MAPP05 - IfE

MAPP05
Integrating AI in the Classroom

MQF Level: 7

ECTS Value: 5 ECTS

Self Study Hours: 60

Duration: 10 Sessions

Contact Hours: 25

Mode of Delivery: Blended

Home/EU/EEA Fees: €175
International Fee: €700

Assessment Hours: 40

Entry Requirements

Applicants applying for the module are to be in possession of one of the following:

a. A Bachelor’s degree in Education (MQF Level 6 with a minimum of 180 ECTS, or equivalent) together with relevant experience in an educational setting;

b. A Bachelor’s degree (MQF Level 6 with a minimum of 180 ECTS, or equivalent) and PGCE (or equivalent) together with relevant experience in an educational setting;

c. A Bachelor’s degree in Inclusive Education (MQF Level 6 with a minimum of 180 ECTS, or equivalent) together with 3 years’ relevant experience in an educational setting;

d. A Master’s Degree (MQF Level 7 with a minimum of 90 ECTS, or equivalent) and a Permanent Teacher’s Warrant together with relevant experience in an educational setting

Overall Objectives and Outcomes

This module aims to equip educators with the knowledge and skills necessary to effectively integrate Artificial Intelligence (AI) technologies into their teaching, learning, and assessment practices. It explores the current and potential impact of AI on education, ethical considerations, and practical strategies for implementation within the classroom. Participants will become aware of and discuss AI bias and algorithmic decision-making, and how these can reinforce inequalities. They will explore how AI-based assessment tools can inadvertently disadvantage marginalized students. The module fosters critical engagement with AI tools, encouraging educators to become innovative practitioners and informed decision-makers in leveraging AI for educational enhancement. By the end of this module, educators will be equipped to critically evaluate and implement AI tools in ways that promote equitable and effective learning outcomes for all students.

By the end of this module, the learner will be able to:

Competences

Implement, manage and monitor the effectiveness of AI-enhanced teaching, learning, and assessment;
Guide and supervise learners in utilising AI tools for personalised learning experiences, addressing potential algorithmic biases;
Collaborate effectively with peers and stakeholders to integrate AI technologies into educational practices;
Ensure ethical considerations are addressed when implementing AI in the classroom;
Advise colleagues on best practices for integrating AI strategies into lesson planning and curriculum development.

Knowledge

Identify AI technologies and their potential applications in educational;
Describe and critically review the different AI-enhanced learning activities and assessments;
Evaluate theoretical frameworks supporting the integration of AI into teaching and learning practices in diverse contexts;
Analyse the limitations, AI biases and algorithmic fairness which might reinforce structural inequalities;
Describe the ethical considerations and privacy concerns related to the use of AI in education.

Skills

Plan, design, and evaluate AI-enhanced learning activities tailored to specific learning objectives;
Demonstrate the use of AI tools to create personalised and adaptive learning experiences and curriculum development;
Evaluate the effectiveness of AI resources in achieving educational outcomes;
Apply ethical and theoretical frameworks to guide the integration of AI into lesson planning and curriculum development;
Collaborate with peers and use case studies to successfully implement AI in various educational contexts.

Assessment Methods

This module will be assessed through: Forum; Reflective Essay.

Suggested Readings

Core Reading List

1. Jamani, K. J. and Figg, C. (2013) The TPACK-in-Practice Workshop Approach: A Shift from Learning the Tool to Learning about Technology-Enhanced Teaching

2. Martin, F., Zhuang, M., Schaefer, D. (2024). Systematic review of research on artificial intelligence in K-12 education (2017–2022). Computers and Education: Artificial Intelligence 6 100195

3. OECD-Education International (2023), Opportunities, Guidelines and Guardrails on Effective and Equitable Use of AI in Education, OECD Publishing, Paris

4. Pelletier, C. (2024) Against Personalised Learning. International Journal of Artificial Intelligence Education, 34, 111–115. https://doi.org/10.1007/s40593-023-00348-z

Supplementary Reading List

1.       AI in Education, AI’s role in the education revolution: Discover, engage, transform
2.       Department for Education, ‘Using technology in education’, and ‘Generative artificial intelligence (AI) in education’
3.       EdTech Hub. AI & Technology in Education. https://edtechhub.org/
4.       Kärkkäinen, K., and Vincent-Lancrin S. (2013). Sparking Innovation in STEM Education with Technology and Collaboration A Case study on the HP Catalyst initiative. Centre for Educational Research and Innovation, OECD. Available online: https://www.oecd.org/education/ceri/OECD_EDU-WKP(2013)_%20Sparking%20Innovation%20in%20STEM%20education.pdf
5.       Kuppusamy, P. (2020). Emerging Technologies to Smart Education. International Journal of Emerging Trends & Technology in Computer Science, 68, 5-16. https://doi.org/10.14445/22312803/IJCTT-V68I2P102
6.       Oliveira, A., et al. (2019). Emerging technologies as pedagogical tools for teaching and learning science: A literature review. https://doi.org/10.1002/hbe2.141