Thank you for joining us and watching our Online Learning Inquiry Presentation on MagicSchool Artificial Intelligence (AI) Generator!
MagicSchool is an education-focused AI Generator that aims to supply teaching and learning resources and to improve the efficiency of creating these resources. Our group chose this tool because none of us have ever used it before and wanted to try it out to test the efficiency and capability of it’s use.
Please watch the video below to observe our findings!
When I think about Universal Design for Learning, or UDL, my mind goes to accessible accommodations for every student and teaching techniques to stimulate and resonate with every learner in the classroom. CAST.org describes UDL in a similar way, saying that UDL is “a set of principles for curriculum development that give all individuals equal opportunities to learn” (2014). This certainly aligns with similarities in my understanding of the UDL framework, but CAST focuses more on the depth of what the principles can achieve in curriculum. What I haven’t previously considered is an aspect of UDL that is so common it fully slipped my mind: online learning.
This week I looked at the resources provided and found a common theme among them: Considering what true inclusive practices means in online education.
I also wanted to find the overarching principles to help guide inclusive practices in my own approaches. Here is what I found:
Intentional design (designing through UDL and inclusive design principles as guiding practices while designing online learning platforms and content)
Learner diversity (recognizing and responding to the various skills, abilities, and limitations that all learners possess, and using these considerations as opportunities to adapt online learning to meet these needs
Continual questioning (finding new and old spaces to redesign and modify to increase the inclusive atmosphere and offering questions about previous design choices, not with judgment, but with curiosity about the decisions made and who was in mind for these designs)
Writer Mia Carella supported the movement in her quote:
Carella speaks to the belief of inclusive practices, and while it is important to hold such a belief, it can appear simplified and surface-level. I found Russell Lehmann’s post on Linkedin even more profound when he stated:
“Inclusion isn’t about being invited to sit at someone else’s table, it’s about building a new table together, where each person’s voice and presence matter equally. The act of inviting often implies a subtle power dynamic, as if someone is granting permission to belong. But true belonging isn’t something that can be granted; it’s something that should emerge naturally, from a shared understanding and mutual respect.”
Russell Lehmann, 2024
Lehmann captured perfectly the complex dynamics of true inclusion and went beyond the simple ‘invite’ to expressing the actions of inclusion. Inclusion is both the mindset, to consider the gaps and cracks through which people fall, and the real movement of progressing communities and spaces forward to be more inclusive for all learners and people.
Our Free Inquiry project has been driven by our shared desire to find technological resources to support differentiated learning for our future students. We are all aspiring teachers and recognize the need for more support in schools and the expanding demands for modified instructional styles to fit the needs of the students. In our personal and professional experiences, we have noticed the academic world needs to adapt to the increasingly diverse student body, including recognition and resources for students with disabilities, new students in Canada, mental health challenges, and socioeconomic differences. Residual factors from COVID, such as lockdown, trauma experiences, and the mismatch between grade level and skill levels are all contributing factors to the growing epidemic of students struggling to perform at their expected grade level.
The four technologies we researched aligned well with open and distributed learning principles. Some of the resources found were entirely new to us like, Open Educational Resource Commons (OER Commons) and Augmented and Alternative Apps such as Proloquo and TouchChat, while others were more familiar, like Khan Academy and Speech-to-Text.
In this video, the teacher, Samantha Kirch, explains how she integrates technology into her classroom by using a Smartboard and iPads for the students. She also outlines how a similar engagement style can be utilized with whiteboards.
So where does this project leave us? What now? Since exploring these resources, we all have a better grasp on ways to integrate differentiated instructional styles into our teaching, but the next move is to try them out with students and find the best supports and resources for differing ages, abilities, languages, and personalities. We know every student is unique and has individual needs and finding the best fit for each student will support their probability of success in their studies and in life.
All of the technologies that we have explored throughout this free inquiry project are ones that we think would be great resources for educators looking to expand their competencies in relation to open and distributed learning. Overall, this project was an interesting and educational research opportunity that allowed us to explore resources that will benefit not only ourselves but also our future students, as was our learning goal from the beginning: To discover the best resources to support our learners through the use of differentiated technology with a focus on open and distributed learning. We hope you have also found some of the resources interesting and will get to try them for yourselves or in your future classrooms.
Thank you for joining us (Anna Palmer, Mady Chase, Hanne Deener, Nicole Bell) on this educational inquiry journey.
Image Published on August 25th, 2022 Licensed under Unsplashed+ Getty Images
Intro:
Last week, we examined Khan Academy’s availability and limitations. We found that it follows the principles of open and distributed learning. This week, we decided to take a look at Speech-to-text technology. As a reminder, our learning goal is to discover the best resources to support our learners through the use of differentiated technology. So let’s delve in!
What is Speech-to-Text?
Speech-to-text, also known as voice-to-text, is a technology that changes spoken words into written text. This technology uses Artificial Intelligence to transcribe, dictate, assist, and navigate. It can transcribe audio from recordings, interviews, lectures, etc. This technology is also used in voice-controlled navigation systems. However, we will focus on dictation to keep this topic relevant to K-8 classrooms. Dictation is the process of taking speech and turning it into written text. This could be in a document, email, search engine, etc. Students with disabilities commonly use speech-to-text technology.
Availability
Speech-to-text technologies are widely available and are becoming easier to use. For example, Windows has a built-in voice typing tool that pops up when you click the Windows key + H. Microsoft Word and Google Docs also have free built-in voice tools. This means students can write papers or assignments by speaking rather than typing. Schools support this technology and tend to include it in students’ IEPs. There are many free versions. However, some are paid programs. Paid programs are designed for people with more advanced needs and offer more accuracy and complex tools.
Limitations
Although this technology is widely accessible, it has many limitations. Accuracy issues like misrecognition of words, messing up homophones (there, their, and they’re), and no punctuation (unless specified) are common. Users also need access to technology such as a device, wifi, and a microphone, without which they are left unsupported. Due to various factors, some students don’t have this kind of technological access. There is also the concern for the environment. The classroom may be too loud with background noise, or an individual might feel awkward or shy to speak out loud. Language and accents also play a role, as this technology sometimes can’t understand what the speaker is saying. Lastly, the paid programs can cost a lot of money, and many students can’t access them without financial aid.
Relation to Open and Distributed Learning
Speech-to-text technology fits into the principles of open and distributed learning. Openness refers to the practice of removing barriers to education to make it accessible to everyone. Speech-to-text fits this principle as it is free, can be used on various devices, can be used on open educational resources (Google Docs, discussion forums, etc), and allows for greater equity in participation. Distributed learning is education that occurs over various times and locations, often referring to online learning. Speech-to-text fits this well as it can be used at home, in class, on the go, and on various devices. This technology also allows students to work independently at their own pace, which is ideal for asynchronous courses. Overall, this tool supports open and distributed learning.
Personal Experiences with Speech-to-Text – Mady Chase
I have extensive experience with speech-to-text. This tool is extremely helpful to me as someone with dyslexia. I have used it in professional and casual settings. I’ve used it to write papers, reflections, emails, texts, lectures, etc. Spelling is one of my biggest challenges, to the point where auto-correct and Grammarly don’t always know what I’m trying to write. However, speaking the words helps the word processor understand what I’m trying to spell. I also tend to waste time trying to spell a word, so speech-to-text speeds up the process. Although it works great and is easily accessible, I have to edit it and speak slower than normal so it picks up what I’m saying. I also need to speak the punctuation parts, which can sound funny and mess up the flow of my speech. Overall, I love this tool and its openness to those who can benefit from it.
We chose to dive deeper into one of the open online resources. Khan Academy is a nonprofit, American based educational organization. This platform shares a range of useful content, lessons and practice exercises on a variety of schooling subjects. Students can use this website to find instructional videos and articles along with interactive practices on math, science, arts, humanities and more. This technology gives students an engaging opportunity for additional or alternative teachings on everyday class content.
Availability
Khan Academy is widely available and free to sign up. This is a resource that is used by millions of people all around the world and is available through their online website as well as their mobile app. The Khan Academy is a resource that provides multiple language lesson translations (Spanish, French, Brazilian and Portuguese).
Limitations
Although Khan Academy is used worldwide and benefits many individuals, just like any other technology there are limitations. Khan Academy is an online source that lacks interaction and collaboration with others. Its focus is on independent study/ learning through video. The auditory/ visual teaching style can also limit a student’s engagement with the content as it’s not the best for that individual to learn. Another limitation that is embedded in Khan Academy’s practice is the strategy of memorization. Students are able to work through a course/ lessons and redo an activity until it is complete. The students ability to memorize the answers of an already completed activity cause their to be less actual content learning
Relation to Open and Distributed Learning
The principles of open and distributed learning focus on accessibility and flexibility on diverse learning needs. Khan Academy aligns with these principles, this platform provides a free, open, educational resource that can be accessed by anyone, anywhere. This platform is designed for personalized learning experiences where students engage with the content at their own pace and place!
Experience with Khan Academy
Our experience with Khan Academy, as detailed by one member of our group, is the high regard for reliable and user-friendly access to school subject support with teachers who are excellent at explaining the concepts to learners and educators alike. I like this resource, recommend it to others, and will continue to use it.
Open Online/Educational Resources as a concept. Let’s talk about it! First, what are Open Online/Educational Resources, or OER? Continuing along with our learning and discovery journey of compiling multiple aspects for supporting our students with differentiated technology, we started looking at Open Online Resources, also known as Open Educational Resources, Open Pedagogy, or OERs, which are “teaching and learning resources created with the intention of being freely accessible to all” (Simon Fraser University, 2024). This means that members of the general public and private sectors all have open and free access to educational resources and materials as they wish.
OERs are available through internet connections (WiFi or Ethernet) on personal, professional, or other, devices such as computers, tablets, phones, or iPads. They are utilized often in educational settings like schools and post-secondary institutions, but can be offered in employment settings such as for training or upgrading purposes.
Availability
The availability for these resources is to be free and easy to access for users. As our group is comprised of aspiring middle school and elementary teachers, we wanted to focus on the resources we would be using in our classroom and suggesting to our students. That being said, these are still available for anyone’s use. Let’s take a closer look at some examples of OERs for elementary and middle school students specifically.
Khan Academy ~ a classic open educational resource, but for good reasons. Khan Academy is a free website dedicated towards supporting coursework in schools and can be an excellent resource for learning at home, especially with parents, guardians, or family members that can benefit from following along with the learner! What we like about Khan Academy is made by teachers and features teachers explaining concepts in bite-sized pieces with visual and audio recordings. More information can be found in the next blog post here.
Open Educational Resource Commons (OER Commons) ~ an educational hub for students from kindergarten to grade 12 that offers resources for course supplementation or full course. They have resource collections to use at home or in a class (online or in-person) that are organized by grade level, subject, and provider.
Bored Teachers ~ a collection of educational websites for elementary students specifically, but not exclusively, that targets learning (of course) and having fun while doing so!
We Are Teachers ~ hundreds of online learning resources that are available for teachers, students, or parents that cover elementary and middle-school subjects with some printable materials, online lessons, and game-type activities. There are many resources that help support differentiated learning styles and students with disabilities.
Limitations
The limitations to OERs are the requirement for access to internet and technology and the need to set up non-invasive accounts with a couple of the platforms, which requires an email. While the world steadily marches towards even more reliance on technology and automation, the technological divide tends to increase with growing socioeconomic inequalities which decreases the availability to education when more learning is conducted online.
Relation to Open and Distributed Learning
The relation of OERs and open and distributed learning is quite high with potential for a dependent relationship between the two. As Open and Distributed learning relies on having resources and materials that are available for distanced learners, OERs fulfill the Open aspect, the flexibility, and the availability for students to learn from their residence. The relationship between the two also offers enhanced student engagement and reduces the costs of an educational experience while offering access for students who may have life responsibilities that conflict with a traditional school schedule. OERs encourage educators to continue modifying and improving content which makes the materials more directed to the learner’s needs and goals. OERs, just like Open and Distributed Learning go hand-in-hand with prioritizing student-centered education and offer diverse methods of instruction.
Experiences with OERs
We have limited experiences with identified OERs as it is a recent discovery for us, but may have unknowingly used them in the past. We’re looking forward to integrating the technological resources into our own pedagogical approaches when we become teachers.
Image from Pitt-Hopkins Research Foundation illustrating Proloquo2Go, 45 Core Vocabulary
In this free inquiry project, we are exploring technologies that support diverse learners in educational settings. Our learning goal is to discover the best resources to support our learners through the use of differentiated technology. Over the coming weeks, we will share our findings on several tools designed to make learning more accessible and inclusive!
What is it?
The first technology that we explored is Augmentative and Alternative Communication, or, AAC. AAC refers to a variety of methods and tools that support or replace spoken communication. AAC can be an incredibly useful resource for children and adults who have difficulty speaking or are non-verbal. It includes everything from simple picture boards and social stories to advanced apps like Proloquo and TouchChat, which are widely used in elementary schools.
These apps transform iPads into interactive communication devices. Users can tap symbols, words, or phrases, which the app then speaks aloud. Proloquo even includes a companion app called Proloquo Coach designed to help parents and educators facilitate the learning process. This technology allows users not just to select single words but also to build sentences by dragging and dropping icons, which encourages expressive language development.
Availability
AAC apps like Proloquo and TouchChat are available for download on iPads and other tablets. These tools are most commonly used in schools with students who have autism spectrum disorder (ASD), Down’s Syndrome, speech delays, hearing impairments, or other challenges affecting verbal communication.
Limitations
While AAC technology is incredibly beneficial, there are some concerns about potential over-reliance. In one case I encountered, a former educational assistant shared her experience using TouchChat with a student who had Down’s Syndrome. While the app proved to be incredibly helpful, she noted that it led to the student becoming overly dependent on the technology, even though they were capable of speaking more on their own. The technology, in this sense, was almost too effective, and illustrates that, in some cases, students can become so comfortable using the app that they start to view it more as a toy or activity as opposed to a tool for communication. As a result, they may become reluctant to speak without it, even if they are ready and able to do so.
Relation to Open and Distributed Learning
AAC aligns extremely well with the principles of open and distributed learning by providing accessible, personalized communication tools that can be used anytime and anywhere. These apps can extend learning beyond traditional classroom boundaries, empowering students to express themselves independently and actively participate in their education. This approach aligns perfectly with our learning goal: to discover the best resources to support our learners through differentiated technology. AAC apps offer highly customizable experiences tailored to individual communication needs, making learning more inclusive and equitable.
In a world where mostly everyone is on social media of some kind, what is the role and representation that teachers have to uphold? Does the mentor and ethical exemplar expectation carry on at every point of existence in the public eye? These are the questions I contemplated while reading through this week’s materials.
In the Networked Pedagogy: Teaching in Higher Ed Podcast by Bonnie Stewart, she notes how openness must be embraced while maintaining boundaries in interactions with students and how networks -virtual and physical- can shape human experiences… especially those with students.
Stewart addresses the overall existence of one’s online profile with three facets:
profile: what’s visible to an audience, private or public
practices: how you act online and the pictures or posts you share
presence: how you engage socially and spatially in networked spaces
During my Technology and Innovation course (EDCI 336), we learned about how our presence online can be perceived and the implications of various interpretations. For example, what does a shared image of alcoholic beverages or a lively night out imply for the audience when you hold the role of a teacher.
In EDCI 336, we also conversed about the standard to which teachers, especially elementary education teachers, are held and what kind of limitations that causes us to put on ourselves. It’s a hard personal decision when you want to post or share something but you also know that you’re representing a position of authority and often admiration. Furthermore, we frequently quickly assume that someone’s virtual presence represents how they conduct themselves in person because this is commonly true, but not always.
Below is a video I found interesting and can help understand a little bit more about the expectations and responsibilities of a teacher, even during outside hours.
Video by Teachers Need Teachers on YouTube
So where does this leave us as aspiring teachers? It’s important to walk the line of professionalism and personal practices with ease, if possible, and to have confidence in your decisions. It can also be integral to think about how you want to be perceived, not just what you want the world to see or know about you, but what an audience will assume about your character and practices with the content you share with the outside world. It is important to remember that mostly anything can be found with enough digging so considering the consequences of this can be crucial in making the decision to hit ‘post’ or not.
A group project by Anna Palmer, Mady Chase, Hanne Deener, Nicole Bell
Learning Goal: Our goal is to discover the best resources to support our learners through the use of differentiated technology with a focus on open and distributed learning.
In each post, we plan to include an overview of what each resource is and why it is useful or helpful to our future careers and experiences. We will be adding the relation to our learning goal and delve into the drawbacks or limitations, if any. There will also be a section about where the resources are utilized or available and our own experiences using the resources!
Week 1:
Came up with the topic
Blog post #1 – Augmentative and alternative communication
Week 2:
Blog post #2 – Open Online Resources
Blog post #3 – Khan Academy
Week 3:
Blog post #4 – Text-to-speech
Blog post #5 – Summary
Stay tuned for more updates on our learning/project plan journey!
After reviewing the reading materials for this blog prompt, I kept feeling the curious question rising of:
"what is the digital and carbon footprint of artificial intelligence use and of more powerful technology now?"
When delving into Neil Selwyn’s 2021 article Facing up to the Dilemma of Sustainable Digital Futures, I found his exploration of the environmental impacts of digital technologies correlates to the unsustainable carbon footprint with the increase of human reliance. From manufacturing to data storage, Selwyn details how the “disposal of e-waste is another major environmental burden” and one that compiles on the existing burdens of AI usage.
He states strongly how we, as a society and individual people, cannot continue to consume digital technology at current rates due to the foreseen and unforeseen detrimental consequences. AI is so early on in the mass production and availability for general use now that we cannot determine the exact impacts it is making -and will continue to make- on the environment… but we can safely predict that it’s not feasible.
Another important point that Selwyn discussed in his article is the human reliance on AI and digital access now. It is inextricably not slowing down and while the technological advances are revolutionary in theory, the practices could be the eventual determining factor of our downfall. Not to give way to the concern of AI taking over, but with regard to the environmental impacts and carbon footprint, AI may take over as one of the largest mass waste producers.
My problem is how many different sources share conflicting results and opinions. I can’t decipher, as I have not conducted any studies myself, what information is reliable. Social media platforms tend to lean towards hyperbolic claims of the damage that AI use leads to while an instructor for another course at UVic requires AI usage as part of their curriculum. The information I am receiving is inconsistent and it’s hard to believe either side.
For example, in this article, Using ChatGPT is not bad for the environment by Andy Masley (2025), he argues strongly how many everyday activities like using a computer or running the vacuum cleaner use much more energy than using an AI software like ChatGPT. While reading through the article, the researcher does seem well-informed and uses many heavily-researched examples, however I do find the tone of the paper to be so assertive that I almost mistook it for satire initially. I also want to point out that the website Masley’s article is published on is a self-publishing site. This means that it may not go through a reviewing process by an external body. These kinds of things are important to note to determine the motivations and credibility behind published materials.
Alternatively, this journal article by Kate Saenjo and The Conversation US titled, A Computer Scientist Breaks Down Generative AI’s Hefty Carbon Footprint (2023) in Scientific American, tends to gravitate towards the other side of the AI use spectrum and argues that the usage of water and energy specifically is actually incredibly harmful towards the environment. Saenjo compares the creation of an AI model called BERT consumed the equivalent energy to a “round-trip transcontinental flight for one person.” Granted, this is measured for the full creation of this particular model. Saenjo goes on to present other comparisons in energy usage and determines that all of it (AI creation, maintenance, and usage) is more impactful to environmental damages than our planet can sustain.
The image above is how I’m feeling about the argument. Ultimately, as an advocate for environmental protection measures, I tend to lean towards the presumption that the damages to the environment will lead to some catastrophic outcomes. At the very least, we know, as pointed out by Selwyn (2021), that the environmental impacts are unsustainable without the adoption of climate-friendly digital practices.
Image from Pitt-Hopkins Research Foundation illustrating Proloquo2Go, 45 Core Vocabulary 
