9. Digital Pedagogy Ideas Prompt

This prompt is for generating ideas on how to embed digital learning pedagogies, tools or experiences into your lessons. For this prompt you may wish to upload an existing lesson plan or slide deck to Google Gemini alongside the prompt. When copy and pasting the advanced prompt below, you should edit the items in orange to suit your context. Remember you should always review AI outputs for accuracy. AI outputs should always be adapted to best suit your needs and the needs of your learners. 

Basic prompt:

‘How can I use digital tools in my [[Topic]] lesson with [[ AGE or STAGE ]] class’ 

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This prompt does not give enough contextual detail and may yield low quality, generic results.

Use the advanced prompt in place of a basic prompt to get better results from the AI model.

Advanced prompt:

You are an expert in digital pedagogy and curriculum design within the Scottish education system. Your role is to support teachers in embedding meaningful and purposeful digital learning opportunities into their existing lessons or activity plans. You understand how to enhance learning through digital tools, while aligning with Scotland’s Curriculum for Excellence and supporting skill development in line with the Digital Literacy and Computing Science experiences and outcomes. 
Your task is to take an existing lesson or learning activity on the topic of [[ TOPIC ]], designed for [[ AGE or STAGE ]] learners in Scotland, and suggest [[ NUMBER ]] digital enhancements or integrations that: 
– Strengthen learning and engagement 
– Are achievable using [[1:1 or SHARED iPADS ]] and [[ MICROSOFT TEAMS or GOOGLE CLASSROOM, note: only include this if learners use a Virtual Learning Environment in your class]].
– Support CfE Es and Os across subject areas, particularly Digital Literacy 
– Provide opportunities for collaboration, creativity, research, expression, or assessment 
– Use accessible, free, tools or apps suitable for classroom use 
– Include suggestions for AiFL techniques, differentiation, and interdisciplinary links, where relevant 
For each digital integration, include: 
– A short description of the digital activity or enhancement 
– The purpose or intended learning gain 
– Suggested tools/platforms or apps taking into account existing core Apple iPad apps and the services available via Scotland’s Glow platform [[ HERE YOU CAN ALSO INCLUDE ANY OTHER APPS OR SERVICES YOU SPECIFICALLY WANT TO USE ]] 
– How it fits into the lesson flow (before, during, or after the main activity) 
– Any Es and Os or benchmarks supported 
– Notes on support/challenge, accessibility, and digital safety considerations 
Focus on enhancements that are meaningful, not just “add-on” tech — they should improve the learning experience or deepen understanding of the topic.

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This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. Please remember that the AI model does not know which apps/services are available to Falkirk users and may sometimes suggest things that are not available to you, when reviewing the output you can look at the intended outcome/activity and amend the app suggestion to something you do have access to. This is a excellent reminder that teacher knowledge, experience and expertise must accompany any AI use.

 

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt. As mentioned above, the AI model does not know which apps/services are available to Falkirk users and may sometimes suggest things that are not available to you, in this instance it suggests using Flip which is not available within Glow. Please ensure you have performed your due diligence in checking app suggestions and availability/access before you deliver any activity to your class.

Prompt (what we input to Google Gemini):

You are an expert Primary 5 teacher in the Scottish education system skilled in developing detailed learning intentions and success criteria that are meaningfully connected to learning outcomes for your students. Your task is to generate a list of 3 learning intentions and their linked success criteria for my Primary 5 class for a lesson on The Titanic focused on the class system operated on the ship. Each learning intention should begin with ‘I can’ and use a Bloom’s Taxonomy classification of educational learning objectives. Each success criteria should begin with ‘I have’ and give a clear, tangible action, product or goal that will show they have met the learning intention. Align to Scotland’s Curriculum for Excellence. 

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Gemini Output (what Google Gemini responded with):

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.

Prompt (what we input to Google Gemini):

You are an expert in digital pedagogy and curriculum design within the Scottish education system. Your role is to support teachers in embedding meaningful and purposeful digital learning opportunities into their existing lessons or activity plans. You understand how to enhance learning through digital tools, while aligning with Scotland’s Curriculum for Excellence and supporting skill development in line with the Digital Literacy and Computing Science experiences and outcomes. 
Your task is to take an existing lesson or learning activity on the topic of healthy eating, designed for S1 learners in Scotland, and suggest five digital enhancements or integrations that: 
– Strengthen learning and engagement 
– Are achievable using 1:1 iPads and Microsoft Teams
– Support CfE Es and Os across subject areas, particularly Digital Literacy 
– Provide opportunities for collaboration, creativity, research, expression, or assessment 
– Use accessible, free, tools or apps suitable for classroom use 
– Include suggestions for AiFL techniques, differentiation, and interdisciplinary links, where relevant 
For each digital integration, include: 
– A short description of the digital activity or enhancement 
– The purpose or intended learning gain 
– Suggested tools/platforms or apps taking into account existing core Apple iPad apps and the services available via Scotland’s Glow platform
– How it fits into the lesson flow (before, during, or after the main activity) 
– Any Es and Os or benchmarks supported 
– Notes on support/challenge, accessibility, and digital safety considerations 
Focus on enhancements that are meaningful, not just “add-on” tech — they should improve the learning experience or deepen understanding of the topic.

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Gemini Output (what Google Gemini responded with):

You’re right to emphasise meaningful integration with existing tools and the Scottish educational context! Leveraging 1:1 iPads and Scotland’s Glow platform (which provides access to Microsoft 365 services like Teams, Word, PowerPoint, OneNote, etc.), here are five digital enhancements for an S1 healthy eating lesson.

Original Lesson/Activity (Assumed Context): An S1 Health and Wellbeing lesson on healthy eating, covering concepts like the Eatwell Guide, understanding food groups, making healthy choices, and potentially planning balanced meals. Activities might typically involve group discussions, creating physical posters, or analysing food labels.

Digital Enhancement 1: Interactive Eatwell Guide Annotation & Explanation

  • Description of Digital Activity: Instead of simply drawing, learners will use a digital image of the Eatwell Guide (provided by the teacher) in Apple Keynote (or Microsoft PowerPoint via Glow). They will use the drawing tools, text boxes, and image insertion features to:

    • Label each section of the Eatwell Guide.

    • Add examples of foods from each group (either by inserting images found via a safe image search or by drawing/typing them).

    • Write a short explanation for each section, detailing its importance and the recommended proportion in a healthy diet.

    • Students can then record a short audio narration for each section using the built-in audio recording feature in Keynote/PowerPoint, explaining their choices and understanding.

  • Purpose/Intended Learning Gain: To deepen understanding of the Eatwell Guide beyond rote memorisation, by actively engaging with its components and articulating their purpose. The digital format allows for easy editing, multimedia integration (images, text, audio), and a more dynamic representation of learning. It fosters digital literacy in creating multimedia content and organising information effectively.

  • Suggested Tools/Platforms:

    • Apple Keynote (core iPad app): Excellent for creating visually rich, interactive presentations with drawing tools, text, image insertion, and built-in audio recording.

    • Microsoft PowerPoint (via Glow/Teams): A strong alternative if the school prefers the Microsoft suite, offering similar functionalities for digital poster creation and annotation.

    • Safari (on iPad): For a quick, teacher-guided image search (e.g., “healthy food images for kids”).

  • Lesson Flow: During (as a core individual or paired activity after initial introduction to the Eatwell Guide).

  • Es and Os/Benchmarks Supported:

    • HWB 3-22a: I can explain the importance of a balanced diet in maintaining a healthy lifestyle.

    • TCH 3-01a: I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. (Digital Literacy: using presentation software for content creation and organisation).

    • Literacy: LIT 3-04a: I can use my knowledge of language and choose appropriate vocabulary to convey my meaning clearly and effectively.

    • Expressive Arts: EXA 3-05a: I can express my ideas and feelings, using a range of materials and techniques.

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide pre-labelled sections on the Eatwell Guide image. Offer a bank of suitable food images. Provide sentence starters for explanations. Utilise iPad accessibility features like “Speak Selection” or “Dictation” for text input.

    • Challenge: Require students to include specific nutrient information for selected foods within each section. Ask them to research and integrate information about why certain food groups are particularly important (e.g., “Why do we need fibre?”). They could also add a short section on cultural variations of healthy eating.

    • Accessibility: Keynote/PowerPoint have good accessibility features. Ensure visual clarity and sufficient contrast. Encourage the use of audio narration for those who prefer speaking over typing.

    • Digital Safety: Emphasise using approved images or clip art. Remind students that audio recordings should only contain relevant academic content.

Digital Enhancement 2: “Food Forensics” – Digital Food Label Analysis

  • Description of Digital Activity: Students work in pairs. Each pair is given (or brings from home, with parental permission) a food item packaging (e.g., a cereal box, a pre-packaged snack). They use their iPad’s camera to take a clear photo of the nutritional information panel. They then open this image in Apple Pages (or Microsoft Word via Glow/Teams) and digitally annotate it, highlighting key information (e.g., calories, fat, sugar, salt, protein, fibre). They will then write a short summary (or create a bulleted list) evaluating the food item’s healthiness based on learned criteria and the Eatwell Guide principles. These annotated images and summaries are then uploaded to a designated channel in Microsoft Teams for peer review.

  • Purpose/Intended Learning Gain: To develop critical thinking skills related to food choices, interpret complex information (food labels), and apply healthy eating knowledge to real-world products. It enhances digital literacy in image annotation, information extraction, and online sharing for feedback.

  • Suggested Tools/Platforms:

    • iPad Camera: For capturing food label images.

    • Apple Pages (core iPad app): For inserting images, annotating with drawing tools/text boxes, and writing summaries.

    • Microsoft Word (via Glow/Teams): A good alternative for annotation and text creation.

    • Microsoft Teams: For sharing work and facilitating peer feedback.

    • Teacher-provided resources: E.g., a simple “traffic light” guide for food labelling from NHS Scotland.

  • Lesson Flow: During (as a practical application activity after learning about food groups and healthy choices).

  • Es and Os/Benchmarks Supported:

    • HWB 3-23a: I can research and explain how my diet affects my short-term and long-term health. (Understanding food composition).

    • TCH 3-02a: Having used digital technologies to search, access and retrieve information I can justify my selection in terms of validity, reliability and have an awareness of plagiarism. (Applying critical analysis to information).

    • Literacy: LIT 3-09a: I can present my ideas and information in different ways to suit my audience and purpose.

    • Numeracy: MNU 3-20a: I can use my knowledge of money and financial calculations to manage my finances and to make informed choices. (Could extend to cost comparison of healthy options).

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide a template for annotation (e.g., circles for sugar, squares for fat). Pre-select simpler food labels. Provide a checklist of criteria to look for. Use Immersive Reader in Pages/Word to support reading complex text.

    • Challenge: Ask students to compare two similar products and recommend the healthier choice, justifying their decision with numerical data from the labels. Encourage them to research recommended daily allowances for different nutrients for their age group.

    • Accessibility: Ensure clear photos of labels. Allow text input via dictation. Provide digital magnifiers if needed for small print.

    • Digital Safety: Remind students to only photograph food labels, not people or private details. Emphasise respectful and constructive peer feedback on Teams.

Digital Enhancement 3: Collaborative “Healthy Recipe Swap” in OneNote

  • Description of Digital Activity: Working in small groups (3-4 students), learners will collaborate on a shared section within a Microsoft OneNote notebook (accessible via Glow/Teams). Each group will choose a meal type (e.g., breakfast, lunch, dinner, snack) and research/adapt a healthy recipe for it. They will document their recipe in OneNote, including ingredients, method, a photo (either found online or taken of a prepared dish if appropriate/possible), and a short explanation of why it’s a healthy choice. OneNote allows real-time collaboration, so groups can work together on the same page. The teacher can monitor progress and provide feedback directly in the notebook.

  • Purpose/Intended Learning Gain: To promote collaborative research and creative application of healthy eating principles. It builds digital organisation skills, reinforces understanding of balanced meals, and encourages sharing of practical ideas.

  • Suggested Tools/Platforms:

    • Microsoft OneNote (via Glow/Teams): Ideal for collaborative note-taking, recipe organisation, and embedding images.

    • Microsoft Teams: For group communication and access to the shared OneNote notebook.

    • Safari (on iPad): For recipe research on reputable websites (e.g., NHS Scotland, BBC Good Food – Healthy Recipes).

    • iPad Camera: If students want to photograph their own (prepared) dish.

  • Lesson Flow: During (as a collaborative project building on earlier knowledge).

  • Es and Os/Benchmarks Supported:

    • HWB 3-24a: I can apply my knowledge of food and nutrition to plan and prepare healthy meals and snacks.

    • TCH 3-03a: I can engage with others in online communities, demonstrating an understanding of responsible digital behaviour and an awareness of how to keep myself safe and secure. (Digital Literacy: collaborative online working).

    • Literacy: LIT 3-20a: I can work with others to create a story or poem. (Adapted for recipe creation).

    • Technologies: TCH 3-04a: I can select and use digital technologies to solve real-world problems. (Solving the problem of planning a healthy meal).

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide a template within OneNote for recipe structure. Offer a list of pre-vetted healthy recipe websites. Suggest ingredients or meal types to simplify choices.

    • Challenge: Ask groups to calculate the approximate cost per serving or compare the nutritional value of their healthy recipe to a less healthy alternative. Encourage them to consider sustainability or local sourcing of ingredients.

    • Accessibility: OneNote supports dictation and Immersive Reader. Ensure clear layout and sufficient contrast for readability.

    • Digital Safety: Remind students to only use appropriate images and source recipes from reliable sites. Emphasise positive and respectful collaboration within the shared OneNote space.

Digital Enhancement 4: “Healthy Eating Myth Buster” Interactive Quiz (Microsoft Forms)

  • Description of Digital Activity: After learning about common healthy eating myths or misconceptions, students (individually or in pairs) create their own “Myth Buster” questions using Microsoft Forms (accessible via Glow). Each question will present a common food myth (e.g., “All fats are bad for you,” “Skipping breakfast helps you lose weight”) and then provide multiple-choice answers, with one correct answer and a short, evidence-based explanation for why the correct answer is true and the myth is false. These quizzes can then be shared with classmates via Microsoft Teams for a quick AIfL check or a fun challenge.

  • Purpose/Intended Learning Gain: To solidify understanding by challenging misconceptions and applying critical thinking. It encourages students to articulate scientific reasons for healthy choices and develops skills in creating interactive digital assessments. Provides immediate feedback for learners.

  • Suggested Tools/Platforms:

    • Microsoft Forms (via Glow): Excellent for creating quizzes with various question types, including explanations for answers.

    • Microsoft Teams: For sharing the quiz link and for a quick debrief after completion.

    • Safari (on iPad): For quick fact-checking/research for their myth.

  • Lesson Flow: During/After (as an AIfL activity or a review tool, allowing students to consolidate learning and identify areas of misconception).

  • Es and Os/Benchmarks Supported:

    • HWB 3-22a: I can explain the importance of a balanced diet in maintaining a healthy lifestyle.

    • TCH 3-05a: I can use and evaluate a range of software and online resources to solve problems, present information and engage with others. (Digital Literacy: using a digital tool for assessment/knowledge sharing).

    • Literacy: LIT 3-06a: I can explain and justify my own and others’ ideas and opinions.

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide a list of common healthy eating myths to choose from. Offer sentence starters for the explanations. Guide students through the Forms interface.

    • Challenge: Require students to include a source for their “myth busted” explanation. Encourage them to find less common myths or create a short “fun fact” related to their myth.

    • Accessibility: Microsoft Forms is generally accessible, and questions can be read aloud using iPad accessibility features. Ensure questions are clear and concise.

    • Digital Safety: Remind students to only create questions related to the lesson content. Emphasise that responses should be respectful and focused on learning.

Digital Enhancement 5: “Healthy Lifestyle Vlog” (Clips/iMovie/Flip)

  • Description of Digital Activity: Working individually or in pairs, students plan and create a short (1-2 minute) video “vlog” or “advert” demonstrating one aspect of a healthy lifestyle beyond just food (e.g., importance of sleep, physical activity, hydration, screen time balance). They will use the Apple Clips or iMovie app (or Flip if preferred for short video responses) on their iPads to record, edit, and add text, music, or effects. The videos can be simple demonstrations, interviews, or persuasive adverts. Finished videos are then uploaded to a secure channel in Microsoft Teams for sharing and a class “film festival” or peer review.

  • Purpose/Intended Learning Gain: To encourage creative expression, synthesise learning about holistic health, and develop digital storytelling and basic video editing skills. It promotes confident individual expression and can be a powerful advocacy tool.

  • Suggested Tools/Platforms:

    • Apple Clips (core iPad app): Simple, user-friendly video creation with fun effects, text, and music.

    • Apple iMovie (core iPad app): For slightly more advanced editing, transitions, and multiple clips.

    • Flip (integrated with Teams): Excellent for short, social learning videos and peer interaction.

    • Microsoft Teams: For secure sharing, viewing, and discussion.

  • Lesson Flow: After (as a creative summative task or extended learning project).

  • Es and Os/Benchmarks Supported:

    • HWB 3-03a: I am developing my understanding of the factors that can affect my mental and emotional wellbeing and can demonstrate my ability to deal with them in a positive way.

    • TCH 3-04a: I can use digital technologies to create, design, and present my ideas in creative and engaging ways. (Digital Literacy: multimedia content creation).

    • Expressive Arts: EXA 3-05a: I can express my ideas and feelings, using a range of materials and techniques.

    • Literacy: LIT 3-26a: I can show understanding of a range of forms and features of media content. (When analysing peers’ vlogs).

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide a storyboard template. Offer clear prompts for video content (e.g., “Show three ways to be active”). Encourage using text overlays instead of voice if preferred.

    • Challenge: Ask students to research and include statistics to support their message, interview a relevant family member, or design a call to action for their audience. Encourage more complex editing techniques or use of green screen effects (if resources allow).

    • Accessibility: Both Clips and iMovie are generally accessible. Encourage the use of captions or text overlays for spoken content.

    • Digital Safety: Crucial. Explicitly teach and reinforce digital citizenship. Emphasise that videos must onlybe shared within the secure Teams channel. Remind students about appropriate content, privacy (no personal identifying info, faces of others without consent), and respectful online behaviour. Parental consent for recording and sharing should be explicitly obtained if videos include home environments or are shared beyond the class.

These enhancements are designed to be purposeful, leveraging the 1:1 iPad environment and Glow’s Microsoft Teams capabilities to genuinely deepen learning, develop key CfE skills, and provide engaging, authentic tasks for S1 learners.

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