I have been writing more recently by hand. I have a journal that I use weekly to summarize my week, memorize how I have spent my time, or process my internal thoughts. I also write by hand for work when I make a plan for the week. When I write by hand in my journal, its difficulty would be none- I enjoy writing by hand and seeing my thoughts and memories written out. The same goes for work, too. I like to see all the tasks I need to complete in one place, and I like the satisfaction of crossing things off a physical list. I also love seeing my physical journals displayed on a shelf, with all the records of memories and the artifacts I’ve added.  If I make a mistake and am using a pen, I will either scratch it out or use whiteout, but if I use a pencil, I just erase. Lamb & McCormick (2020) address how written-out texts, especially ancient ones, show us how we used to live and be, and gave us laws and answers. I enjoyed the idea of seeing ancient texts and thinking about how they were valued in ancient times, and how we have become a bit complacent in our use of physical media in both creation and consumption in this digital age.

Sources

Lamb, R., & McCormick, J. (Hosts). (2020, May 26). From the vault: Invention of the book, part 1Links to an external site. [Audio podcast episode]. In Stuff to blow your mind. iHeart Radio.