From Learning to Action: Exploring AI in Education
Artificial Intelligence is becoming an increasingly valuable part of educational practice, offering opportunities to streamline routine tasks, organise information and support informed decision-making. The two-day professional learning session gave me the opportunity to explore these possibilities through both a critical framework and hands-on experimentation.
One of the key concepts introduced was the PACE framework: Problem Solving, Assumption Audit, Consequence Mapping and Evidence Gap. It provided a simple way to approach AI thoughtfully – by defining the problem, questioning assumptions, considering possible consequences and identifying what information may still be missing. This framework reinforced the importance of having a clear purpose when using AI.
Exploring Google Workspace Studio
The most practical part of the session was learning to use Google Workspace Studio to create workflows for authentic tasks from my own professional context. This hands-on experience helped me see how AI-powered automation could be applied to everyday educational practice.
One workflow I created was designed to identify and prioritise important emails. With the volume of communication educators receive each day, significant messages can easily get overlooked. The workflow can help bring important emails to my attention, making communication more manageable and supporting timely follow-up.
Another set of workflows connected directly with my work in the library and focused on understanding student reading preferences.
Listening to Our Readers
I created workflows for Grades 7 to 10 to identify the genres students enjoy reading. By collecting and organising student responses, the workflows can reveal patterns in reading preferences across different grade levels.
The data can help answer questions such as, ‘Which genres are most popular?’ ‘Do preferences change as students progress through the grades?’ ‘Are there genres that students would like to see more frequently in the library?’
These insights can contribute to the library collection development. Student preferences will be considered; their responses will provide an important perspective when deciding which books and genres to be added to the collection.
The goal is to create a library where students have access to books that reflect their interests while also encouraging them to explore unfamiliar genres and authors. Giving students greater choice can help foster engagement and develop a stronger reading culture.
Reflection and Looking Ahead
The session shifted my perspective from simply exploring what AI can do to considering where it can add genuine value to my practice. Creating workflows for real tasks made the learning immediately relevant and demonstrated how small, purposeful applications can make a meaningful difference.
I also came away with a greater appreciation of the need to evaluate AI outputs rather than accept them automatically. For me, the most valuable outcome of the session was not learning a collection of new tools but developing a more intentional approach to choosing and applying them. The next step is to continue experimenting, evaluating what works, and identifying opportunities where AI can genuinely support my students and my practice.