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In class this week we talked about computational thinking and how games can be used as learning tools. During the lab activity I tried the coding game with Anna and Elsa from Frozen. I do not have much experience with coding, so it took me a bit of time to figure out how the steps worked and move through the levels.

The only time I remember doing something similar was later in my undergrad I had to use programs like Python for a biomechanics class. I found that really difficult and mostly just followed the instructions without fully understanding what the code was doing.

When I think about coding in relation to Physical and Health Education, I personally don’t see it fitting into most parts of the curriculum. While technology could be connected to areas like biomechanics, I think PHE classes should mostly focus on movement and being active. School can sometimes be one of the only places students are away from screens, so I try to keep that in mind when thinking about teaching.

While planning a lesson recently about identifying reliable health information, I came across an online activity called the Bad News Game that focuses on misinformation. It looked interesting, but I decided not to use it because it talks about fake news more generally and I wanted the lesson to stay clearly focused on health information.arly focused on health

Why Is Assistive Technology Not Used More Often?

This week our focus was on assistive technology and being intentional about how we use technology in learning. As I worked through the readings and videos, I kept wondering why assistive technology does not feel more common in classrooms if it can make such a difference for students.

In one of the videos we watched, the conversation around technology replacing traditional reading and writing really stood out to me. I understand why people worry about that. There can be a fear that students will rely too much on technology and not develop important skills. But what resonated with me was the idea that technology can act as support rather than a replacement. For some students, it gives them the confidence and independence they need in order to participate more fully in learning. It can be a bridge, not a shortcut.

We also explored common misunderstandings about assistive technology. Some people think it is cheating. Others believe it is too expensive, only meant for students with significant disabilities, or that it creates more work for teachers. The idea that it creates more work really made me reflect.

I will admit that technology can feel overwhelming at times. Even in our program, there are tools I am still learning about. While I have personally benefited from assistive technology before and have seen how it can remove barriers, I can also understand why some educators hesitate. Learning how to use new tools effectively takes time. Teachers are already balancing so many responsibilities, and adding something new can feel like one more thing.

As someone whose teachable is Physical and Health Education, I think about accessibility often. In PHE, inclusion usually looks like modifying equipment, adjusting rules, or adapting activities so everyone can participate. Technology is not always the first thing that comes to mind in a gym setting. When I picture assistive technology, I often imagine laptops or tablets, and that does not always feel like the natural fit for a PHE block. At the same time, I recognize that assistive technology is not limited to screens. There are many forms of support that could enhance learning and participation if used intentionally.

We also discussed the Triple E Framework, which I found helpful. It encourages teachers to think carefully about whether a digital tool is actually enhancing learning, engaging students meaningfully, and extending their understanding beyond what could be done without it. I appreciated this framework because it does not suggest using technology just for the sake of using it. Instead, it asks us to be thoughtful and purposeful.

Overall, this week made me reflect on my own growth. I know there is still a lot for me to learn about assistive technology and how it can fit into my future classroom. I want to continue building my confidence with these tools so that I can create environments where all students feel supported and capable. Even if it takes time, I believe it is worth exploring how technology can reduce barriers and help more students experience success.

On Friday, I attended a professional development workshop focused on AI literacy, led by Cari Wilson. The session helped break down how artificial intelligence actually works in a way that felt clear and approachable for educators. One part that really stood out was how she explained AI as a system that predicts responses based on patterns and probability rather than understanding or “thinking” the way humans do. She shared a classroom-friendly example that shows how AI predicts the most likely next word based on data it has seen before, which helps students understand that AI responses are based on likelihood, not certainty. This was a helpful reminder that while AI can sound confident and accurate, it can still be wrong.

Another important focus of the workshop was the responsibility educators have when using AI with students. We talked about age restrictions in AI programs’ terms of use and why it’s important to be aware of them before bringing AI tools into the classroom. Cari also emphasized the need for school and district guidelines around AI use, especially when it comes to privacy, safety, and academic integrity. These conversations highlighted that AI is not just a teaching tool, but something that requires thoughtful decision-making.

The workshop also raised interesting questions around ownership and intellectual property. We discussed how it is still unclear who owns AI-generated content, especially in educational settings. This made me reflect on my own practice and how I sometimes use AI to support lesson planning, such as generating examples or discussion prompts. While AI can be a helpful support, it is still unclear where the line is drawn between teacher-created work and AI-generated material, particularly if that content were to be shared or sold. This uncertainty reinforced how quickly AI is evolving and how policy and education are still trying to catch up.

Overall, this workshop made it clear that AI literacy is becoming increasingly important. Some countries are already embedding AI education into their curriculum, while in BC this work is still emerging. Cari shared a few helpful resources that support both teachers and students in learning about AI in an age-appropriate and responsible way, which I think could be valuable as we continue to navigate how AI fits into education.

Resources shared:

• AI Literacy Lessons for Students: https://focusedresources.ca/student-artificial-intelligence-lessons
• Slide Presentation: https://focusedresources.ca/student-artificial-intelligence-lessons

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