Enhanced Lesson

Sample Plan

This is the original lesson plan. It was created with teen students in mind with the Planning as a Narrative framework. The topic of this lesson plan is "Cyber-crime" and lesson plan is made up of three lessons. 

Lesson #1:

Part 1: The students will watch a video (below) on safety measures as a class and write down the ones that can be applied to the topic your group did research on. (If the video is unavailable, as a plan B the teacher will summarize the content while copying the main measures on the board for the students to keep a record of the lexis). After watching the video, students will compare which measures they are already taking to be safe on the internet as a class. 

Time: 10 minutes 

Part 2: As a group (the same as last time), they will create a list of possible actions to be safe against the given topic. They will be encouraged to use their phones to look for extra information to add to your lists. (The teacher will have some printed copies from reputable sources at hand in case any group cannot access the internet as a plan B). 

Time: 5 minutes

Part 3: Finally, the students will start to design an outline of a post or series of social media posts to raise awareness of the group’s topic. This campaign must contain the presence of some clear guidelines to follow and can include the creation of videos, infographics or drawings as well. The actual posting of the campaign will be done in the days to come when the students have time to polish their work at home. They will be asked to be ready to evaluate and give feedback on their classmates' posts when they are posted online. 

Time: 25 minutes 

General Rationale for Using AI

The integration of AI tools in lesson planning has proven to be a boon for students' learning process. Generative AI allows students to create and make use of different types of media. For example, the application of AI in lesson planning is a key part of the AI TPACK framework, which aims to include new technologies to work alongside the traditional teaching methods (Ning et al, 2024). As an update of the TPACK framework coined in 2005, the AI-TPACK seeks to include the understanding and use of AI within the realm of the Technological Knowledge realm proposed by the authors (Ning et al, 2024). Both TPACK and AI-TPACK frameworks propose an interplay between the realms of what the authors describe as Technical, Pedagogical ,and Content knowledge. Some of the key concepts in AI TPACK are the fostering of an ethical use of AI and a focus on achieving AI literacy.

Introduced in 2005, the TPACK framework was a way to incorporate the technological advances to the teaching process around the world. It is comprised by three core elements (P. 4):

• • Technological Knowledge

  • Pedagogical Knowledge

  • Content Knowledge

With the inclusion of AI technologies into the TPACK framework, we can justify the existence of AI within the lesson since it is the cornerstone of the expected future of teaching (P. 16). An example of this is the role of AI-TCK within the AI-TPACK framework. The AI-TCK interplay is identified when "Teachers use AI to provide learners with highly immersive and interactive learning experiences that suit individual knowledge levels, cognitive states, and learning preferences," (P. 5) and the inclusion of tools like Ezygraph and NotebookLM can certainly match that description.

The DigCompEDU framework was created by the European Commission in order to set some goals and standards when including the newly implemented technologies in the realm of education. This framework is comprised of 22 competences divided in 6 areas:

1. Professional Engagement

2. Digital Resources

3. Teaching and Learning

4. Assessment

5. Empowering Learners

6. Facilitating Learner's Digital Competence

Regarding this framework, we can highlight learner's competence. A key aspect to highlight is the need to foreground learners’ competence in three interrelated domains when AI is introduced into a lesson plan: AI literacy, critical thinking, and online/net safety (Bekiaridis, 2024). In this lesson, students are encouraged to put their critical thinking skills to use when they are asked to check for inaccuracies or missing information in the results provided by NotebookLM. When doing this, students would also be developing their AI literacy, as they would learn how to write and reformulate prompts to get better results.

AI literacy means more than simply using AI tools (Daniela, 2024) In a lesson plan that mentions AI, we should expect activities or scaffolding that enable our learners to explore:

• What AI means (conceptually)

• How AI tools are used or embedded (for example, within digital resources)

• What the limitations, biases ,and ethical implications are.

Enhancements

We can enhance part 1 with the use of NotebookLM, which will help students create a summary of the information presented in the video. In the original version, students were asked to do the activity on their own, but in this version, they will enlist the help of AI and that in term will make sure that the most relevant information is extracted from the video. 

This enhancement is supported by the DigCompEdu approach since it aligns with two of its competences: 

Guidance: By integrating NotebookLM, the teacher provides digital scaffolding that supports students’ comprehension and synthesis skills. Instead of completing the summary task entirely on their own, students learn how to use AI as a learning partner - prompting, refining, and evaluating the AI-generated summary. This promotes guided autonomy, as learners must still engage critically with the AI’s output.

Collaborative Learning: Even though the task involves an AI tool, it encourages collaboration between humans and technology. Students learn to negotiate meaning, verify information, and co-construct knowledge alongside the digital assistant, which is an essential skill for learners in the digital era.

To enhance this lesson, we thought of using EzyGraph in part 3. EzyGraph is an AI-Powered tool capable of turning text based input into automatically generated infographics containing the main concepts in an appealing way. Students could use this tool to help them create visually appealing graphics with the help of AI.

This enhancement follows the AI-TPACK framework because it follows the Technological Knowledge (TK) and AI Knowledge (AIK) principles: 

Teachers and students develop AI literacy by understanding how EzyGraph works, how text inputs are transformed into visual outputs, and what limitations or biases the AI might have. Also, students gain hands-on experience with an AI-assisted creative tool, learning how to guide and refine AI outputs to accurately reflect their intended meaning. This deepens their understanding of how AI supports and augments human creativity, not replaces it.

Sources

Bekiaridis, G. (2024) Supplement to the DigCompEDU Framework https://aipioneers.org/wp-content/uploads/2024/01/WP3_Supplement_to_the_DigCompEDU_English.pdf

Daniela, L. (2024). Artificial Intelligence Literacy Competencies for Teachers through Self-Assessment Tools. Sustainability, 16(23), 10386. https://doi.org/10.3390/su162310386 

Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024). Teachers’ AI-TPACK: Exploring the Relationship between Knowledge Elements. Sustainability, 16(3), 978. https://doi.org/10.3390/su1603097 

This site is equal to the one found on Lucila Abreu's PLE