Tag Archives: emerging technology

by kapoho17 | February 17, 2023 · 11:47 am

Chat GPT: a few thoughts and resources

If you’ve been following the media in the past while related to generative AI (artificial intelligence) including ChatGPT _{(links to external resource)}, you may find the following resources of value as you consider the impact on teaching and learning. Many teachers are already incorporating or considering how to incorporate teaching about these technologies in their classrooms as a way to build students’ digital and information literacies. Below are a few resources that may help as you consider how/where this fits in your context.

AI is quickly revolutionizing the way teaching and learning is done in classrooms around the world. From providing personalized instruction to using natural language processing to measure student progress, AI is making it easier than ever before for teachers to quickly assess and respond to the needs of their students.

The potential of AI to improve teaching and learning is tremendous. AI can provide personalized instruction to students based on their individual needs and abilities. AI-based programs can also generate data that can be used to measure student performance, allowing teachers to easily monitor progress and adjust course content accordingly. AI can also provide students with feedback in real-time, allowing them to quickly identify and address potential problems.

AI can also help teachers save time and effort by automating certain tasks, such as grading and tracking attendance. This can free up teachers to focus more on engaging and interacting with their students, allowing for more effective learning.

However, there are also potential challenges associated with AI in the classroom. For example, AI-based programs may not be able to recognize and respond appropriately to nuances in student behavior, leading to inaccurate assessments. Additionally, AI-based systems can be expensive, and may not be accessible to all schools.

Overall, AI has the potential to dramatically improve teaching.

*The quoted text above was created using the following prompt submitted to ChatGPT in November 2022: Write a blog post for student teachers about how AI is impacting teaching and learning and include the positives and potential challenges

NB: important to note if there are age limits for the use of particular tools and/or consider privacy implications and district/school policies if asking students to sign up for accounts or engage with such tools.

Workshop Resources: ChatGPT in the Classroom

Danny Leeming (WKTEP instructor and secondary teacher in the West Kootenays) presentation Jan. 2023 for the Cobblestone Collective

This workshop is designed to help teachers understand how they can use ChatGPT, a powerful language model developed by OpenAI, in their classroom. Through hands-on activities and interactive discussions, participants will gain a deep understanding of how ChatGPT works and how it can be used to support language learning, facilitate student engagement, and enhance writing instruction.

Webinar Recording on Youtube
- In addition to some practical ways AI is and can be incorporated in various learning environments, the session also includes interesting info about ‘what it is NOT good for’ (min. 11) bringing up inherent issues with the current tech – things KIDS and Teachers should know…

UBC Geering Up AI for Educators:

Reid Patterson (Cognitive Systems graduate and UBC Engineering Geering Up Educator) facilitated an interactive hybrid workshop on Feb. 2023 for UBC Teacher Ed teacher candidates. Below are resources from his session:

AI for Educators workshop recording is on Youtube.
PowerPoint slides used in the session (coming soon).
The version of Scratch that we used during the workshop is linked here.

The first half of this session is a hands-on exploration of machine learning and AI using freely accessible, open resources online, that can very easily be incorporated into any middle or high school classroom.

Teachable Machine (Another application of this technology: I recently participated in an “Exploring Digital Agriculture” workshop where this app was used to help identify ‘weed’ from ‘not weed’ and simulated real work being done on farms across Canada where drones fly overhead to help target fertilizers and herbicides based on AI feedback)
Some additional resources from UBC Geering Up’s ‘Reacher Resource Hub’ related to AI – filter by AI – (includes Bias in AI for middle years learners)

What I learned from talking with a Robot:

Dr. Charles Ungerleider, professor emeritus, UBC Faculty of Education, recently shared his thoughts and experiences: “ChatGPT and I have been discussing morality, jokes and what it can do for my field of study, education” with the Tyee. Read the article on the Tyee website.

VSB PodCast:

Jeff Spence, District Principal, Information Technology along with Aaron Tarbuck, Secondary Teacher, both with the Vancouver School District, provide a concise overview and share their thoughts on ChatGPT in K12 contexts in the “Matter of the Month” segment on this “After the Bell” podcast episode (min. 9:25). Highlights for me included how teachers might leverage these technologies to support students in developing their questioning skills and to uncover and support the writing process. Some specific examples provided. One of the key messages here is, “Do not be afraid – learn!”

Citations and Chat GPT:

Microsoft recently launched a beta version of Bing enabled with ‘chat search’ that will, “deliver better search, more complete answers, a new chat experience and the ability to generate content.” Apparently, this will also respond to the concern that ChatGPT is ineffective at referencing sources.

Citing ChatGPT itself as a resource in a reference list is also a popular topic of discussion among academics and, I think, is an emerging discussion among K12 educators as well. According to the Guardian, Feb. 27, 2023, the International Baccalaureate® (IB program) recently permitted use of ChatGPT as a source for IB essays. Several post-sec institutions have published guidance documents and it is notable that APA style guide is under revision to reflect this emerging technology/trend. For now, UGuelph has provided citation examples and summarized some of the changes. UBC has posted a guide to academic integrity and ChatGPT.

Chat GPT and Academic Integrity:

*See Blog Post July 2023 Scarfe Digital Sandbox for a panel webinar on the possibilities and challenges for educators along with some additional recommended resources (including Microsoft EDUs latest resources)

Secondary Science: some possibilities for digital tech integration

One cannot truly experience science without experiencing its technological dimension. As a result, emergent technologies have increasingly shaped students’ experiences with science as well as influenced their relationships with natural/physical world. (Oliveira et al, 2019)

This fall, I had the pleasure once again of working with two of our Science Ed instructors, Leslie Johnstone and Oksana Bartosh, to plan some class sessions intended to expose teacher candidates in Secondary Science (Chem, Jr. Science and General Science) to emerging technologies through a series of hands-on, play based stations. Our aim was for the students to begin to consider the role of these technologies and to uncover both the possibilities and challenges in their own teaching contexts.

Our Stations included

(NB: content of stations varied across the four sections of Jr. Science, General Science & Chemistry See the Prezi presentations slides below for specific content)

Coding across Curriculum – data analysis and sensors:
- Micro:bits (impact sim, CO2 sensor by Eric) – Micro:bits kits available on load in Ed Library – see Yvonne to borrow CO2 sensor
Simulations and Video (PHET, Annenberg Chem & ACS Virtual Chem)
- Video and Simulations in the Science classroom – afford the opportunity for students to try experiments that might be otherwise impossible or, perhaps, just inaccurate if done hands-on. Sims and video can also support varied learners including ELLs in pre-playing or re-playing hands-on experiments. Check out PHET for some free, open access sims. For some amazing video experiments, see: Olympian vs. Toaster and Evolution of Bacteria on a Megaplate.
- Science 360 – an app and website that houses a large database of science videos and content
- Consider the value of student (or teacher) created video
  - *Camtasia for video editing,
  - *VideoScribe for animation
    - *both of these robust softwares are available free to UBC students!
  - ShowMe app for quick multi-modal video creation & formative assessment) – there are many different apps in this class called ‘whiteboard’ apps
  - Stop Motion Studio: storytelling in science contexts can help students make sense of science content and abstract ideas in personal and concrete ways. Another app you might try is iMotion.
All class response & Collaborative tools
- Polling: Kahoot, Menti, Plickers (the free downloadable cards)
- Collab and co-creation: a Padlet wall, AWW online drawing app & Concept mapping using Mindmup
- During the session, we discussed the value of incorporating approaches including digital technologies that move beyond ‘teacher asks question’, ‘students raise hands and respond one at a time’. Students had the opportunity to put their ‘teaching hats on’ and explore Padlet or Kahoot. A few additional thoughts about these systems:
  - Student privacy (Kahoot, Menti and Padlet do not require students to login or give personal info!)
  - The system is only as effective as the questions posed! What constitutes an effective question?
  - How might gaming and competition impact student learning and how might it be leveraged or tempered..
Emerging Tech (a little more on Augmented and Virtual Reality at the bottom of this post)
- Theodore Gray’s Elements – interact with the periodic tables on a handheld device (this one is a paid app but very powerful and worth chatting with your school librarian about!)
- Leslie had fun sharing Curioscope Virtual-i-tee – a very cool AR T-shirt & accompanying App that allows students to peer inside the human body
- Merge Cube – this $15 AR spongy cube & accompanying free apps allow students to hold the the beating human heart, lungs, the earth and even the entire solar system in their hands! The ‘hologram’ that appears in your VR headset, ipad or smartphone is interactive to an extent (you can see different sides of an object by turning the cube or with a swipe or tap, adjust the view, see annotations, or even look inside of the object)
- StarWalk – allows you to see the night sky ‘in real time’ at any given place or time. Hold it up to view the horizon or sky above you; hold it down to the floor and see through to the southern hemisphere! This app is transformative in that without such an app, students really have a difficult time visualizing the movement of the celestial sphere (and we definitely can’t show them this during the school day!).
- Google Tour Creator (student and teacher created 360° VR environment that offers an immersive experience learners can explore on their own. Students found out how to use existing templates (ranging from human anatomy to the solar system) and how a group of learners can customize and annotate the template and use it as a collaborative storytelling tool.
- 360 video, VR content
- If you’re interested in checking out fully immersive VR environments, visit the UBC Emerging Media Lab in IKE Barber.

A word about groupings and stations:

In your classroom, especially if students are new to cooperative learning, we would advise creating groupings in advance of class. The groupings might be homogeneous or heterogeneous and based on any number of factors including ability or interest depending on the objectives of the teacher and the needs of the students. Sometimes, randomized groupings can be used and have the added benefit of introducing students to opportunities to interact with many different members of the class. There are many online options. GroupMind, a lovely little App developed by Louai Rahal an Education PHD student & instructor I met a few years ago, is free and open for you to use with no sign up required. For more on groupings, this article by Beatrice A. Ward (1987) is worth a read.

As a very science interested teacher, it is always a pleasure to work with subject area specialists! If you’d like to explore anything related to teaching, learning and digital technology further, please be in touch or click the ‘Ask a Question’ link in this blog. Sign up for a Scarfe Tea Party (Mondays 4-5:30), Gearing up for practicum session (Dec – Feb) or drop in to Scarfe 1007 one Wednesday this term. Schedule here.

References:

Oliveira, A, Feyzi Behnagh, R, Ni, L, Mohsinah, AA, Burgess, KJ, Guo, L. Emerging technologies as pedagogical tools for teaching and learning science: A literature review. Hum Behav & Emerg Tech. 2019; 1: 149– 160. https://doi.org/10.1002/hbe2.141

Tech Integration: Possibilities for Secondary Chemistry

It was a pleasure to once again work with Leslie Johnstone and her Chem Methods Class to review and test some digital technology integration possibilities in a Secondary Chemistry Class. Leslie and I co-planned and facilitated a session that included a brief introductory Prezi, a Demo and some stations to allow student movement and choice.

Following our brief introduction in Prezi to the themes of technology integration we’d decided upon, Leslie provided a Titration Demonstration where we were able to view the titration curve calculated & displayed in real time. For more on titration, visit this section of LibreTexts, an open access Science Resource. I also recently found an interesting resource sharing how titration experiments could be set up using a BBC Micro:bit!

After some lively discussion, students had 15 minute opportunities to dip their toes into each theme at facilitated and self-directed stations.

Our station themes:

Our station themes:
1. Annotated Video: Being able to create their own video tutorials can aid students in retaining the understandings they’ve developed through experimentation and lab work.
  - Camtasia is powerful proprietary software (UBC Students, staff and faculty can download it free of charge through ‘Canvas’
  - You (or your students!) might use one of the available ‘whiteboard style’ apps such as ShowMe (a free mobile app for iOS and Android allowing multimodal student response) or AWW (a free browser based app/online digital whiteboard).
2. Video and Simulations in Chemistry – as enhancements to the lab can afford the opportunity for students to try experiments that might be otherwise impossible or, perhaps, just inaccurate if done hands-on. Sims and video can also support varied learners including ELLs in pre-playing or re-playing hands-on experiments. In addition to PHET, open access sims, we worked with Annenberg Learner video and sims and ACS – the American Chem Society Virtual Chem and Sims. All highly recommended by Leslie.
3. Collaborative Tools – enable co-creation by your students and support knowledge co-c0nstruction. Try out one of the techniques already explored in class:
  - Padlet – a digital wall to share words, images, video, links and audio
  - Concept maps – you’ve tried ‘analogue’ CMapping in class, consider incorporating a tool like MindMup to allow your students to co-create mindmaps online (in real time and asynchronously)
4. Emerging Technologies: Students explored how emerging technologies might increase learning through rich media experiences and ‘hands’-on access to otherwise inaccessible objects or media. We played with:
  1. Theodore Gray’s Elements – interact with the periodic tables on a handheld device (this one is a paid app but very powerful and worth chatting with your school librarian about!)
  2. Science 360 – an app and website that houses a large database of science videos and content
  3. MEL Science – AR/VR Chem Lessons that integrate with the merge cube
    - I’ve recently been experimenting with ways students and teachers can create their own chemistry drawings for AR. For example, I’ve discovered that if you can create a 3D image (say, of the molecular structure of an element), you can then upload this to be viewed in AR or VR. I think it would add an exciting element for students to be able to virtually create their models in 3D and then view, share and interact with them. I’m still ‘playing’ with this but would love to hear from you if you’re interested!
    - MolView is a free Open Source online molecular modeling tool that seems to have potential!

A word on class groupings for stations: I would advise creating groupings in advance of class. The groupings might be homogeneous or heterogeneous and based on any number of factors including ability or interest depending on the objectives of the teacher and the needs of the students. Sometimes, randomized groupings can be used and have the added benefit of introducing students to opportunities to interact with many different members of the class. There are many online options. GroupMind, a lovely little App developed by Louai Rahal an Education PHD student & instructor I met a few years ago, is free and open for you to use with no sign up required. For more on groupings, this article by Beatrice A. Ward (1987) is worth a read.

As someone who doesn’t specialize in (or even have much background in) this particular area, it’s always a pleasure working with Chemists! If you’d like to explore anything related to teaching, learning and digital technology further, please be in touch or click the ‘Ask a Question’ link in this blog. Look for Eric in the foyer on Wednesdays or visit Janis or Yvonne in a drop in or workshop sometime this winter! Schedule here.