Video Activity: Prompt Engineering and AI
Video Activity: Prompt Engineering and AI · Years 7–10
Ngā Whāinga Akoranga · Learning Intentions
- Understand how digital technologies and AI systems work and affect society
- Evaluate the social, cultural, and ethical implications of digital tools
- Apply critical thinking to assess digital content, systems, and their impacts
- Connect digital literacy skills to concepts of data sovereignty and tino rangatiratanga
Paearu Angitu · Success Criteria
- I can explain how a digital system or AI tool works in my own words
- I can identify at least two ethical considerations relevant to this technology
- I can connect digital issues to real impacts on Māori and Pacific communities
- I apply my learning to make an evidence-based judgment or recommendation
Video Companion · Video Activity: Prompt Engineering and AI
Use this handout before, during, and after viewing.
Before You Watch
Think about a time you used an AI tool (like a chatbot or image generator). What did you ask it? Were you happy with the result? What would you change about your request?
While Watching
Note: (1) What makes a good prompt? (2) What are some common prompt failures and how are they fixed? (3) What ethical considerations are raised? (4) How does the speaker describe AI "red teaming"?
After Watching
Try it: Write a prompt for a task you genuinely want help with. Then revise it using what you have learned. Compare your first and second versions.
Critical Thinking Questions
1. Prompt design
What are three characteristics of an effective prompt? Give an example of a weak prompt and explain how you would improve it.
2. AI limitations
What are two limitations of AI systems that prompt engineering cannot fully overcome? Why is it important for users to understand these limitations?
3. Ethics and data sovereignty
What ethical questions should we ask before sharing personal or community information with an AI system? How do Māori concepts of data sovereignty (mana motuhake o ngā raraunga) apply here?
Hononga Marautanga · Curriculum Alignment
Level 4–5: Understand how digital systems and AI tools work; evaluate the social, cultural, and ethical implications of technology; design and apply computational thinking skills to real problems.
Level 3–4: Analyse how technology shapes relationships, power, and identity within communities; evaluate the impacts of digital innovation on society, including effects on Indigenous data sovereignty and cultural representation.
Tuhia ōu whakaaro · Write Your Thoughts
Reflect on your learning. What was the most important idea? What question do you still have?
Aronga Mātauranga Māori
In te ao Māori, data and knowledge are not neutral — they carry whakapapa and obligations. Māori Data Sovereignty (Mana Motuhake i ngā Raraunga) holds that Māori have the right to govern, own, and interpret data about themselves and their communities. When digital systems are designed without this understanding, they risk perpetuating colonial patterns of extraction. The concept of kaitiakitanga extends naturally to the digital realm — guardianship of what is collected, stored, and shared about us is as important as guardianship of land, water, and living knowledge systems.
Ngā Rauemi Tautoko · Resources already provided
- AI Ethics framework card — key principles and discussion prompts
- Digital Citizenship checklist — for safe and responsible online practice
- Māori Data Sovereignty explainer — context for indigenous data rights
Curriculum alignment
- Digital Technologies — Progress Outcome: Students understand how digital systems store, represent, and transmit data and consider the ethical implications of digital technologies on society.
- Digital Technologies — Progress Outcome: Students can identify and describe the key components of digital systems and how they interact.