Chanel College, Coolock, was awarded €5,000 to collaborate with Catholic University School and St. Mary’s College to empower teachers and students to explore ethical and innovative uses of Artificial Intelligence (AI) in education. This project aimed to build a professional learning community where teachers engaged in shared leadership, co-designed AI-enhanced learning experiences, and reflected on inclusive and ethical digital practices.
Through interactive workshops, PlayLab sessions, and expert-led seminars, educators explored AI tools that foster creativity, critical thinking, and responsible technology use in the classroom. By fostering teacher leadership in ethical AI practices across schools, this project advanced national priorities while modelling a professional learning approach which was collaborative, future-focused, and inclusive.
School’s reflection
The project helped create a strong collaborative learning community where teachers from different subject backgrounds came together to explore both the possibilities and challenges of using artificial intelligence in education. Through workshops, PlayLab sessions, seminars, and professional discussions, we had opportunities to critically reflect on how AI can be used responsibly, ethically, and effectively in teaching and learning. One of the strongest aspects of the project was the collaborative approach throughout the sessions. Rather than simply learning about AI tools, teachers actively worked together to design, test, improve, and evaluate AI-supported classroom activities and resources.
The project had a clear impact on classroom practice. Teachers created subject-specific AI tools, experimented with data analysis, developed differentiated learning materials, and explored features such as Python integration and document editing through PlayLab to support lesson preparation and assessment. Personally, I found the sharing of ideas and resources among teachers extremely motivating, as it showed how AI can help reduce repetitive workload while also improving creativity, differentiation, and student engagement. Many teachers observed increased student participation, stronger engagement, and greater ownership of learning when AI-supported activities were introduced. Students benefited from interactive resources, personalised supports, and feedback opportunities that encouraged independent thinking and active learning. At the same time, the project strongly reinforced the importance of maintaining the teacher’s professional judgement and ensuring that AI supports learning rather than replacing the human relationships that are central to education.
Overall, this experience strengthened professional collaboration, encouraged innovation, and supported reflective teaching practice. It has provided a strong foundation for future professional growth and has encouraged educators to approach emerging technologies with both curiosity and responsibility.
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