Month: February 2026

During week four, we had the opportunity to tour Pacific School in downtown Victoria. In the morning we got to meet the principal and owner. He was incredibly welcoming and took the time to answer many of our questions about the school, its structure, and how it operates. One thing that really stood out to me was learning how private schools still work within the framework of the BC curriculum while having more flexibility in how they deliver it. It made me curious about how the same provincial learning standards and BC Core Competencies are interpreted and implemented in different school settings which I thought was very interesting because I never actually took the time to read the differences https://curriculum.gov.bc.ca/competencies. Seeing how a private school approaches the same expectations helped me realize that while the learning goals remain consistent across BC, the environment, resources, and teaching approaches can look very different.

I was especially interested in thinking about what Physical and Health Education might look like in a school like Pacific School. Access to facilities such as gyms, outdoor spaces, and recreation centres can shape how PHE is taught and experienced. This visit made me reflect on how schools without large gym spaces may rely more on community partnerships, outdoor learning, or creative use of smaller spaces. It reinforced the idea that strong PHE programs are not only about facilities but also about creativity, flexibility, and building connections with the local community. Overall, the visit was very fun and made me think more in depth about how school context influences teaching and how educators adapt to provide different learning techniques/ways to help their students.

Think about how you’ve found generative AI useful or not for educational purposes

I have found generative AI to be both useful and limited for educational purposes. It can be a helpful support tool for brainstorming ideas, clarifying concepts, and assisting with planning or organization. In educational settings, including areas I will be teaching like Physical and Health Education, it can be especially useful for opening up discussion ideas or background information for topics related to health, wellness, and mental well-being. At the same time, generative AI has clear limitations. It cannot replace critical thinking, creativity, or hands-on learning, which are essential parts of meaningful education. There is also the risk of being more reliant with it, where learners may depend on AI instead of engaging with the material in class. Overall, I find generative AI most effective when it is used intentionally as a support tool rather than a replacement for learning, reflection, or in person interactions.

Describe possible uses for generative AI in school settings at the level you would like to teach

Generative AI has several possible uses in school settings, particularly at the high school level, and in middle school as well. For us teachers, I feel like generative AI can be used as a planning and support tool rather than a replacement for teaching. It can help generate lesson ideas, adapt activities for different age groups, and support creative prompts or questions that encourage student thinking. In Physical and Health Education, AI could assist with planning health-related lessons such as mental health discussions, goal-setting activities, or wellness reflections, while still allowing physical skill development and movement-based learning to remain hands-on and student-driven. This type of support can help teachers manage workload and focus more time on instruction, relationship-building, and student engagement. At the same time, I have noticed that over-reliance on AI can be risky…. if teachers or students depend too much on it, it can reduce creativity, critical thinking, and personal reflection.

For students, generative AI can be used as a guided learning support when clear boundaries are in place. At the secondary and middle school levels, students could use AI to help clarify concepts, brainstorm ideas, or organize their thinking before beginning assignments. In PHE, this might include helping students reflect on personal fitness goals, better understand health concepts, or generate questions related to well-being topics. However, it is important that AI is not used to complete work for students. Instead, it should support preparing and thinking, with learning and assessment taking place through in-class activities, physical participation, and personal reflection. Age appropriateness is also important; younger students require more guidance, while older students can benefit from structured support that encourages independent learning.

Overall, generative AI works best when it helps students learn while still allowing teachers to maintain real connections with them. This is especially important in subjects like PHE, where teamwork, relationships, and hands-on learning play a big role. When used responsibly and with purpose, AI can enhance teaching and learning without taking the place of the human interaction that is essential to education. It is also important to consider ethical and environmental issues, such as the ownership of AI-generated content, digital privacy, and the energy demands of AI systems. Reflecting on my own experiences, I see AI as a valuable support tool, but only when it is used intentionally and does not replace genuine teacher-student engagement or meaningful learning experiences.

References

Government of Canada. (2023). Responsible artificial intelligence and digital literacy. Government of Canada. https://www.canada.ca

Common Sense Education. (2023). Artificial intelligence and education. https://www.commonsense.org/education