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A 2026 Perspective on AI in Education

2026-10-22 / / 0 Comments

2026.10.22

CONT 951 – Module 4 – AI Generated Media

Triangle Thoughts – 3 Incorporations

  1. Physics & Math

Having students solve problems, then evaluate the relative quality of answers from various LLM’s (Sharma, 2023).

I have found that LLMs are useful for explaining concepts in ways that tailor to specific language needs.

Use LLMs to explicitly solve problems incorrectly so students can determine what went wrong.

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Students will have to learn how to fix AI outputs!

Concepts from the articles that Square with my beliefs

I believe the doom-and-bloom dichotomy of AI is overblown, as teachers stated in Waxman’s (2023) article. I think technology and society will settle into some equilibrium over time. I predict this equilibrium will take about a decade to settle, despite the rapid advances in AI technology.

I think that AI can be used as a tool to develop critical thinking skills as opposed to hindering them, if used and taught responsibly (Sharma, 2023). If students are used to creating and designing projects, they will have proficiency with self-directed learning and idea creation. AI can be a great tool to help get started with projects.

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Allowing AI in our society is a balancing act!

Circling Thoughts

Something that worries me is that AI training data is inherently skewed toward Western, White, Cis-gendered, Male perspectives, thus potentially perpetuating social biases and inequalities (Waxman, 2023). I start to feel like I’m spiralling a bit when I consider recent political shifts away from DEI initiatives, incentives for anti-inclusion across economic and social spheres, and the apparent political capture of Big Tech in general. I am concerned about how these spheres will influence education

I will need to learn more about the kinds of “thinking practices” and competencies that teachers are able to help students develop using AI.

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These kinds of discussions can feel like too much sometimes. Especially given that it’s nearly every day something AI related is in the news.

Citations

Khan, S. (2023). Sal Khan: How ai could save (not destroy) education. Sal Khan: How AI could save (not destroy) education | TED Talk. https://www.ted.com/talks/sal_khan_how_ai_could_save_not_destroy_education?hasSummary=true

Sharma, S. (2023, August 14). Guiding students to assess the merits of Artificial Intelligence Tools. Edutopia. https://www.edutopia.org/article/teaching-students-use-ai-tools/

Waxman, O. B. (2023, August 8). How teachers are using AI like CHATGPT in schools. Time. https://time.com/6300950/ai-schools-chatgpt-teachers/

Makerspaces for Inclusivity

2026-10-20 / / 0 Comments

2026.10.20

CONT 951 – Module 4 – Maker Movement for Inclusivity

I have been a member of a local makerspace for the past two years. My local makerspace provides access to tools for woodworking, metalworking, sewing, CAD, robotics, and electronics. Living in an apartment without space for these tools, I used the makerspace to learn to mill and process wood and to create custom desks, side tables, and shelves for my space.

The makerspace’s inherent designer- and maker-oriented culture encourages an inclusive atmosphere. I spent a lot of time speaking with experienced makers who were curious about my work and provided inspiration for my own. I could not have built my desk without the help of the makers and volunteers at the space.

Markerspaces empower individuals by providing an opportunity to design, create, and execute self-directed projects with community support. I feel empowered because I can now create custom-made furniture to meet my exact specifications while learning new skills (and saving money!)

While building my desk, I made many mistakes, which show up as wide glue lines, bumpy transitions, planar marks, and leftover knots. Occasionally, I consider rebuilding the desk; however, I have grown to appreciate its character. Every mistake chronicles the story of my learning.

I believe makerspaces give students the opportunity to create and design projects that are fulfilling to them. Along the way, they develop proficiency in resilience, self-reliance, and cooperation that are difficult to emulate in a traditional classroom environment.

Citations

Fleming, L., & Krakower, B. (2016, July 19). Makerspaces and equal access to learning. Edutopia. https://www.edutopia.org/blog/makerspaces-equal-access-to-learning-laura-fleming-billy-krakower/

The Revised Bloom’s Taxonomy

2026-10-18 / / 0 Comments

2026.10.16

CONT 961 – What is a revised Bloom’s Taxonomy?

The revised Bloom’s Taxonomy views knowledge acquisition as an intersection of a “knowledge dimension” and a “cognitive process dimension.” Learning verbs from Bloom’s Taxonomy commonly referred to in the BC Curricular competency documents such as “remember, understand, apply, etc.” are considered the “Cognitive Process Dimension.” These verbs are then coupled with the “Knowledge Dimension,” which includes different types of knowledge a student can attain, such as factual, conceptual, procedural, and metacognitive knowledge.

With this system, Bloom’s Taxonomy becomes more useful, as it makes differences between cognitive levels clearer, more granular, and more continuous. It deepens our understanding of cognitive learning levels by allowing educators and students to pinpoint the steps students should take to demonstrate improvement.

See the revised Bloom’s Taxonomy below:

Revised Blooms HandoutDownload

The Collaboration Competency

2026-10-15 / / 0 Comments

2026.10.15

Cont 951 – Module 3 – Collaboration Competency Part 2

Introduction

The collaboration competency in the BC curriculum states “collaborating involves the skills, strategies, and dispositions that people use to work together to pursue common purposes and accomplish common goals” (BC Curriculum, n.d). This competency encourages students to work collectively, support group interactions, and identify common purposes. Students can build trusting relationships and develop “shared understandings of information… in pursuit of common purposes and goals.”

My current practice includes some group projects, usually labs, and sometimes opinion activities. I use “I can…” statements to assess students’ ability to collaborate and communicate with their peers during labs.

I have a lot of room to grow in effectively helping students develop proficiency in this competency.

What are you doing well in your practice to support this competency?

I use two primary strategies to encourage collaborative work.

Strategy 1: Turn and Talk

My current practice is focused on lectures and teacher instruction. I engage students by periodically asking them to turn to a partner to discuss a scenario or generate a new idea.

Strategy 2: Presentations as Culminating Tasks

In my Science 9 electricity unit, I divide students into groups and task them with researching an electrical generation method. Sometimes I add complexity by having students argue why their method is best (yes, even fossil fuels!). I like that this pushes students to stretch their understanding and consider different viewpoints. I also find that this activity is accessible, as most students can contribute something

What “I can” statements can you create for your students?

I think that students should consider the following statements when assessing their proficiency in “Collaborating:”

I can…

  • work with my group to follow instructions and answer questions to complete an experiment safely and effectively.
  • develop relationships with my group members to support our goals.
  • evaluate and revise plans with other group members as needed.
  • give and receive constructive feedback to support our goals.
  • assess the impact of our groups findings and the findings of others.

Which areas of the collaboration competency do you believe your students need to work on?

I do not currently have my own classroom; however, in my classes, I believe my students need to work on developing relationships with other group members. I chose this competency because I think building fluid relationships with group members is a prerequisite for developing plans, giving and receiving feedback, and assessing deeper knowledge.

What can you do to further support the development of this competency in students?

As an educator, I could use tools like the Collaboration Compass, and deliver explicit instruction to facilitate relationship building and group expectations (Chiriac, 2014). I could slow down the beginning of the term to do this.

I would need to structure the course so that these collaboration-building activities are worth it for students. If we spent time learning to be part of a group but only did group work in labs, we would leave a lot of potential on the table.

Citations

BC Curriculum. (n.d.). Collaborating. Collaborating | Building Student Success – B.C. Curriculum. https://curriculum.gov.bc.ca/competencies/communication/collaborating

Hammar Chiriac, E. (2014). Group work as an incentive for learning Students’ experiences of Group Work. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00558

Said, S. (2023, August 17). How to motivate students to work in collaborative teams. Edutopia. https://www.edutopia.org/article/collaborative-group-learning-high-school

Using Design Thinking in Lesson Planning

2026-10-09 / / 0 Comments
27e5f3617d49e47ae93991a8d28a098d.jpg

2026.10.09

CONT 951 – Module 2 – Prototyping in the Design Process

I try to plan lessons as thoughtfully as possible, but I have learned that at a certain point it is best to get it out there and refine it afterward.

First, I create a rough draft of the lesson. Next, I pretend to deliver the lesson to my cat in my apartment. He doesn’t give good feedback, but he’s a good representation of a student. Sleeping. Just kidding!

For a lab, I run it with another teacher if possible. I try to take a student’s perspective and note what may be difficult to follow or extraneous to the lab’s point. Often, I can cut multiple steps and still get the same result.

After trying the lab myself and running through the instructions and content, I see little point in “sweating the small stuff.” Once a lab gets going, I will see what considerations matter. Often, refining a lesson plan means tailoring it to the specific room I am in, which can change all the time.

I have also learned to gather feedback from the users (students). After I try a lesson or lab for the first time, I ask students to fill out a Google survey with a few basic questions: how was the pacing, was it engaging, and what could be improved?

This process matters because it lets me focus on the big ideas first and refine the lesson class by class. It saves me time at the computer and keeps me be mindful of the student experience as I deliver the lesson.

Utilizing Design Thinking in Physics 11

2026-10-06 / / 0 Comments

2026.10.06

Module 2 – Design and Inquiry Part 2

What is design thinking?

Design thinking is a framework to help define problems (Riddle, 2016). Design thinking has five main stages: empathize, define, ideate, prototype, and test.

Employing empathy allows a designer to take on a perspective that is other than their own (Riddle, 2016). By considering others’ perspectives, the designer can identify their needs and apply their knowledge to help.

Defining a problem is essential to designing technology and must be done by gathering input from those who are actually affected (Riddle, 2016). As Riddle (2016) states, “clearly defining the problem gives you a better chance at creating a clear solution.”

To ideate is to brainstorm, usually in team settings, to “generate as many solutions” as possible (Riddle, 2016). When brainstorming, it helps to consider all avenues, even those outside reasonable cost or labour limits. Sometimes the parts of these ideas can be distilled into something tangible.

Prototypes allow a product to be revised as new information emerges (Riddle, 2016). Revisions and iterations are most effective when opinions from multiple stakeholders are considered. Testing prototypes is essential to identify weak points and missed considerations.

Using the design thinking process or elements of the design thinking framework to teach a concept in a senior-level Math or Science course.

In Physics 11, students are introduced to gravitational acceleration. The effects of gravity depend on an object’s mass, which differs across the planets and moons of our solar system. Design thinking could be used in a project where students design a landing apparatus for a space rover on a planet other than Earth. Students would consider the planet’s atmospheric and gravitational conditions. Students would then define the problem and identify constraints other than gravity, such as atmospheric conditions. Students would have to brainstorm different designs and consider costs, materials, and other logistics. Finally, students could develop prototypes using low-cost materials like cardboard.

Module 1: Summary and Growth Plan

2026-10-04 / / 0 Comments

Areas of STEM I already incorporate in my practice

I’ve taught primarily Science 9 and Physics 11. In my Science 9 course, I try to have students relate between units. For instance, being able to name and recognize chemical formulas (chemistry) is useful when discussing the nitrogen cycle (ecology). I try to emphasize the context of how scientists developed scientific theories and how they didn’t have the technology we have now to research things.
I also like to emphasize that deeper scientific understanding can protect our society from misinformation of all kinds because it helps us develop a process for asking questions.

Two Specific Areas of Growth to Incorporate STEM Principles

First, I would like to learn ways to incorporate STEM principles in senior sciences like Physics. How can I collaborate with teachers from other disciplines to help students find connections between disciplines? What technologies can I learn about that could excite students (e.g., drones)?

Second, I would like to consider how I can reduce racial and gender bias in my classrooms. Being aware of my actions, using the Mindful STOP method, and reflecting on my classes at the end of the day will help me recognize my own biased actions.

What I hope to learn during this course

I would like to continue learning practical ways to incorporate STEM in the classroom.

How I will highlight everyday STEM in my current practice

I learned that teachers should get students excited about making connections between STEM disciplines. I can do this by: connecting STEM concepts to careers, which will be beneficial for students to see practical reasons to learn STEM education; utilizing infographics and STEM newsletters to provide easily digestible materials for students; and transitioning to a ‘facilitator’ as opposed to an ‘instructor.’ I can become a facilitator by implementing more hands-on learning activities.

Links, artifacts, and future articles of interest

Daily STEM News by Chris Woods. Podcasts, infographics, and more.

Facilitating Teaching and Learning across STEM Fields. Journal of STEM education : innovations and research. 2012, 13 (3).

Holder, A. M. (2018). Microaggressions: Workplace interventions. Microaggression Theory, 259–275. https://doi.org/10.1002/9781119466642.ch16

Kelley, T. R.; Knowles, J. G. A Conceptual Framework for Integrated STEM Education. International journal of STEM education 2016, 3 (1). https://doi.org/10.1186/s40594-016-0046-z.

Mossing, K. W., Collins, T. A., Newman, D. S., King, K. A., & Pollard, J. F. (2024). Race-conscious teacher coaching: Disrupting implicit bias and improving teachers’ relationships with black students. Journal of Educational and Psychological Consultation, 35(1), 114–141. https://doi.org/10.1080/10474412.2024.2359673

Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0192-1

My ideas board for Module 1:

Reflecting on STEM Perspectives

2026-09-30 /

2026.09.30

CONT 951 – Module 1 – STEM Perspectives Part 2

What are your major takeaways from the discussion?

To teach integrated STEM effectively, teachers must be confident in the subjects and concepts they wish to integrate. In my practice, I don’t have deep knowledge of Chemistry or Biology, which is a limiting factor. I think the best way to address the gaps in my understanding is to collaborate with other teachers in those fields.

Creating a safe environment for students to collaborate on problems is critical for success in a STEM environment.

What ideas resonate with you?

I think students will be more interested in learning science and math by implementing an integrated STEM curriculum because I feel excited as I look for ways to implement it in my practice.

Teaching students a system for considering the positive and negative effects of technology is becoming more relevant. I feel our society is constantly weighing the potential effects of artificial intelligence, and this conversation is complicated! If we develop fluency in considering the implications of technology, these conversations will be less daunting and more productive.

What areas do you want to know more about?

I would like to know more about how educators can implement an integrated curriculum when the current school system we work in is designed to be siloed. Schools like the “Pacific School of Innovation and Inquiry” use inquiry-based learning throughout the curriculum, so I feel it’s easier to implement a STEM approach in that setting.

How is this applicable to your current practice?

In Science 9, students are learning many branches of science throughout a single term. In this setting, I can see how concepts in electricity relate to concepts in chemistry, and from chemistry to biology, and biology to ecology. I wonder if I can utilize a STEM approach throughout the term in a way that is still accessible to students. As Kelly & Knowles (2016) discuss, students need a base of knowledge for an integrated STEM approach to be effective.

What are other thoughts, ideas and connections you have that will help you moving forward?

When designing curriculum, I will keep in the back of my mind, “How can I relate this to another field in STEM, utilize engineering design principles in my lesson, and make this relatable to my students?” I believe building this habit will help educators create more effective and interesting lessons.

Facilitating Flexible Thinking by Integrating STEM Concepts

2026-09-29 /

2026.09.29

CONT 951 – Module 1 – STEM Perspectives Part 1

Creating a STEM environment.

Nurturing a holistic view of science requires careful consideration of the interconnected nature of science, technology, engineering, and mathematics (Ejiwale, 2012; Kelley & Knowles, 2016; Stehle, 2019). Integrating aspects of these four disciplines in student learning encourages mental flexibility and deepens knowledge. This flexibility and deep understanding are critical to thriving in a rapidly evolving global society.

To effectively teach students using integrated STEM concepts, an educator must first recognize the need for a “paradigm shift” from a traditional direct-instruction “teacher” to a “facilitator” role that guides students through challenges (Ejiwale, 2012; Kelley & Knowles, 2016). Next, a STEM educator needs to have deep knowledge of STEM concepts to address a wide variety of impromptu questions. Therefore, thorough preparation of course materials, course expectations, and environmental design is required so the educator can focus on the tasks at hand.

Stehle (2019) states that STEM activities should emphasize “real-world, problem-based learning.” Activities should pull from a bucket of skills typically “taught separately in each discipline.” Stehle, Ejiwale, and Kelley & Knowles agree that engineering design principles are what connect the skills and thought processes across disciplines.

With sufficient preparation, an educator promotes “an enabling learning environment for learners” (Ejiwale, 2012). Kelley & Knowles (2016) describe this learning environment as a “community of practice.”

Goals and challenges of STEM education, and some personal thoughts.

Students are more interested in science and math topics when learning concepts alongside real-world applications (Kelley & Knowles, 2016). By combining the four disciplines, students can make connections and deepen their understanding of the world around them, leading to increased interest in science-related careers (Ejiwale, 2012; Kelley & Knowles, 2016; Stehle, 2019).

This can be challenging, however, because students must have a base of conceptual understanding from each discipline before they can make connections between them (Kelley & Knowles, 2016). Therefore, educators must scaffold STEM learning and inquiry sufficiently to make this integrated approach accessible. Another barrier to an integrated STEM education is that educators “often feel underprepared because they are lacking authentic scientific research and inquiry experiences themselves” (Kelley & Knowles, 2016).

When I think about my educational experience, it was fairly traditional. Labs were more an assessment of a student’s ability to read and follow directions than an opportunity to ask questions, form hypotheses, and determine methods to test them. The recent practices I have observed perpetuate this rigid understanding of experimentation. A question posed as “Why do you think X happened?” has a right and a wrong answer, and if the student provides incorrect reasoning, they are docked marks. Emphasis is not placed on the thinking process, but rather on another form of regurgitation. I wonder how this problem could be addressed through practical STEM applications.

Teachers as economic vehicles.

Each article carries a theme that educators should strive to “produce citizens who are productive” (Ejiwale, 2012). Problems posed to students should include a business element so future employees have the skills employers need. I often feel conflicted about my job as an educator, which seems to primarily serve to produce citizens in the interests of capital. Or, as Kelley & Knowles (2016) frequently allude to on pages 1 & 2: to maintain American economic dominance. Perhaps an economic argument is required to gain funding from government programs.

Works Cited

Ejiwale, J. A. (2012). Facilitating Teaching and Learning Across STEM Fields. Journal of STEM Education, 13(3), 87–94.

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0046-z

Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0192-1

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