Blog Post #5

    My experience with blogging has been more reflective than I initially expected. At first, I viewed blogging as just another writing assignment, but I have come to appreciate it as a means for reflection and developing my own voice. I like that blogging helps me connect course concepts to my own experiences. It feels less rigid than formal writing assignment and still encourages creativity. However, I sometimes find it challenging to find the right balance between a conversational tone and academic rigor. Overall, I have learned that blogging enhances my ability to connect course content to my personal experiences and envision technology use in my future classroom.

    When exploring artificial intelligence in education, I am both intrigued and cautious. AI has tremendous potential in a K–12 setting. Applications like tailored instruction and feedback, as well as accessibility support can assist both teachers and students. Tools powered by AI can help teachers generate lesson ideas, quizzes, and scaffolds for diverse learners. At the same time, I recognize concerns about overreliance on these tools and academic integrity. Students are still developing critical thinking skills, and AI should supplement, not replace, the cognitive work of learning. From my perspective,  AI can be powerful when implemented thoughtfully, with clear pedagogical goals and boundaries.

    For my Participation Portfolio Item focused on Generative AI, I experimented with Chat GPT to build a lesson plan centered on U.S. History, specifically the attack on Fort Sumter that sparked the Civil War. What worked well was the ability to quickly generate a structured plan while granting me the ability to revise and personalize the plan with further prompting. I can see how it is helpful for overcoming writer’s block and organizing my thoughts. However, I noticed that each section of the plan required careful editing to ensure accuracy and alignment with the curriculum expectations. I also realized that the quality of the response depended heavily on the parameters of my prompt. Next time, I would be more detailed when writing the prompts and ask it to consider the curriculum standards for my topic. 

    In my future teaching practice, I envision using Generative AI as a support tool for instruction. For example, I could use AI to tailor reading materials based on the student's needs, generate practice questions at varying difficulty levels, or model the writing revision process for students. I would also teach students how to use AI responsibly, focusing on transparency, citation practices, and critical evaluation of generated content. To address ethical concerns I would establish clear classroom policies on AI, discussions about academic honesty, and promote digital literacy. Ultimately, my goal would be to help students see AI not as a shortcut to critical thinking, but as a tool that enhances their understanding of the world.