Enhancing lessons with AI tools

For the second part of Assignment Nº 3, we will be working collaboratively with Veroónica Feltes and Verónica Vidmar, and this entry will be identical in each of our PLEs. We have chosen to enhance a lesson plan that one of us implemented during our teaching practicum. The lesson is designed for second-year students at a technical school and belongs to the unit “People Who Changed the World.” Its main emphasis lies on content and comprehension of the text rather than on explicit grammar instruction, aiming to promote meaningful communication and reflection on influential figures who have made a difference.  

In the plan, you will find all the detailed information and steps we ask students to follow. 

THEORETICAL FRAMEWORK

Why did we choose these tools?

In this section, we would like to link the above-proposed tools and activities to two frameworks; SAMR model and Bloom’s Digital Taxonomy.

To begin with,  by using characterAI there will be interaction and critical thinking, as students will be in charge of asking their own questions to get the information they need. Besides, as they have to read and maybe adapt the answers obtained, reading comprehension and digital literacy are being enhanced. In other words, they have to read, understand, summarise and put all that information in a chart. Consequently, research skills are also being developed. According to the SAMR framework,  this activity would be an instance of transformation, in between Modification and Redefinition, because this tool will allow a significant task redesign, even resulting in a new task (Choudhury, 2023; Juliani 2024).

In connection to Bloom’s Digital Taxonomy, this activity involves not only  the dimension of apply, because they have to simulate a conversation with an AI character, but also the dimensions of analyse and evaluate. Since learners have to organize the information obtained in a chart, they have to break information into parts and explore the relationship between them, which according to Heick (2025) is the goal of the analysis section. As regards evaluation, students can appraise the content of the answers provided by the character, and depending on the answer obtained, student can reply in different manners.

In the second task we propose, students will be using two tools that will allow them to create a simulated profile on social media with AI generated pictures, as if they were Greta. In connection to the benefits of Fakebook, this tool will allow students to create meaningful and real-life like activities, which will provide a purpose for doing the tasks in a meaningful way. Besides, as they will later on read each other's profiles, collaboration will be reinforced. The benefits of the second tool, Craiyon, include fostering creativity and visual literacy, as well as precision in language because students will have to write prompts to generate the picture they want. Therefore, since they will be trying different prompts, experimentation and problem-solving are being encouraged.

Now that we have explored the advantages of these tools, we will link them to the theory. In relation to the SAMR framework, this task goes beyond substitution, since Fakebook transforms a traditional writing task into a multimodal experience (modification) and through Craiyon students generate AI-based visuals, a task that could not exist without technology (redefinition). Moving on to Bloom’s Digital Taxonomy, the tools support higher-order thinking, particularly creating and evaluating, as students make design and content decisions. The main goal of the task is to create, to put elements together to form a new, coherent product (Heick, 2025). To do that, students will have to design the disposition of the information they will include, as well as the layout, the pictures, the titles, comments, and so on. Moreover, with Craiyon they will have to create as well. Even though it is the AI the one which creates the images, students will be the ones to create appropriate and specific prompts to achieve the image they want to.

In conclusion, the integration of Character.AI, Craiyon, and Fakebook may enhance students’ engagement  by transforming traditional reading and writing tasks into interactive, multimodal experiences. Within the SAMR framework, these tools move the lesson from enhancement to transformation, allowing students to create original digital content and communicate ideas in authentic contexts. Furthermore, thanks to Bloom’s Digital Taxonomy it is evident that the activities proposed enhance students by fostering their higher order thinking skills given that they evaluate and create.  This is why, in this lesson students become active creators who analyze, create and publish information, developing linguistic, cognitive, and digital competences simultaneously.

References

Choudhury, S. (2023). SAMR and AI: Don’t Get Stuck on Substitution. Flint. https://www.flintk12.com/blog/samr-and-ai-dont-get-stuck-on-substitution 

Heick, T. (2025, September 28). Bloom’s Digital Taxonomy (2025): Levels, Digital Verbs, and AI-Aware Classroom Examples. TeachThought. https://www.teachthought.com/critical-thinking-posts/blooms-digital-taxonomy/#digital-verbs

Holbeck. R. (2025, June 27) Helping Students Develop AI Prompting Skills for Critical Thinking
https://www.facultyfocus.com/articles/teaching-with-technology-articles/helping-students-develop-ai-prompting-skills-for-critical-thinking/?utm_source=chatgpt.com

Juliani, A. (2024, November 29) The SAMR-AI (get it) Model: What is redefined in a world of AI?
https://www.ajjuliani.com/blog/the-samr-ai-get-it-model-what-is-redefined-in-a-world-of-ai