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Using AI in Research Skills Through Collaborative Learning-Working the Web for Education - Tom March


Activity Description

Working the Web for Education Tom March
Source: Working the Web for Education Tom March (License: Protected by Copyright (c) [i.e. screenshot])

In this activity, Students will read and discuss a current issue: Rise of the machines: Philippine outsourcing industry braces for AI. The emphasis is on critical thinking. Students will read, consider and discuss the future of Technology and its impact on jobs.

The Tom March Web site contains videos, political cartoons, and pictures that encourage students to think critically. 



  1. Make sure that the site is not blocked at your school and that the activity can be viewed.
  2. Preview the website, article and questions you want to pose to the students. 
  3. Check for current discussions about AI and jobs. This is a current topic and many articles have been written. Consider different sources:
    1. World Economic Forum: Why there will be plenty of jobs in the future--even with artificial intelligence (Feb 26, 2024)
    2. Forbes: Generative AI and the Future of Jobs. Jan 4, 2024
    3. Linkedin Economic Graph: Future of Work Report AI at Work



  1. Let students share their thoughts in an open discussion.
  2. Make a list of similar thoughts in a white board.
  3. There is no right or wrong answer here. The important lesson is the critical thinking process created by the movie and the discussion.

More Ways

The Tom MarchWeb site contains videos, political cartoons, and pictures that encourage students to think critically. Check out other activities.

Program Areas

  • ASE: High School Diploma
  • ABE: Adult Basic Education
  • ASE: High School Equivalency Preparation


  • All Levels
  • Intermediate
  • High

Lesson Plan


What is AI? How do we use it in our lives? In what ways does AI influence your life? Suri, Alexa, your phone, Grammarly? what other ways? Discuss with a partner ways AI influences your life.


Do you think it will influence the jobs of the future?How can it influce the job market? Work as partners to find five ways you think AI will influence the future. Gather to discuss class observations. Put them on the board.



Use current articles to demonstrate the influence of AI on the job market ( Which U.S. Workers Are More Exposed to AI on Their Jobs?)  Discuss ways to prepare for the future (Navigating the Future of Work: 10 Ways to Prepare for the AI Workplace by Forbes) They mention three skills: creativity, collaboration and leadership. In the 10 skills mention they discuss Prepare for an AI-integrated workforce. Students turn to their neigbors and discuss skills they think will be needed in the new world of AI. We need to know AI, and how to use it.

Today we will use AI  to research AI!

Engagement Enhancement

 Decide which LLM (Large Language Model--machine learning models that gnenerate human language text) to use based on ease of access for students: Currently these include: ChatGPT, Perplexity, Microsoft CoPilot, Google Gemini, Claude, Pi. (Practice using it to be able to model to students effectively.)

Demonstrate how to access the LLM and write a prompt. Share the answer given by AI.

When given the prompt: Include sources of information about AI and its impact on the job market, ChatGPT answered:

Sources of Information:

World Economic Forum - Reports and articles on the future of work and AI impact on the job market. (
Pew Research Center - Studies and surveys on technology, automation, and the labor market. (
McKinsey Global Institute - Research papers and insights on the future of work, automation, and workforce transitions. (
Brookings Institution - Policy briefs and analysis on AI, automation, and workforce development. (
LinkedIn Learning - Online courses and resources for skill development in AI-related fields. (

Information given by AI is not always accurate. Students will look up the sources given by AI and evaluate whether or not they think the source is accurate and useful. They will create a charf to share the information.

As pairs, students ask the LLM for sources of information about AI and its impact on the job market. Together create a chart on Microsoft Word or Google Docs with six columns: showing the source title, link, article title(if different), what they learned from the source, their evaluation of the credibility of the source and was the information useful? Be sure to copy and paste the prompt used to ask the LLM at the top of your chart.

The goal is for students to get comfortable using AI and learn to question and evaluate the sources given by AI. 

As pairs students write a prompt for the LLM. look at the recommended sources and evaluate their usefulness

Students share their charts with the teacher.

Engagement Enhancement

Gather the class and share the charts created by the students. have student pairs share their conclusions.



What are generalities learned about using AI? Prompt creation? Sources given? how can we use these observations in the future use of AI? Discuss first as pairs then share your conclusions as a class.


  • English Language Arts
    • English 1-4
    • Journalism
    • Literature
  • Language Arts - Writing
    • Language Facility
    • Organization of Ideas
    • Writing Conventions
  • Reading
    • Critical Thinking/Decision Making
    • Learning to Learn


  • Reading
    • CCR Anchor 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
    • CCR Anchor 2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
    • CCR Anchor 3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  • Writing
    • CCR Anchor 1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    • CCR Anchor 2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  • Speaking and Listening
    • CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
    • CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Language
    • CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
    • CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.


job market, tom march, AI, critical thinking

AI Reference

used ChatGPT in listing sources of information for students to validate/research
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OTAN activities are funded by contract CN220124 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.