For my chosen assignment, I created a lesson plan on DALL-E 2, an online AI program that generates digital art based on specific language prompts. The inclusion of DALL-E 2 in the classroom is an exciting prospect as it not only explores digital art but also sparks valuable discussions for student learning surrounding technology. DALL-E 2, with its unique capabilities, can help support meaningful learning by broadening perspectives and understanding of the world, a concept I will delve into later in this discussion. 

    Inspired by an art project during practicum, I used DALL-E 2 to extend the original assignment. The initial task was for students to hand-make a multi-cultural collage describing a culture they researched, including significant findings of that particular culture. I wanted to experiment with how teachers can continue promoting creative thinking online while ensuring AI is used safely.  On the top of the page, I included the prompt used for DALL-E 2 to generate when creating a multicultural emotional collage. Below are the three results generated, which are satisfactory for the grade three assignment. 

    I initially found it challenging to generate drawings that aligned with my visions. The program had a tendency to produce illustrations that were limited in texture or colour; two vital parts of art. After refining my prompt, the results included various colours and patterns to evoke emotions. If I were to do this experiment again, I would be more specific with my prompt in hopes of diversifying my results. Moreover, I ensure students understand and are specific with their prompts to produce results that meet their standards. DALL-E 2 is a great platform for students since it allows their creativity to flow freely while understanding how various art mediums can alter how one perceives their work.
    To ensure that creativity remains at the forefront, an additional idea for students is to create a hand-made collage before exploring DALL-E 2. This approach allows students to focus on their ideas before turning to AI for answers. Afterward, students can modify their original design by experimenting with DALL-E 2 to discover alternative results or ideas. By encouraging students to use traditional and AI modes of creativity, we can foster unique drawings that delve into critical thinking. Radu et al. (2010) discuss how creating augmented-reality technology (AR), as found in DALL-E 2, tends to be made by professional artists, which limits students from being at the forefront of the creative process (p.6). To uphold engagement, which AR can do through its lively experience, a hybrid approach to creating will allow students to explore their work more deeply (Radu et al., 2010, p. 5). 
    Technology will not disappear, nor will the original modes of creation. By engaging in the creative process through a hybrid approach to technology, students can gain a deeper understanding of their work while remaining confident with their drawings. 

                                                                        Reference
Radu, I., Zheng, R., & Golubski, G., & Guzdial, M. (2010). Augmented reality in the future of education. CHI 2010. Boston, USA. https://ctl7016.weebly.com/schedule.html 

For this QR-themed workshop, I was looking around my living room and kitchen area for items. I glanced over at the spatula I recently used for dinner and decided to write from its perspective. I love my matching set of kitchen utensils and became curious about what the spatula might be thinking, especially when It is typically sandwiched between the rest of its “family.” 

    When writing the story, I considered the spatula’s feelings, as well as how the other kitchen utensils might act based on their shape and presence. This project tapped into my creative side, hence the various perspectives.  

Here is an excerpt from Spatula Thoughts

“The whisk enjoys stirring up the gossip. Apparently, our home owners thought of tossing the big spatula last week because it causes too much mess. And do not even get me started with the tongs. They think they are so cool since they were the star of the show this past weekend for our owner’s bridal shower”. 


QR Codes in Education: 
    QR codes will continue manifesting in our society due to its efficiency and reliability. Lin (2024) discusses how QR codes provide users with information in an intuitive form (p.5). This reminds me of when I volunteered at a school with QR codes to scan when finding out information about various charities to donate to. Instead of searching for different charities, students could use their iPads to scan QR codes and learn more. The instantaneous results, I believe, are beneficial for school since it allow for attention spans to remain present with information being directed at one immediately. 
However, it is vital to understand the flaws of QR codes so that they can be used efficiently in schools. Lin (2024) examines the complexity of QR codes in advertisements, which can cause a challenging experience in navigating information (p.5). If this is the case in schools, we might have to asses alternative measures to attract individuals to scanning codes. Despite the flaws, QR codes are essential since the aesthetics are independent of the information.

I recently scanned a QR code to receive pictures from the Olympic Trials. The process was intuitive and more accessible than researching the photographer's name, website, and contact information. Just like any technology, it takes time to progress, and I believe the interface and use of QR codes have improved in the past few years, which will benefit their use in classrooms. 


Reference
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Lin, Q. (2024). The magic of scanning: The science behind the QR code. Illumin Magazine: USC Viterbi School of Engineering, University of Southern California

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