This activity can work in conjunction with the one proposed on the EzyGraph section. How to take advantage of this tool will depend on the main focus of the lesson. In this case, we will focus on giving students oportunities to practice the structures for giving their opinion and justify choices while using music as the main topic of the lesson.

1. To begin with, the class will cover the different music genres they enjoy listening to daily. A list of the most known genres can be built as a class using apps such as Padlet or Mentimeter. 

2. In groups of 3 or 4 students, they will select one genre that seems interesting to share with their classmates. Ideas and information can be obtained from the Wikipedia page with links to the main site of different genres. And will select the most relevant sections to get the key features of the topic itself (characteristics, origin, evolution, etc.).

3. After deciding on which aspects to approach, the will use the help of the summarize funcion on Quillbot to condense the information in bullet points that will be present on an infographic made by the group (this can be tied to the EzyGraph section). This process will require students to revise the result in order to make sure the information is correct and no relevant point was ommited by the AI. 

The Digital Competence Framework for Educators or DigCompEdu framework was designed by the Europian Union in order to help teachers to include technology in their lessons. Although it mostly gives guidelines to teachers on the aspects they need to improve or work on in order to use digital tools appropiately, there is an area that deals with Learner's Competence. This competence implies several skills such as: AI literacy, Critical Thinking and Online Safety (Bekiaridis, 2024). When dealing with AI tools that adapt information, students need to be careful and critical of accepting the result without critically analyzing it.