Author: Miss Abercrombie

Case Study: Improving Writing with Digital Technologies

This case study looks at how class teacher Ciara Hutton at St Francis Xavier’s RC Primary School explored the impact of integrating digital technology into primary school writing lessons. By allowing three students with varying writing challenges to type their work, the Ciara observed significant improvements in confidence, writing quality, and engagement. This successful intervention has led to the wider implementation of digital tools within her classes and has been shared with the wider school supported by Pupil Digital Leaders.

Context

“My main goal was to improve attainment in writing by introducing digital technology. I had a class of 33 pupils in the upper school and I found that they did not feel confident in their writing. I selected three pupils who did not have any specific learning needs but did require some support with writing. One learner found concentrating at a table with others difficult, another found handwriting challenging and one struggled to write quickly for long periods of time. We are not a 1:1 device class so I decided to use a combination of class PCs and our shared Connected Falkirk iPads to give the pupils the opportunity to type their writing. This was to not only build confidence but remove any literacy barriers from their ability to succeed in writing.”

What did you do?

“I had a rota which rotated the devices used by the pupils over the course of four weeks. They would type directly on to Word and then save these on a OneNote, which was shared with myself and someone at home. Pupils did require some training at first on how to edit and save their work but they were confident with this by week 2.

During this time I collected my findings in 3 different ways, though a baseline questionnaire, a Leuven Scale and document analysis. The questionnaire was to uncover learners’ attitudes to writing and their confidence with the subject. The Leuven Scale was to determine if they were more focussed when given the device.

Finally I conducted a document analysis to see if there was improvement in learner work. After the four week period, I decided the whole class would benefit from the opportunity to write on a device and so I created a randomiser wheel in which pupils would be selected and all pupils would be given the chance to type by the end of the year. This allowed me to see the writing ability in the class as a whole and offer the opportunity to engage with digital devices for writing to all learners.”

Learners used Word to write. Word Online is available to all Falkirk Council learners through their Glow account. 

OneNote and OneNote Class Notebook are also available to all learners through Glow.

What was the impact?

“Overall, I saw a large increase in learners’ confidence and understanding of writing. Learners could see the increase in the quality and quantity of their writing, as they could see the progress from week 1 to week 4.

When pupils then returned to writing in their jotters, the skills they had gained had transferred. They were more confident with editing and reading their writing and they were writing similar amounts to week 1.

The questionnaire found that children felt more confident in their work and enjoyed the ability to do further research while writing. The Leuven Scale showed that pupils enjoyed the opportunity to write in a different way and focussed more as a result. The document analysis showed an increase for all 3 children in the length of their writing and the clarity on what they were saying. We did have to discuss the risks of plagiarism and how all ideas must be their own. However this was a useful opportunity to inform all pupils about this.

The findings suggest that the use of digital technology can improve attainment in writing. Although time still needed to be given for handwriting, introducing typing as a form of writing allowed pupils to focus their time on creative writing skills. I also found my ability to mark and give specific writing feedback improved, as I could clearly see their successes and areas of improvement.”

Pupil Voice

My baseline questionnaire had stated that the learners found writing “hard and bad”, whereas the final questionnaire stated that they thought that writing could be “exciting” and they were “able to use imagination more.”

The Leuven Scale which showed an increase in pupil overall, with the only decreases being due to some issues with using the new technology at first. Overall their focus and enjoyment increased through the four week period.

Where next?

“The immediate next steps I took were to offer all pupils one opportunity a year to write using digital technology. This allowed me to assess their writing ability without literacy barriers and for learners to see their progress clearly. I also continued to assess and monitor the three pupils within the focus group to see if they were able to transfer and maintain the skills they had gained during this practitioner enquiry. I found that they were able to transfer back to their writing jotters and had more confidence with their writing.

Since this practitioner enquiry, I have begun teaching another class and I have used this approach straight away. I have used a randomizer wheel so that all pupils have had the opportunity to use these tools, and not just those with specific learning needs. I have also trained the Digital Leaders within the school to be able to support other learners with writing on Word and uploading documents to One Note, so that other teachers may try this approach in their own class.”

AI in Education: Guiding Principles and Support

As technology evolves, Artificial Intelligence (AI) offers powerful tools to enhance teaching and learning. This guide provides our position on AI use, links to guidance from other bodies and organisations and recommends tools that educators might consider exploring in their classroom. We emphasise the importance of AI literacy to prepare both educators and students for the future and offer a model for educators to work from. This is also where we will provide access to resources to help you navigate AI’s role in education confidently and responsibly.

As this is a rapidly evolving field we will review and update this page when necessary. The last time this page was updated is: 16 January 2025

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Our Position in Education

As a digital learning team, we have developed this stance in co-ordination with Falkirk Council’s Data Protection Officer and the Information Management Working Group.

It is important that staff familiarise themselves with and consider the risks involved in using AI before they begin making use it. These risks include:

      • AI lacks human empathy and insights. It cannot judge if something is ethically correct.
      • It can inadvertently replicate bias that is present in the web pages, documents, books, articles etc it is trained on.
      • It can provide answers that are inaccurate and can be inconsistent.
      • Responses can be out of date.
      • Any input can become part of the ‘learning’ of AI, so you cannot guarantee any information you input will be dealt with in confidence. You should not input any confidential Council information, including personal information we hold (for example, about our employees and citizens).
      • It is susceptible to copyright infringement.
      • It has limited creativity as it can only generate responses based on existing data.
      • It can be used to generate fake news and misinformation.

The Learning about AI section of this page provides signposting to materials staff can access to learn more about AI, machine learning and the ethics of AI.

Our position emphasises that AI should enhance, not replace, human teaching. We are committed to ethical and responsible AI use, ensuring compliance with data protection principles. Teachers are empowered to use AI tools thoughtfully, with a focus on professionalism and informed decision-making, while safeguarding sensitive information and conducting proper risk assessments.

Staff Use

Teachers are permitted to use generative AI tools for a variety of educational activities, provided they adhere to established professionalism and data protection legislation.

Tool Approval and Risk Assessment

Currently, no generative AI software requiring pupil login credentials is approved for pupil use. As with any digital tool, teachers must conduct an appropriate risk assessment before implementation as outlined in Falkirk Council’s Service Circular 50, available on the Intranet.

Professionalism

Teachers using generative AI to create content are reminded of their professional responsibility to thoroughly review any AI-generated material before sharing it with pupils or the wider school community. Just as with any other resource, teachers must ensure content accuracy and appropriateness.

Data Protection

Under no circumstances should sensitive or personal information about pupils, staff, or other stakeholders, including the school itself, be submitted to AI tools or software. This is a critical GDPR compliance issue. Only data already in the public domain may be used, and no personally identifiable information should be shared with AI models.

Additional Documentation

Links to further guidance and support documentation from public bodies and organisations.

Digital Scotland

SCOTLAND’S ARTIFICIAL INTELLIGENCE STRATEGY

 Scotland’s AI Strategy focuses on building a trustworthy, ethical, and inclusive AI ecosystem. While the strategy isn’t exclusively education focused, for educators it highlights the importance of AI literacy and education to equip both students and teachers with essential AI skills. The strategy encourages integrating AI into education to enhance learning while preparing students for an AI-driven future. It also discusses the importance of teaching ethical AI use, ensuring technology benefits society fairly and inclusively.

You can access the full document here.

UK Government Department for Education

GENERATIVE ARTIFICAL INTELLIGENCE (AI) IN EDUCATION

The UK government’s document on generative AI in education provides guidance on using AI tools responsibly in educational settings. It mentions the potential benefits of AI for personalised learning and administrative efficiency while highlighting the importance of ethical considerations, data privacy, and avoiding reliance on AI-generated content for assessments. The document encourages educators to develop AI literacy among students and to integrate AI in ways that support, rather than replace, traditional human led teaching methods.

For more details, visit here.

Education Scotland

MACHINE LEARNING AND AI WITHIN GLOW

The “Machine Learning and AI within Glow” guide outlines the use of AI and machine learning tools within Scotland’s Glow platform. It explains how educators can leverage these technologies to enhance teaching and learning, while also touching on ethical considerations and data privacy. The resource highlights the importance of AI literacy for both students and teachers, providing guidance on responsible AI use in educational settings.

For more details, you can visit the full document here.

Education Scotland

MACHINE LEARNING AND AI WITHIN GLOW

The “Machine Learning and AI within Glow” guide outlines the use of AI and machine learning tools within Scotland’s Glow platform. It explains how educators can leverage these technologies to enhance teaching and learning, while also touching on ethical considerations and data privacy. The resource highlights the importance of AI literacy for both students and teachers, providing guidance on responsible AI use in educational settings.

For more details, you can visit the full document here.

WEST Partnership

AI IN EDUCATION SCOPING REVIEW 

The AI in Education Scoping Review explores the potential of AI in educational settings, examining its benefits, challenges, and ethical considerations. It emphasises the importance of teacher training, data privacy, and the need for careful implementation to enhance learning outcomes. The review calls for ongoing research and collaboration to effectively integrate AI into education.

You can access the full document here.

Goodison Group

21ST CENTURY SKILLS: AI AND EDUCATION REPORT

The report from Scotland’s Future Forum explores the impact of AI on education, discussing its potential to transform teaching and learning. It highlights the need for ethical considerations, teacher training, and equitable access to AI tools. The report emphasizes collaboration between educators, policymakers, and technologists to harness AI’s benefits while addressing challenges.

For more details, you can access the full report here.

OECD (Organisation for Economic Co-operation and Development)

GENERATIVE AI IN THE CLASSROOM: FROM HYPE TO REALITY?

The OECD document discusses the role of artificial intelligence (AI) in education, focusing on its potential to enhance learning outcomes, address educational challenges, and support personalized learning. It also emphasizes the need for ethical guidelines, data privacy, and teacher training to ensure responsible AI integration. The report provides recommendations for policymakers and educators on effectively using AI in education systems.

For more details, you can access the full document here.

Llywodraeth Cymru (Welsh Government)

GENERATIVE ARTIFICIAL INTELLIGENCE IN EDUCATION

Hwb’s* guidance on generative AI in education focuses on fostering AI literacy, critical thinking, and creativity within Wales’ Curriculum. It emphasises safeguarding against online risks, equitable access, and supporting educators with resources. Estyn (education and training inspectorate for Wales) is reviewing AI use in schools to explore its benefits and challenges, with findings due this summer.

*(Hwb is a digital learning platform provided by the Welsh Government to support education across Wales)

Access the full guidance here. 

SQA Guidance

It is imperative that secondary teachers are aware of the clear SQA clear stance around pupil use of generative AI for assessments associated with national qualifications including assessed coursework and exams. Below you can find the guidance published around this. 

SQA – Generative Artificial Intelligence (AI) in Assessments

 The SQA’s current stance prohibits learners from submitting outputs generated by AI tools as their own work for assessments, including exams and coursework, as this constitutes plagiarism. Additionally, learners are not allowed to reference AI-generated content as sources due to concerns about the reliability and validity of these outputs, which could disadvantage learners in assessments.

For full details on the official SQA stance, visit this page.

SQA – Authenticating Learner’s Work Good Practice Advice for Centre Staff

The SQA’s document on authenticating learners’ work provides guidance to ensure the integrity of assessments. The advice includes strategies such as supervising assessments, using plagiarism detection tools, and encouraging learners to maintain a reflective log. It also highlights the need for clear communication between educators and students regarding expectations and the consequences of academic misconduct.

For more details, you can access the full document here.

Learning About AI

Links to free online courses where teachers who are keen to learn more about AI generally can learn at their own pace.

University of Helsinki – Elements of AI

 Elements of AI is an online course designed to make AI accessible to everyone, regardless of their background. Part one of the course, ‘Introduction to AI’ covers what AI is, what is possible (and not possible) with AI, and how it affects our lives – with no complicated math or programming required. The course is free, self-paced, and suitable for learners of all levels, helping them understand and engage with AI technology responsibly.

For more information, visit Elements of AI.

University of Helsinki – Ethics of AI

The Ethics of AI is a free online course created by the University of Helsinki. The course is for anyone who is interested in the ethical aspects of AI – we want to encourage people to learn what AI ethics means, what can and can’t be done to develop AI in an ethically sustainable way, and how to start thinking about AI from an ethical point of view.

For more details, you can access the full document here.

Google Cloud Skills Boost – Introduction to Generative AI Learning Path

 This Google Cloud Skills Boost pathway offers a series of courses designed to help learners develop an understanding of artificial intelligence. We recommend the first three short courses in this pathway to professionals looking to deepen their knowledge of Generative AI, Large Language Models and principles of responsible AI. Courses are free and award badges at the end upon successful completion of a quiz.

For more information, visit Google Cloud Skills Boost

Google – Making Friends With Machine Learning

Making Friends With Machine Learning was a 6 hour internal-only Google course specially created to inspire beginners and amuse experts. It has now been made available to everyone and this article by presenter Cassie Kozyrkov gives the links to watch the videos. Part one of the course, Introduction to ML and AI simplifies AI concepts and gives real-world examples, it is ideal for those looking to better understand how AI works without diving into too much technical detail.

For more details, you can read the full article here.

Tools for Educators

Discover some AI tools, or services which use AI models, handpicked for their ability to either assist teachers in planning and delivery of learning or to allow learners to explore and work with AI in a controlled manner.

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Before you take a look at the tools please remember that there are many tasks that Generative AI can be used for, educators and learners should use the chart below to assess whether it is safe to use Generative AI for a task.

In addition, anyone using Generative AI should remember:

  • Check for Bias and Accuracy: AI may produce biased or incorrect content. Always double-check your output thoroughly before sharing.
  • Human Judgment Matters: See AI-generated content as a starting point, not a final product. AI outputs can be helpful, but they should not be used to replace human/professional judgements.
  • Protect Privacy: Do not give any personal or sensitive information about people or organisations to the AI model.

Quizizz

What does it do? Quizizz is an online learning platform that enables teachers to create and share interactive quizzes, polls, and lessons. Quizizz has integrated AI features that allow teachers to automatically generate quizzes, worksheets, and questions based on specific topics or curriculum needs. By using AI, Quizizz can suggest questions tailored to different skill levels, provide instant feedback to students, and offer personalized learning paths. This streamlines lesson planning and helps teachers quickly assess student understanding, making the platform more efficient for educational purposes.

How do I get access? Teachers can sign up for a free account at quizizz.com 

Pupils do not need accounts to participate in Quizizz activities.

Curipod

What does it do? Curipod is a platform designed to assist educators in creating engaging and interactive lessons. It combines elements like polls, word clouds, and drawing activities to make learning dynamic and participatory. Curipod’s built in AI features allow educators to generate interactive lessons quickly and easily. All AI output is customisable. Additionally, Curipod’s AI adapts content to suit different teaching styles and student needs, streamlining the lesson material creation process while making learning more interactive and engaging.

How do I get access? Teachers can access Curipod by signing up for a free basic account on the Curipod website.

Pupils do not need accounts to participate in Curipod lessons.

 

Diffit

What does it do? Diffit is an AI-powered tool designed to help educators create differentiated learning materials quickly. It allows teachers to generate customised content at various reading levels based on a given text or topic. By adjusting the complexity of language, Diffit ensures that students with different abilities can engage with the same subject matter, supporting personalized learning and making lesson planning more efficient for teachers. 

How do I get access? Teachers can sign up for a free account on the Diffit website.

Pupils do not need to access Diffit.

 

Magic School

What does it do? Magic School is a collection of 70+ AI tools (Magic Tools) to help teachers with a variety of tasks including lesson planning, differentiation, planning group work, generating vocabulary lists, and so much more. It also has 40+ responsible AI tools that can be launched to students to allow them to explore generative AI while the teacher can monitor their interactions with and the outputs from the AI model. Tools for students include study habits, debate partner, multiple explanations and more.

How do I get access? Teachers can sign up for a free account on the Magic School website.

Pupils do not need accounts to participate in Magic School activities.

School AI

What does it do? School AI allows learners to explore a Large Language Model in a safe environment through ChatGPT powered experiences called Spaces. Teachers can choose from a library spaces, or create their own with custom instructions tailored to learners’ needs. Teachers can manage, moderate and steer as students interact with the machine and receive real time ‘insights’ as well as being able to access live conversations from the teacher moderation screen.

How do I get access? Teachers can access School AI by signing up for a free basic account on the School AI website.

Pupils do not need accounts to participate in School AI spaces.

Perplexity AI

What does it do? Perplexity AI is a Large Language Model similar to ChatGPT and Google Gemini Their goal is to offer more intuitive and efficient search experiences compared to traditional methods. Ask any question, and it searches the internet to give you an accessible, conversational, and verifiable answer. Unlike it’s counterparts Perplexity AI provides clickable links to the sources it has gathered information from.

How do I get access? Anyone can use Perplexity AI for free. It does not require a log in.

Padlet ‘I Can’t Draw’ text to image AI

What does it do? Padlet’s “I Can’t Draw” feature uses a text-to-image AI model to transform users’ written descriptions into images.

How do I get access? Teacher sets up a Padlet and learners access via link or QR code. Pupils do not need to log in.

Adobe Express ‘Firefly’

 What does it do? Adobe Firefly in Adobe Express is an AI-powered tool that allows users to generate and edit images using text prompts. It enabling users to quickly create designs, add effects, and make creative adjustments to photos, illustrations, and graphics.

How do I get access? Learners have access to Adobe Express via Glow.

Importance of AI Literacy

Learn why developing AI literacy is crucial for both teachers and students, preparing them for a tech-driven future.

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Developing AI literacy is crucial for both teachers and students as it equips them with essential skills to thrive in a tech-driven future. It enhances critical thinking, problem-solving, and ethical awareness, enabling students to navigate AI technologies responsibly. For teachers, AI literacy allows them to guide students effectively, integrating AI into learning while fostering digital citizenship. This knowledge ensures both educators and students are prepared for the evolving job market and societal shifts driven by AI advancements.

AI literacy as a concept is still evolving because AI technology itself is rapidly advancing and becoming more integrated into everyday life. As generative AI and automation, continue to shift the landscape, requiring ongoing adaptation in educational frameworks and public understanding to keep pace with innovation.

The AI literacy model we will work with in Falkirk Council education establishments is shown below. This is adapted from a model from the University of Hong Kong and includes principles and conceptualisations from across AI4K12 Initiative, ISTE’s AI Education Framework and the OECD’s AI Literacy Principles. It has been adapted to by simple, clear and suitable for children, young people and adults alike.

Support: Changes to Microsoft Desktop Apps Download

Due to Microsoft global licensing changes, from the 1st August 2024 Glow users will no longer be able to download the desktop applications through their Glow account. This page provides information on how to download Microsoft Office Apps via your Falkirk Council credentials. It also provides alternatives to Microsoft products that you may wish to consider. For more information from Glow directly please visit this post on the Glow Knowledge Hub. 

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