ers simply upload their original source and let Diffit do the rest. It can create summaries of videos at a chosen reading level, grab images from the internet that relate to the content, and even create graphic organizers and vocabulary lists tailored to the uploaded content. Once created, these can be shared with stu- dents via PDF or through the Google or Microsoft Suite. Whereas Diffit repurposes content into worksheets, NotebookLM (https://notebooklm.google/) transforms static content into multimedia material. Teachers can upload course- specific content (e.g., PDFs, videos, text) to the platform to instantly generate custom podcasts, mind maps, study guides, and videos based exclusively on the uploaded material. The podcasts generated sound surprisingly real. An added feature is that students can "join" the podcast and interact with the hosts, asking clarifying questions or steering the conversation. The videos are narrated slideshows, where the images, text, and voices are all generated by the AI. Each of these resources can be shared with students (and parents) to use before and during the writing process. BRAINSTORMING AND PLANNING The initial writing phase, which involves brainstorming and planning using traditional methods such as mind mapping and outlining, is designed to help students focus on the topic and generate foundational ideas. When embedding AI tools into this stage, it is imperative to consider the assignment's type and pur- pose. AI tools are particularly useful for informative writing be- cause they can rapidly generate factual content, similar to what a student might find in a textbook. However, students must be taught to confirm the validity of all AI-generated information. For example, a tool that generates a mind map of the events leading to World War I is not creating new knowledge; it is pre- senting existing, public-domain facts. Therefore, it remains es- sential for the student to cross-reference and confirm these gen- erated ideas by finding relevant citations within their assigned course materials. Aha Apple (https://www.ahaapple.com/) specializes in solv- ing the "blank page" problem by assisting secondary students with topic selection and question development. The "Question Storm" tool helps students refine essay prompts into clear, spe- cific writing questions. With the "Get New Ideas" function, stu- dents input their research subject, and the AI immediately gen- erates a list of focused approaches. From there, the tool offers additional support, allowing users to ask the AI to evaluate an idea, provide research, or generate images (premium feature). IdeaMap (https://ideamap.ai/) is a generative mind-map- ping tool. Best used either in small groups or one-on-one with a teacher, students use this tool by typing in their informative essay prompt into the "describe your challenge" search bar. Af- ter clicking the "brainstorm" button, IdeaMap begins creating a complex, and slightly overwhelming, color-coded mind map. There are several options for simplifying the map. First, a teacher
YouTube Video - Aha Apple https://www.youtube.com/watch?v=ZSl0BzOIcmk
YouTube Video - Idea Map https://www.youtube.com/watch?v=lkEa1r_7A-4
can zoom in on a specific component of the map. Additionally, ideas can be folded or hidden by clicking the three dots under a rectangle and selecting "fold". Maps can be further personalized by adding arms, attaching notes (e.g., vid- eos, links, textbook pages), and even uploading related files. Fur- ther, IdeaMap allows users to change the complexity of the text in each rectangle by clicking the magic wand and asking the AI to simplify the language. Several other tools also provide mind mapping support. Mind Map Wizards (https://mindmapwizard.com/), for instance, uses AI to generate simplified, organized maps based on either a topic entered in the search bar or the content extracted from an uploaded PDF. Ember.ly (https://ember.ly/app/home) mcre- ates the simplest mind maps, often breaking ideas into short, one- or two-word branches. This makes them an excellent start- ing point, encouraging students to expand and develop the initial concepts with their own detailed ideas, while providing scaffolding to bypass the "blank page" problem many writers experience.
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