BC TEAL 2025 Annual Conference

This hands-on workshop demonstrates how generative AI can transform the creation of interactive language learning materials. The session shows how educators can leverage AI tools to develop custom digital activities, transforming traditional materials development while maintaining pedagogical effectiveness. During this session, participants will learn to create interactive online activities using generative AI such as generating web artifacts, creating H5P elements using AI chatbots, and developing HTML/JavaScript pages without even knowing how to program.
 
The workshop bridges AI technology with established principles of materials development (Tomlinson, 2013) and digital task design (Chapelle, 2020). The session demonstrates how AI can enhance rather than replace teacher creativity in materials development.
 
Participants will be given an overview of AI tools and pedagogical considerations followed by interactive demonstrations including creating single-file HTML/JavaScript activities, practicing activity creation, and troubleshooting common issues. Participants will also learn about generating web artifacts for language practice by understanding platform capabilities and best practices for chat prompting. Additionally, the session will help users leverage AI for H5P content. There will also be time to address practical considerations and limitations. Key features include step-by-step guides for each tool, prompt templates and examples, quality control strategies, pedagogical best practices, and adaptation guidelines for different language levels.
 
Participants will leave with practical skills for leveraging AI in materials development, understanding both the potential and limitations of these tools in creating interactive language learning experiences.
 
References
 
Chapelle, C. A. (2020). Teaching culture in the digital age: Research and practice. TESOL Journal, 11(1), e00450.
 
Tomlinson, B. (2013). Materials development in language teaching (2nd ed.). Cambridge University Press.
 
Zappa-Hollman, S. (2024). Artificial intelligence in language teaching: Pedagogical considerations and practical applications. Language Teaching, 57(1), 1-15.

With the increasing adoption of Artificial Intelligence (AI) in education, examining its ethical use has become essential. AI-related concerns extend beyond issues like deepfakes and biased algorithms to include critical considerations for classrooms, such as equity, fairness, academic integrity, and data privacy. Despite the growing interest, studies exploring AI in education often lack actionable ethical guidelines for educators.
This presentation aims to address this gap by critically examining the application of AI in education and providing ethical recommendations for instructors. The session will begin with an overview of the historical evolution and current role of AI in education. Next, it will showcase practical applications of AI, including a demonstration of an innovative AI Grader software developed by one of the presenters. Key ethical challenges, including equity and access, bias and fairness, and data privacy, will be analyzed in depth. Finally, the presentation will offer best practices for ethical AI implementation in classrooms and strategies to foster student awareness and engagement. This comprehensive approach seeks to empower educators to leverage AI effectively while upholding ethical standards.

Feedback is essential for language acquisition and learning. However, providing detailed, actionable feedback can be time-consuming and challenging for language teachers. Artificial Intelligence (AI) has the potential to support language teachers by offering high-quality, personalized feedback to learners.
This paper explores how AI can assist language teachers in delivering feedback more effectively.  First and foremost, prompt engineering is one of the essential skills to develop appropriate action-oriented feedback.  A well-structured prompt should include students’ proficiency level, a full description of the task, assessment criterion, and learning objectives.  In addition, AI could be prompted to start with positive reinforcement, identify areas for improvement, and provide actionable suggestions for progress. Additionally, AI can analyze all student errors and mistakes in a particular task and provide you with an action plan to enhance your classroom procedures.
Despite its benefits, AI-generated feedback has limitations. AI lacks contextual awareness and emotional sensitivity, which may reduce the connection between teachers and students. Furthermore, AI feedback is often overly formal which hinders learners from full understanding of the feedback. Therefore, while AI cannot replace human educators, integrating AI with teacher guidance can enhance the feedback process. In conclusion, educators should refine AI-generated feedback to better meet students’ individual learning needs.
 

In this session, attendees will learn about ways to incorporate technology into healthcare communication courses. The presenters will discuss their experience in addressing time, distance, and scalability challenges in delivering their courses. They will also explore how applying disruptive educational practices helped them address communication needs and eventually enabled them to offer their courses nationally.
Internationally Educated Healthcare Professionals (IEHPs) face significant challenges in integrating into the Canadian healthcare system, particularly in adapting to workplace communication requirements and cultural differences, as do many newcomers in regulated professions. To support their successful integration, it is essential to identify these barriers and implement educational strategies that help IEHPs overcome them. As communication needs in healthcare continue to evolve, so too must our approach to language learning.
Historically, face-to-face classes and textbooks sufficed, but the dynamic nature of licensure requirements, skill needs, and immigration policies now requires more flexible and innovative approaches. Disruptive educational practices, driven by course design and technology, are essential to ensuring courses remain relevant, focused, practical, and scalable.
This session highlights the presenters’ journey from offering traditional face-to-face courses in Halifax to adopting blended learning and, most recently, delivering 100% online courses with synchronous and asynchronous options across the country. These changes have allowed them to offer their healthcare communication courses across Nova Scotia and, in collaboration with national partners, to newcomer healthcare professionals across Canada.
The presenters will explore how integrating technology—such as online learning platforms, simulations, and AI - addresses the challenges of time, distance, and scalability while meeting the evolving needs of IEHPs. This session will provide practical insights into how disruptive educational practices can be used to adapt courses, ensuring they remain relevant and effective in preparing IEHPs for success in the Canadian healthcare system.

This workshop will explore various methods to effectively integrate technology into mid-level literacy classes, with the goal of adapting current literacy practices and enhancing teaching methods.

First, Ruben Puentedura’s (2010) SAMR model will be introduced as an effective framework for implementing technology in the classroom. This model will help students unlock the potential of technology and achieve several class objectives.

Next, the process of creating effective QR codes will be explained, with guidance on how to use them with tools such as Quizlet and Wordwall. These tools will assist students in learning vocabulary and improving skills such as spelling and sentence formation.

Additionally, attendees will have the opportunity to explore ways to integrate accessible digital learning materials into their teaching practices, supporting students in developing their digital competencies. Finally, a Q&A session will be provided to clarify any questions and deepen understanding of key concepts.

That being said the learning objectives for this session include:

1. Introduce the SAMR Model: Participants will gain an understanding of Ruben Puentedura’s SAMR model and learn how to effectively integrate technology into mid-level literacy classes to enhance teaching practices and student learning outcomes.
2. Explore Practical Tools for Vocabulary Learning: Teachers will be equipped with strategies for creating and using QR codes with platforms like Quizlet and Wordwall to support students in learning vocabulary and improving key literacy skills such as spelling and sentence formation.
3. Support Digital Competencies Development: Educators will discover ways to incorporate accessible digital learning materials into their classrooms, enabling students to develop their digital competencies alongside their literacy skills.