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00:00:04

[Will Rixon]

Hi, Gotcha.

[Gökçe Nur Türkmen]

Hi. How are you feeling?

[Will Rixon]

It's really late, yes. Good evening, everyone.

It's a late one.

Let's ask the audience, actually. I'm interested. How late is it for everyone? What time is it for everybody? Just put the time, only that.

Two numbers, colon, two numbers. Everybody, go.

Oh, some people have got it good. Some people ain't got it good. Amazing. What dedication though, hey? For you as well, Gotcha.

So you are a PhD candidate, and can you tell us more about your PhD, please?

[Gökçe Nur Türkmen]

Well, my favourite subject at university was media literacy and technology, and my dissertation is on that topic.

00:01:01

[Will Rixon]

Okay, how far into it are— what stage are you at at the moment?

[Gökçe Nur Türkmen]

Well, 2 years and 2 more years to go.

[Will Rixon]

Okay, wow.

Well, best of luck, best of luck with the rest of it, gotcha. Is this— does this help you towards it? Is this counting towards it in some shape or form?

[Gökçe Nur Türkmen]

Well, yeah. I would like to continue being an academician.

So I want to be a teacher trainer for the rest of my life.

[Will Rixon]

Okay, great.

[Gökçe Nur Türkmen]

That's the next step for me.

[Will Rixon]

Amazing. I love that.

I love that commitment. You've sort of just decided your, your calling. Amazing. All right. Well, have a wonderful talk and I'll see you in about a quarter of an hour.

[Gökçe Nur Türkmen]

Thank you.

I'm gonna share my Slide now.

Well, yeah, so hello everyone. Well, it's the last speech of the day and the series, so I'm glad that you're still here and I promise it's going to be fun. So I want to talk about practical ways of using artificial intelligence while keeping teacher judgment and student thinking at the center. But before I start, I want to ask you a few questions. Well, please type 1, 2, or 3 in the chat.

00:02:20

The first one, uh, what do you think about artificial intelligence? The first one, we are using artificial intelligence, we are very happy about it, it's a wonderful tool, it's beneficial. Second one, we are using it but not really happy about it, it's using a lot of water, we are indecisive. And third one, we are very angry. It's doomsday.

It's gonna take all of our jobs. So let me see your reactions before we start. Lots of ones and twos. Yeah, threes in there as well. Okay, great guys.

Thank you. And oops, let me see. Yeah. And how do you feel about it as a teacher in one word, one adjective? Can you please write down in the chat box?

00:03:08

If you're feeling excited, thrilled, terrified, amazed, maybe scared a little bit, helpful, neutral, concerned, skeptical, curious. Okay, great one. Overwhelming a little bit. Yes, I agree with you. Curious and concerned.

Yeah. So interested. Great. Stress. Okay.

Well, I'm not going to change your ideas probably. Instead, I want you to be relieved a little bit at the end. Let's see if I can manage that. Well, why are we talking about this and why now? As you know, nowadays we are very scared of how AI can take over teaching, but I want you to remember something.

Every time a new technology comes to the surface, everyone says, oh, this is the end of teaching. Teachers are going to be done, right? It was the same with encyclopedias, the invention of computers, Google, spread of Wikipedia. And of course now it's AI. And what's next?

00:04:11

We don't know. Maybe Terminators, but I hope not. Well, as you know, it's already found its way into our classrooms, right? So how should we use it in our classrooms? In your opinion, can you type A, B, or C in the chat?

You can add a verb yourself as well. Let me see the chat. Yeah, it is practical. I agree with you. It should help.

Yes. B and C is there. Yeah. A lot of Bs and Cs. Okay.

Nice. So nobody chose A, right? As you say, it's never the teacher. So what do we do to help our students use it, use artificial intelligence correctly? The answer is we need to teach them how to be conscious.

00:05:07

But how do we teach them how to be conscious? Here we have two different teachers. I'm gonna give you a few seconds to read. Can you tell me in the chat which teacher is more conscious, more critical in using AI?

I'm gonna give you a few seconds and I'm gonna look at the chat.

Teacher B. So Teacher A says, "It looked good, so I used it." And Teacher B says, "But I changed what didn't fit," right? Yeah. Most of the chat, yeah, exactly. It is B, guys.

Perfect. You're absolutely correct. There's a thought process and a decision in Teacher B's sentence, right? So while we're working with an AI tool or using it in our classes, we go through these 5 decisions. The first one, fit.

00:06:03

Is this the right tool for this job? Not the only tool I know, but the right one. It can be Claude, Gemini, GPT, but you need to know which one is right for you. Responding. Did I actually tell what I needed?

The level, the purpose, my class, my problems. Okay, the third one, aligning. Does this serve my objective, or does this just look good? And fourth, multimedia—words, pictures, sounds. Am I using more than text?

And lastly, evaluating. Is it accurate? Is it fair? And should I use it at all? And no is a professional decision.

We can always start again. It's okay. So back to you again. Which one do you think is the most important one of these steps and phrases? Can you please write the number in the chat, please?

The fifth one. Yes, I'm waiting for you guys. The third one. Fifth. Yeah, fifth.

00:07:05

Yeah, the first one. 3 and 5. Okay, 4 and 5. Great. Okay.

So let's go on with our students, and this is much harder. I know many of you think that we should just ban it, but even though you can completely get it out of your lessons, your students are still using it like Google every day and every second. They're using it as their therapists. They treat everything AI said as the truth. So if you want your students to be conscious You have to teach them hallucinations, fact-checking, the sources, and you have to learn how to be conscious yourself to be mindful of their usage as well.

So you can use the same checklist that I've shown you. And let's see, here are two students, and I'll ask you again, which student is using AI critically? I'm going to give you a few seconds again. It can be Student A or B. I'm gonna check the chat.

00:08:12

Yes, Student A rewrote it and Student B just read it and submitted it, right? Yeah, all of you are saying A. Exactly, you're absolutely correct again. As you can see, being critical about your choices when you're using AI tools is very, very important. Students should still decide, produce, check, or explain.

And you too, as teachers, we should show them our thought process, what we are doing, what is going on inside our minds, and how, when we are evaluating our outputs that AI gave us. We should be role models for them. Now I'm going to show you 3 small activities that I've tried and tested, and I want you to notice that there's a warning for students in each one to remind them to be careful again. And as I said, to be conscious. Okay, so let's start with the first one.

00:09:09

This is called Spot the Mistake or Elephant in the Room. I like the second name better. Can you tell me what is wrong with this image? It's an AI image, as you can tell very clearly, right? What's wrong with it?

The hand. Yes, it's the hand, right? Four fingers and it's huge. So yes, you are correct. And when you give these kinds of images to your students, it's a fun competitive game, but it also shows that AI can make mistakes.

If you don't want to waste water, I understand that, you can type on Google AI images with mistakes. That's what I did in here.

Oops. Okay. Now, next one, one we have, odd one out. One of these sentences belongs to AI and one of them is human. I wrote it down.

00:10:10

So I'm gonna give you again a few seconds so that you can read them.

Which one do you think is AI? You can also notice some vocabulary that AI uses. If you notice some, please write them down as well.

Yes, A is AI, you're saying. A, crucial. Yes, exactly, crucial.

Other words that you catch, what are those?

Well, I'm going to say them to you now rapidly. Crucial, Enhancing, right? Evolving world, enhancing. Yes, exactly. So the aim in here is making students realize that there are signs of AI and they can realize it themselves.

Well, another one. This one is a quote from a character. Can you guess which character can say this? I'll check the chat. I think it's a very easy question for you English teachers.

00:11:12

Yes. Exactly. Show the coins.

Exactly. Okay. So you can ask AI to pretend as the character you choose and ask questions with your students. My students really like this one. It can be a character from the book you're reading with your students.

It can be a famous person, a scientist. So it's up to your imagination and your teams. So I have lots of activities that I prepared for you. Please scan the QR and you will find 22 activities that include an AI feature, and I will share the link in the chats as well. I had a lot of fun preparing them.

I put a handbook in there, handbook, along with a small scale. I would be very happy if you complete it. When you're scanning, I'll conclude my talk. You have time, don't panic. I talked about incorporating AI into your classrooms, but being very mindful and critical about it.

00:12:13

What this does is it reduces the use of AI and it increases critical thinking. So the students will be very, very mindful about their usages. That's the classroom I'm trying to build. And if you want to reach out, I will be very happy. Here's my email.

And if you have any questions, you can send them as well. Thank you for listening. And also thank you for Macmillan and of course Will, Abbie, and the team for helping us throughout this process.

[Will Rixon]

You're very welcome, Gotye. Thank you very, very much. Thank you.

Great. Well, I think I really want to thank you for putting that forward, Gotye. You're obviously on a huge mission at the moment with with, with your studies. So thank you for letting us play a small role in that. Thank you, it was my pleasure.

00:13:06

Good, glad to hear it, Gotye. See you again soon. Thank you very much again.

[Gökçe Nur Türkmen]

See you.