Ed Tech Mindshift

Author: mackenzie37 (Page 2 of 5)

Technology, Collaboration & Communication

April 27, 2020 / / 0 Comments

Exploring digital tools that support collaboration and communication allowed me to think critically about the tools I researched for our group project, while also considering those of my classmates. In looking at my own level of understanding with navigating technology and considering some of the challenges I have encountered this term, it seems fitting that I am reflecting on using technology to support collaboration and communication.

Digital tools as we have explored over this course, enhance a student’s overall learning experience and provide opportunities to communicate, collaborate and demonstrate understandings in a variety of ways. While we explored several digital tools and platforms it seemed obvious that tech should bridge and support communication, however with a heavy reliance on it I learned sadly some of the limitations of living in a remote community with limited wifi.

“No Wifi @ Hoa’s cafe” by Dushan and Miae is licensed under CC BY-SA 2.0 

My thoughts during the project:

I thought not having explored any digital tools that create videos, digital stories or websites, this might be a good place to start. While I was not confident with a lot of technology, I was pleasantly surprised and pleased with my selection of the two tools I explored.

Both Adobe Spark and ShowMe Whiteboard Interactive were interesting tools which I could definitely see using with students of all learning styles and abilities. Through the process of exploring, experimenting and “playing” with many of these digital tools, I often reflected on how these applications could be used to support students with exceptional learning needs.

My teaching background is rooted in Special Education and so I can’t help but explore this project through a Special Education lens. While I did see using both applications with many students, I only selected Adobe Spark to pursue further for the project, ShowMe Whiteboard ended up in the section “Paths not Taken” due to its over simplicity, lack of features and limitations on creativity.

I tried to create a short video with slides and voice over on critical thinking using ShowMe and thought of how frustrating it was in terms of recording. Any mistake while recording would mean that you would have to record your entire presentation from the beginning all the way through. I thought this would pose as an unnecessary challenge and frustration, especially when there are so many other user-friendly applications out there. It also made me think more about the inquiry process, how we are encouraging students to explore and be creative. The overall features of ShowMe were very limiting even in terms of formatting (not being able to centering text and images). This tool was not going to work.

My reflections afterwards:

The group project which focused on exploring digital tools to support student inquiry, allowed us to trial and evaluate several digital tools, while also working through the inquiry process ourselves. While we researched applications, gathered data, compared digital tools, we could easily see which tools would best meet the needs of our students. In addition, this project allowed us to dig further in exploring and playing with digital tools, that we may otherwise not have had the chance to explore. I also feel that despite the fact that inquiry was primarily our focus, I could definitely see using these applications for many other curricular outcomes.

Through this evaluative process we had to employ many of the BC Digital Literacies that we explored.

  • Communication and Collaboration- Students use digital media and environment to communicate and work collaboratively, at a distance, supporting individual learning and contributing to the learning of others.

I saw myself and my classmates working together and demonstrating our own digital literacies by communicating with one another over multiple platforms, despite the initial tech difficulties I experienced. (I enjoyed exploring Slack, Google docs to communicate via a process journal, Zoom, Blue jeans and Google Meet).

  • Critical/Reflective Thinking-Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media.

I focused on thinking about how these digital tools could be used for all students, including those with exceptional learning needs, thought about how we could create greater access to curriculum by using these tools as well as thought about the advantages and challenges of many of the digital tools I explored. In addition, I was able to think more critically about the bigger picture, trying to piece together how these digital tools and the overall process of exploring these applications for the sake of inquiry would help me, or not in my final master’s project.

Additionally, I questioned:

  • In what ways can these digital tools create greater access for students with learning difficulties?
  • What can my district or school do to bridge the gap when it comes to making curriculum accessible through technology for all students?
  • What is the end goal? And how can I use this process to support my overall journey in this program

I have found overall this process to be very helpful in terms of synthesizing ideas and thinking more about my final project moving forward.

  • Critical Thinking and Problem Solving-Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Experimenting with digital tools, and determining which would work for the project and those that didn’t make the cut was helpful and it was nice to have the time explore different platforms. While there were lots of things to consider I think overall, we selected digital tools that would support students with thinking critically and allow them to demonstrating their understanding, ideas and create solutions to posed problems in their inquiry.

Questions I still have:

  • How will I create more opportunities in my teaching practice to explore additional digital tools to use in the classroom?

There is a really great website which looks at 15 specific questions to consider when asking about Tech Integration, created by Drew Perkins, Director of TeachThoughtPD. It can be found at the link below.

https://www.teachthought.com/technology/using-technology-can/

Additional thoughts to explore with regards to access:

  • How do I provide students with opportunities for collaboration while at home?
  • Working from home on projects- what is this going to look like?
  • How do I support students to create opportunities to make real world connections through collaborating with community members?
  • Think about creative ways to provide opportunities for feedback

Final thoughts:

While I spent a lot of time worried about creating a final product, I have reflected on my overall experiences and enjoyed collaborating with Cheryl and Heather. The overall presentation has given me lots of consider moving forward with my larger project and has left me with lots to consider and explore in my professional development moving forward.

Couros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications. Edmonton, Canada: AU Press. Retrieved from: http://www.aupress.ca/index.php/books/120258

Government of British Columbia. Department of Education. (2013). BC’s Digital Literacy Framework. Retrieved from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf

Moore, E. (2018). Technology Can Address Digital Accessibility — to an Extent. Inside Higher Ed. Retrieved from www.insidehighered.com/digital-learning/article/2018/05/02/technology-can-help-address-accessibility-challenges-many-say

 

 

Considerations for Accessibility of Technology in Education

April 26, 2020 / / 0 Comments

I really enjoyed exploring my applications as well as those selected by my project partners. I had the chance to look at some digital tools/ platforms that I might otherwise not have considered for inquiry exploration.

Further considerations in our group project led me to explore thinking about accessibility and technology and how they are intertwined.

Technology as we know is changing the way our students are able to access the curriculum, and what I noticed with the applications that were selected for our project, was that they would work well for many students and in different capacities.

Through this inquiry process the variety of digital tools explored allowed me to view varied options to support student learning styles. There is flexibility with the options explored in terms of availability and accessibility (most of the applications explored were free of charge). While we did discuss that much of the technology available to districts is predetermined, (often not with the consultation of teaching staff) the options explored cover a wide spectrum of interest and tech abilities.

Personally, not being as comfortable with navigating technology, I appreciated having the opportunity to explore options that were relatively user friendly and easy to access. Which brings me to the main point of discussion for this blog
 accessibility.

Accessibility is such a huge factor when looking at incorporating digital tools into our everyday teaching practice. When looking at how to best meet the needs of students with learning exceptionalities, it is important to consider the vital role that technology can play. Exploring technology and providing all students with options for digital tools can mean that all students have equal and equitable opportunities to participate and meet the learning objectives.

It was important for us recognize that exploring the digital tools allows us to meet students where they are at, while providing them with considerations for design (supporting visual, kinesthetic, auditory and interpersonal learning styles).

Technology utilized in classrooms today should enhance or improve the learning experience. Digital tools can provide students with multiple access points and bridge the gap of disparities that are not always obvious. While technology should provide greater opportunities to learn and access the curriculum in a unique and exciting way, it is important to mention that the initial learning of the digital tool itself can be equally important in considering how it can help a student achieve a learning outcome.

When I think about how access to technology can be a real game changer for many students I consider some of the following:

  • Technology provides an easy approach to learning materials-often we may find that students are more comfortable with using digital tools then we are. In performing introductory activities with digital tools, we may discover that students are very much at home with navigating these applications and able to work with greater independence.
  • Technology makes learning more time -efficient- ever wonder why we flog pencil to paper tasks, when quite simply providing students with other means to demonstrate their understanding can save time, teach new skills and alleviate unnecessary stress.
  • Technology can be a less costly alternative for learning- while many digital tools and online applications are costly, the ones we chose in our project were primarily free. There are lots of great free digital tools out there, as well online learning can provide students with options that they might not otherwise have, especially when we look at creating opportunities for students to attend higher education. In addition, assistive technology has vastly improved students with learning exceptionalities with greater opportunity to attend post-secondary school.
  • Technology individualizes instruction- we know that all students learn differently and many need particular accommodations and modifications to meet the goals of individualized education plans, technology can assist with this.
  • Technology promotes Self-Determination (choice-making, problem solving, self-monitoring, decision making, goal setting and self-advocacy skills). This is so critical as we move away from teacher centered classrooms to student centered classrooms, where students can explore, learn and reflect on their understanding and gain a greater sense of responsibility and ownership over their learning journey.
  • Technology can provide multiple entry points- this allows for every student to have access to the curriculum regardless of ability, background, previous experience etc.
  • Technology supports communication, expression of ideas and information sharing – technology can be a great mediator for students with verbal communicative difficulties or students who require additional language develop supports.
  • Technology supports to solidify and reconcile understandings- this is evident as we see many digital tools present in our students’ homes. While we may not agree with all the time our students spend on devices, it is clear that their level of engagement can be overwhelming. I believe that some digital tools could be used to solidify concepts by making less fun curricular content more interesting and engaging to our students, therefore reinforcing concepts.
  • Technology may bridge the gap of disparity-while we are under pressure to assess our students during this very difficult time, one thing comes to mind and that is the inequities that exist with our students. Many of our districts have done surveys to canvas communities to find out who has access to internet, laptops etc. it is a challenge to know how to meet student needs who many not have a device to us. It is a challenge right now to think about equitable assessment when we have no control over the homes our students are coming from, the level of support there are receiving from their families or the educational resources that they have at their fingertips. We are experiencing unprecedented times right now, so it feels that this may not be a fitting point to include, however living in an isolated community I can see how technology plays a huge role in making education programs/ online classes available.

The considerations around accessibility are vast. There is work to do I suppose, to ensure that we are able to make digital tools accessible to all learners, but as long as we recognize the value of technology in the classroom and how it can enhance student learning we are moving in the right direction.

Resources/ Blogs/ Videos to explore:

https://blogsomemoore.com/tag/supporting-diversity/  (Shelley Moore talks a lot about supporting diversity and how assistive technology can support our most vulnerable students).

How Has Technology Changed Education? (2017, April 25). Retrieved from https://online.purdue.edu/ldt/learning-design-technology/resources/how-has-technology-changed-education

https://youtu.be/CtRY_1mZWWg (Jan Wilson, Associate Professor of Women’s and Gender Studies and History at the University of Tulsa discusses learning possibilities through UDL and how all students can benefit).

 

 

Topic 4: Digital Citizenship

April 13, 2020 / / 0 Comments

While we recognize that safe spaces provide a significant role in student development, safe spaces can imply the physical space but also a feeling that students have. Safe learning environments are those in which students can learn in a comfortable environment and thrive. Creating a safe space that you can enjoy as well and have your students see that you enjoy will go a long way.  We have students from all life experiences so it is critical that students feel comfortable and are surrounded by those students and adults who are allies.

There are other considerations to think about when building a safe environment:

  • How is my pacing? Am I moving to quickly from one lesson to another? Or too slowly?
  • Are my students fully engaged?
  • Are there topics which I know could be upsetting or emotionally challenging for some students?
  • Are most of my students comfortable working on their own or are they more comfortable working in small groups?

It wasn’t until I heard author Monique Gray-Smith talk about trauma informed practice and students who had experienced trauma that I thought about these additional considerations. I had not honestly thought about the impact of moving desks around over the weekend and reminding students on Fridays that come Monday they would have a new seating arrangement. To my understanding many of my students were quite excited to see who they might sit with come Monday, but I had not considered the discomfort that could create for some.

I think part of creating a safe environment means that you are creating an example and modelling what the expected behavior should look like about how you treat others, and how your respect both yourself and those around you. If you show your students the importance of kindness by taking opportunities to model the way, they will follow.  In saying this I also think that being human is making mistakes and it is also healthy to show your students that you make mistakes as well and learn from them. Risk taking is something that can take along time to build up, so providing opportunities again to model the way and provide honest insight when you are unclear or are willing to take a risk to try something new, only makes you more human to your students, regardless of their misconceptions. (I remember vividly running into students at both the swimming pool and grocery store and the look and shock on their face that I could be anywhere other than at school was somewhat entertaining).

The proof is in your students


One of the great benefits of creating a safe learning environment is when you know students take pride in their surroundings and the work around them. Providing students with the space to feel proud of their work and their accomplishments further helps to cultivate a safe learning environment. In addition, safe spaces for students create opportunities for them to share their ideas, thoughts, opinions and beliefs without judgement.

The website Wabisabi Learning notes that there are several things to consider when building a safe environment and has created a checklist.

  1. Keep a clean and orderly classroom
  2. Allow students to be expressive and encouraging to others
  3. Celebrate students work in different ways
  4. Create a list of guidelines (laws or rules such as no name calling etc.)
  5. Stay calm and in control always
  6. Practice useful failure and turn mistakes into learning opportunities
  7. Model kindness every chance you get
  8. Move around and interact with students and create a connection
  9. Be patient and smile
  10. Feel free to laugh with your students and be vulnerable
  11. Give kids choice around how they do assignments

https://wabisabilearning.com/blogs/inquiry/create-safe-learning-environments

In thinking more on ways to create safe spaces for students, our district has used the White Hatter as a way to teach students and parents about online safety and cyber bullying. This is definitely a great resource to check out if you haven’t already.

https://www.thewhitehatter.ca/

https://www.thewhitehatter.ca?wix-vod-video-id=2660f32e7b884f87a27c2bdfa74704ab&wix-vod-comp-id=comp-k0304hzi

These additional sites are great resources when exploring options around teaching and learning about online safety, cyberbullying and authenticating digital literacy.

https://www2.gov.bc.ca/gov/content/erase

https://mediasmarts.ca/digital-media-literacy/digital-issues/authenticating-information

Discussions around privacy and personal security as well as the ethics and morals connected to using technology both inside and outside of the classroom is something that often gets missed. We spend a lot of time scaffolding and pre-teaching the use of technology but often miss opportunities to explore and learn about the safety concerns that exist around using the internet and technology appropriately. This is a very important aspect of ensuring that we are creating safe learning environments for our students both in our classroom and on the world wide web.

Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21 (3), 167-179. DOI:10.1007/s10676-018-9492-2

 

 

 

 

 

 

Makerspace

April 13, 2020 / / 0 Comments

EDCI 572-Makerspace

Listening to guest speakers, Sandra Becker and Natalie Major on Makerspaces made me think that many of us are using or have used these types of activities and not known we were cultivating a “Maker mindset”.

We often attribute makerspaces to thinking of students messing around with Lego or taping cardboard together to create who knows what. However, we need to think beyond what we understand as the traditional components of education.

Makerspace encourages critical thinking and empowers students to extend their thinking and creativity to solve a problem or dilemma by creating a service or product. So, I had to debunk what I originally thought I knew about maker space and explore all possibilities. After hearing the presentation that Sandra and Natalie gave us in class I thought I should explore further to get a better understanding of what a makerspace actually is and how it promotes both design thinking and critical thinking.

What is a makerspace
actually?

A space dedicated to creative thinking and designed for creating and building of an actual product. It focuses on solving a problem that is actually impacting someone. When thinking about design thinking it could be more about creating a product or providing a service to solve a personal dilemma. Makerspace is an empowering space for students to design and create a product from their own thinking.

It is a way of thinking about a space so that you can provide differentiation of materials that can be made within each space. It allows for all students to be successful and find unique ways to express and demonstrate their level of understanding and learning. Makerspace isn’t just about what students can make to extend their thinking but actually involves the physical environment that invites investigation, inquiry and creative building.

In addition, makerspace promotes:

  • Inquiry based thinking
  • Imagination and creativity
  • Sharing of ideas and visions
  • Student reflection and peer review
  • Collaboration

The value it can offer to any classroom

Examples of maker space that we are already using but just don’t know it yet:

  • Scratch
  • STEM
  • STEAM
  • Robotics and word scratch
  • Loose parts activities
  • Cardboard construction days with paper and cardboard tools
  • “Make it” centers

In thinking about how to get started, I would focus more on a project rather than an initial space. I would think about starting with a project to spark curiosity and interest and gauge where students are at, make note of who works best one-on-one and who works best in larger groups. It was also noted to be a great way to start the week, sparking creativity and encouraging a soft start on Monday to provide a gentle start for those who need it.

Another great suggestion was creating a mobile makerspace. This would be a great way for teachers to collaborate and collect materials that can be labeled and boxed on a cart that can rotate from class to class. Materials can be collected overtime and teachers can provide their parents with letters to collect household materials.

Further considerations when thinking about creating makerspaces include ensuring that these projects are topic driven. While student choice is really important, its important to recognize that while you can’t always give choice about the topic, you can provide choice with how we get there. As long as the projects feel real to the student and the learning is authentic and fits with the context of what you are teaching you are on the right track. We also need to be careful as to not make assumptions around which students will have difficulties and which will excel, often maker space activities surprise us because they can be so well differentiated. Students who may struggle to demonstrate their learning in traditional ways may be very successful through hands on learning activities.

Other Considerations:

-makerspace is really not about technology, many students choose low tech over high when given the option

-important with being intentional in design but open to opportunities

– give and receive feedback

-provide time for reflection at the end of each Makerspace (provide students with time to reflect, think about the challenge or questions they have moving forward)

-consider assessment and student presentation

-think about the project or product that can be created even if the students don’t know the answer

– consider how you can incorporate makerspaces into your current contexts

-ensure you have a plan B and C

-ensure your makerspace projects are real, visible and for everyone 😊

-look at ways to make makerspace practical and consider real world applications

Breijcha, L. (2018). Makerspaces in School: A Month-by-Month Schoolwide Model for Building Meaningful Makerspaces.

Spencer, J. & A.J. Juliani (2017). Empower: What Happens When Students Own Their Learning.

Spencer, J. & Juliani, A.J. (2016) Launch: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student.

 

 

 

 

 

 

Critical Thinking/ Design Thinking- March 29th, 2020

April 13, 2020 / / 0 Comments

Education is not the learning of facts, but the training of the mind to think.”

(Albert Einstein 1879-1955)

The TEDTalk by Hans Rosling, entitled The Best Stats You Have Ever Seen provided some good points on how we promote and encourage critical thinking. When considering design thinking it is critical that we consider new and evolving approaches and are open to novel ideas, innovations and continuously changing ideas. Design thinking is not static, it is constantly evolving and changes with the use of varied technology.

When considering how we use technology to support design thinking and critical thinking in the classroom it is important that we consider the following:

  • It allows students to take learning into their own hands and promotes student ownership
  • Students are able to analyze information and create a product
  • Investigate and gather their own information
  • Students are able to use the information they have learned to think critically about it
  • Process information and evaluate the critical pieces, determine what is important
  • Students can then use the information they have learned and use technology to consider how they will present or explain their understanding

Using technology to support critical thinking in a multitude of ways. I particularly liked the way Hans Rosling discussed using technology for educational research such as getting students to research a community and then compare them to places we live. Students are able to connect with distant communities and countries and think about commonalities and differences. Critical thinking skills are applied in having students engage with materials and discover and direct their own learning. They are then able to sift through information, determining what is important, valid and pertinent information to share with an audience. Design/ Critical thinking allows students to both have exposure to new learning, while reinforcing their understanding (sifting through the important information and retelling or teaching others what they have learned).

I thought I would try making a short video using ShowMe Whiteboard Interactive. You can follow the link for the short video here. While I have played around with a few applications, this was the first time I have created a video of this kind. I can see how this could be really appealing for students and a great way to get them to sift through information taught and determine what the key ideas or talking points entail.

You can check out my attempt here.

http://www.showme.com/sh?h=twXC1qq

I really enjoyed the Joe Ruhl TEDxLafayette video, which focusses on the shift that needs to take place to achieve a classroom that is supportive of collaboration, communication, critical thinking and creativity. It requires the teaching model and methodology to shift from a teacher centered classroom to a student-centered classroom.

He premises the success of a classroom that supports critical thinking by:

  • Providing students with choice
  • Opportunities to collaborate and communicate their learning
  • Allows students to retell the stories of their learning journey
  • Provides students with opportunities to teach, mentor and inspire other students

While this shift away from teacher centered to student centered teaching can be daunting, it supports and cultivates greater independence and ownership in student learning, inspires a new way to bring learning outcomes of the new curriculum and with the use of technology critical thinking and design thinking can be brought full circle.

 

 

 

 

Where do we go from here?

March 28, 2020 / / 0 Comments

We are all stunned by the current state of affairs, this pandemic which has us feeling completely confined to our home and for some place of work. For those of us that have started back to work, it feels surreal as our school environments have completely shifted. The focus on how we can best meet the needs of our students without meeting face-to-face in our schools has many of us challenged with how we are going to adjust in these challenging times.

As we explore how we are shifting our thinking to more online student services we have explored lots of options at our weekly meetings with our districts. Looking at video-conferencing tools as well as many online applications and sites that are now offering free subscriptions for the duration of the school year. We look to share options to support this transition to online learning and navigate the difficulties of social distancing within our own families and our school communities.

I have been posting several options on my Facebook feed but thought I would post them here as well as additional resources for people to draw from.

We are currently trying to shift the focus to identifying what the needs are for our students as well as the needs of our staff. We have been working on district surveys, which we hope will give our district a better sense of what the overall needs are, especially when looking at how many of our families have access to technology (computer, Ipad and wifi).We need to get creative during these challenging and uncertain times as there is no “one size fits all” model that will work when looking at providing our students with continued instruction.

I hope you find some of these resources helpful.

Cheers!

Websites to look into: Brief Description:
https://www.tinytap.it/ Educational games to support math, vocabulary, social skills, nature etc.
www.earthrangers.com Focuses on conservation and environmental knowledge. They provide programming for children to participate in at home, at school and in their communities.
https://www.pblworks.org/what-is-pbl Looks at what Project-Based Learning can look like for students.
www.openculture.com

 

 Free culture and educational media available to students K-12. Online courses, videos, audio books, language lessons etc.
https://www.commonsense.org/education/top-picks/10-great-free-websites-for-elementary-school

(https://www.commonsense.org/education/top-picks/tech-tools-for-learning-at-home

 10 noteworthy and credible sites to support Elementary students

This site also offers lots of options to support at home learning and some ideas for essential tech tools.

 
www.zoom.us Used to facilitate online meetings, videos, webinars for multiple groups of people.
www.weareteachers.com

 

 This site provides a list of children’s authors doing online read alouds and activities.
www.codingwizardshq.com This site provides free classes on coding for students.
www.steampoweredfamily.com Focus activities on STEM and STEAM (Science, Technology, Engineering, Arts and Math).
www.mymodernmet.com

 

 This site allows you to watch livestreams from Aquariums.
www.farmfood360.ca Virtual tools and resources to teach children about agriculture and food in Canada.
www.TumbleBookLibrary.com Site allows you access a wide variety of books online. Similar features to Reading A-Z, however wide variety of popular titles of children’s books.
(Username: tumble735 Pw: books)
www.adventuresinfamilyhood.com Virtual tours and field trips to access online
www.weareteachers.com Lots of great ideas for card games to support math skills.

Living in a Filter Bubble

March 22, 2020 / / 0 Comments

What a crazy week this has been. While contemplating the questions for this week’s blog, thinking of both digital literacies and exploring the notion of filter bubbles, I have also been trying to desensitize myself to the pandemonium which has ensued in my small community. Who knew Spring Break would be spent in our own little social isolation bubbles? As an educator, I have been contemplating this last week what the future looks like for online learners?

Our district has a meeting scheduled this Monday to discuss what a fully online system could like in our small community and the surrounding villages. While I want to remain optimistic that we will be able to continue to provide meaningful learning opportunities for our students, I do question what this is going to look like. There are a few obvious considerations and will be interested to hear what the plan will be moving forward.

We do not have any schools currently with a 1:1 ratio of students and technology, so I am not sure how accessible online courses will really be.

I also question how families will manage with multiple children needing to use technology to continue with as normal a schooling schedule as possible, especially if families are working from home. We are assuming that most families have access to 1:1 technology and I am not sure this is the case.

Furthermore, I am curious to see how we will move forward with many schools staffing not familiar with using these platforms that are being suggested. With educator’s lack of experience, exposure and confidence with digital literacy skills, what will this look like?

Only the future will tell


This week I listened to Rheingold’s podcast of Chapter 2 Crap Detection 101: How to Find What you Need to Know, and Decide if It’s True as well as the YouTube Video, Beware of Filter Bubbles, by Eli Pariser.

Rheingold’s podcast talked about creating virtual communities to combat the spread of misinformation and to think about how we can learn to detect the “crap information” and avoid it.

He focused his initial conversation on the issue of attention, Research has indicated that we are not helpless in the face of all the attractions, we have to assert our attention and be more mindful of the attractions that lure us to buy into garbage news and misinformation. This is fundamental to our thinking and communication.

He further went on to explain that “crap detection” can help us further evaluate resources for authenticity but separating truth from fiction. While there are safeguards or “gateways” in place that ensure that books found in the library are authentic and believable resources, how do we do this online?

While there are many sites as we have explored through this week’s module activity that can support our quest for sifting out fake news, it is important to consider that the future of the commons depends on our online participation being meaningful.

One thing that struck me as interesting was Rheingold’s take on gamers and You Tubers having strong crap-detectors. Something I had not really given much thought, not being a gamer or YouTube fan. He pointed out that gamers and You Tubers have:

  • Developed a community in which they teach each other
  • They motivate themselves and those in their community to do better
  • They develop social and computational filters
  • They create communities and social networks in which they know who they can turn to and discuss issues, current and credible sources

The question now lies, regardless of what your interest and involvement entail with the internet, how can you create these communities and social networks that are credible and trustworthy?

The other video this week, Beware of Online “filter bubbles” by Eli Pariser, was an interesting watch when considering news and trying to stay informed. As Eli points out, it is important that we are able to identify our own biases and beliefs and that we recognize the power that we have inadvertently given our search engines.

This “Trust in Google” notion is quite daunting, as we look for valid, relevant information. We must remind ourselves that we have to seek out alternative views and look for varying information so as to not get caught in a filter bubble of one-sided information. We see this often with “liking” and “joining” groups on social media, more specifically on Facebook and Twitter. While it is important to follow both people and causes that are relevant to us, it is critical that we recognize that these platforms create their own bubbles, where we see similar news, views and opinions.

While Rheingold points out there isn’t really anywhere that provides you with an unbiased perspective. It is important to find a mixture of biases for your “information diet”.

I think what stood out the most for me in Pariser’s video was the idea that behind every algorithm is a person. This idea that social media, in particular Facebook is able to see what links you click on and then use that information to edit the results of what you are seeing, without your consent.

It is important when considering that we use the internet as a tool to learn, communicate and inform ourselves, that we should be shown information that is relevant, important and challenges our views thoughts and opinions, not just those that the internet believes we hold near and dear.

Furthermore, where is the civic responsibility for users to take back control and access information that they deem important, credible and valid?

Why does the internet and its algorithm dictate/ predict the future of the information that we are shown?

This is a huge challenge to overcome and one that is currently leaving us isolated in our own filter bubble.

Rheingold, H. (2012). Chapter 2 Crap Detection 101: How to Find What you Need to Know and Decide if It’s True. In Net Smart: How to Thrive Online. (pp. 77-111). Cambridge, Mass. MIT Press.

Beware Online Filter Bubbles- TEDx

Digital Storytelling/ Storyboards- Bringing Student Learning to Life

March 22, 2020 / / 0 Comments

I have worked in Special education as an LST for quite some time, and I often encounter students who struggle with getting ideas on to paper as well as recalling information. Both written output and memory recall are often common challenges that I see in the classrooms in which I work. We spend a great deal of time thinking about how we might overcome some of theses challenges facing students.

I know that my students have learned much more than they can often tell me, and it frustrates me that it is often discouraging when considering how we might bridge this gap. Often difficulties with written output, working memory and expressive vocabulary limit student abilities to demonstrate their full understandings of concepts taught. However, we really need to just find the right way to support students to show and tell what they know. Digital storytelling and storyboards could be another way to connect with students and understand a new way to learn from each other.

Thinking about working with students who have difficulty with verbal communication, means that we need to seek to understand different channels for them to express and communicate their needs, wants and understanding. Part of my job is looking for varied access points in which students with exceptionalities can access the curriculum and further more, look at ways in which they can communicate their learning.

Looking at some of the resources provided to us for this course on digital stories and story boarding has me considering this as a great way to explore student understanding. As we explore and look at applications to create digital stories for our group project, I can see how these will help students to show and tell what they know in a new way that can offer a voice to those students who have previously not had the opportunity or been given the benefit to do so.

Shelley Moore speaks to the concept of presuming competence while being a timeless advocate for inclusion and providing equitable opportunities for students with exceptionalities. She has done many great TED Talks, however my favorite is on how we make assumptions that often influence how we act and teach our students. Her video is poignant in recognizing that all students can contribute to their classroom communities, we just need to figure out how, and what that can look like. See link below.

https://youtu.be/AGptAXTV7m0

I think about the use of many applications such as Brain Pop and NeoK12 which provide students with interactive digital stories and lessons that are creative, interactive and engaging and think this could definitely bridge the gap of students demonstrating their learning, especially with the online assessments provided.

“brainpop-digitalcitizenship” by kjarrett is licensed under CC BY 2.0

Storyboards can be used to create visual images for a script. In addition, they can be looked at as the visual representation of the story itself. There are so many details that can be packed into a drawing.

The use of a storyboard or a single illustration can be a great example for a student who struggles with language or written output. We often think of illustrations accompanying stories, however these illustrations can tell us a great deal of what a student is thinking, questioning and understanding.

I think that digital storytelling can be used as a great way to connect with students and explore a new lens that can be seen as strength-based, support different abilities, learning styles, interests and opportunities.

 

 

Digital Storytelling

March 19, 2020 / / 0 Comments

I like the concept of digital storytelling and can see how beneficial it could be to increase overall student engagement in both learning and demonstrating an understanding of a topic. I have not yet had any experience with digital storytelling in my teaching practice but look forward to exploring it.

I think digital storytelling could really support the needs of a diverse and wide range of students, especially those who may be very uncomfortable with formal presentations in class or speaking in front of a group of peers. Especially for those students who experience anxiety or lower self-confidence. Using digital storytelling to create a video to share and demonstrate one’s learning could be a powerful tool for those students with social anxieties.

In addition, I see digital storytelling used as a tool to advocate for change, get students inspired to seek change and increase overall investment and participation. When students can make meaningful connections and take ownership in their learning journey they are far more successful in learning and applying the learning outcomes into everyday practice and the “real world”.

It’s further interesting to consider if we could reach more people and be more effective with spreading messages through digital storytelling. I wonder if this format is in fact more convincing than traditional teaching methodologies? With the ever-evolving use of technology being used both in and out of the classrooms and the overwhelming number of social media platforms that people are vested in, my guess is “yes”.

I thought I would check out a few apps being used for digital storytelling seeing that I am clearly behind with the use of this technology. I looked at ShowMe Interactive Whiteboard, Toontastic and Adobe Spark Page. Here are a few notes on each with what I found.

ShowMe Interactive Whiteboard– this was easy to use as you can turn your iPad into your personal interactive whiteboard. You can easily record your voice over whiteboard tutorials that you type, draw or upload pictures to. Very easy to use and easy to upload online. I found a free version, while you can upgrade for additional features for an added cost. As I played with this app I thought of how useful this could be working with a class that I co-teach in, exploring this as a means of presenting for Heritage Fair.

Toontastic– this is a very easy storytelling learning tool which enables you to use drawings to animate and share your ideas through cartoons. I could see this being a great way to get students to demonstrate their learning or create narratives through oral storytelling. I liked that you could select the images provided or draw your own. In addition, you can select from several backgrounds or upload your own picture. Again, this was free although options are limited, you can upgrade for an added fee. The only limitation I found with the narration is that it didn’t seem to give you very much time to narrate each section, however once finished you can easily upload to several other platforms, email yourself etc. I could see this being used as a fun way for students to share a few points of what they have learned or to use for a story writing unit, where students could practice their oral storytelling skills. There are several templates to choose from ranging from very easy (beginning-middle-end) to more complex. I was impressed with how easy this was to use.

Adobe Spark Page– this is a great app that is designed to make creating videos really easy. You can upload additional videos, add music and captions as well. There are easy to follow tutorials that make mastering these video productions. This is the app that I am using for our group project to explore student inquiry. I think it lends itself to lots of options for usage and again was free. Of course, you can upgrade for a fee, but it is surprisingly easy to use, although for the age of my students (Grades 3-4). I think initially I would start with the ShowMe Interactive Smartboard.

“My Iceland Spark Page Featured” by Terry White is licensed under CC BY-NC-ND 4.0 

Here is a quick tutorial that explains how easily and quickly you can use Adobe Spark to create a project.

https://youtu.be/gx0CrC8bqTo

I feel that opportunities for students and teachers to engage in digital storytelling, provides them with ways to make learning and teaching more engaging and allows the audience to connect and identify with the message of the story.

I recently watched a video through TEDx on digital storytelling. Ashley Fell, discusses how in our current climate, with the overuse of screens and social media, how the power of storytelling is able to inform, instruct and inspire audiences alike. Here is the link to watch the TEDx talk on YouTube, it is well worth a watch.

https://youtu.be/mSi0kmqOBu4

Digital Literacy Framework- Thoughts

March 17, 2020 / / 0 Comments

Looking closer at the Digital Literacy Frameworks

What is the purpose of the framework?

The purpose of the BC Digital Literacy Framework has always been to prepare and ensure that students were “digitally literate at an early age.” However, this understanding, definition and interpretation depends heavily on the context in which it is designed. In considering what was developed as a guide for educators and school districts to use, was not a mandated document but rather a tool to guide further discussions and learning around the contexts of online learning, use, ethics, values and morals around the use of technology.

The document itself feels very much like a snapshot or overview of what a digital literate student should learn and understand as well as can be a helpful tool for educators to use in alignment with curriculum development and assessment.

While the current BC Digital Literacy Framework includes important skills for today’s students to learn, know and understand we will further discuss what is missing from this concise and thoughtful list of considerations. The current characteristics of digital literacy are:

  • Research and Information Literacy
  • Critical Thinking, Problem Solving and Decision Making
  • Creativity and Innovation
  • Digital Citizenship
  • Communication and Collaboration
  • Technology Operations and Concepts

While the current framework is thorough it could take further steps to break each section down to include digital competencies for each year/ grade to align with the new developments in the curriculum. It is having said this, evident that the BC Digital Framework was a reference for the developers of BC’s New Curriculum. While I understand that the new curriculum was developed with many teachers and educational stakeholders’ involvement, I do wonder if the development of this framework included the same level of involvement of teachers.

What is missing?

Something that stood out to me was the current BC Digital Literacy Framework does not include the indigenous perspective or content. In addition, I also feel that the current framework does not reflect a totally inclusive approach, involving best practice indicators that will be not just equal but equitable.

How will this framework address the inequity that exists around the increased use of technology used in schools for those who do not have adequate access to it?

 How I can use this moving forward

I am particularly interested in the digital literacy # 3 Creativity and Innovation and # 5 Communication and Collaboration when looking at project-based learning. As being a learning service teacher is a large part of my current position, I do a lot of collaboration and co-teaching with teaching and looking at making things accessible to all learners is a huge part of the overall focus, one area that I am very interested and passionate about.

When looking at the section on creativity and innovation, I think about how the use of digital literacy can support students to better demonstrate their creative processes and levels of understanding. Students are able to do this in a way that is self-reflective and personalized, not just in how they use these creative outlets but also how they meet the needs of their individual learning styles and abilities. They are able to learn how using digital technology can support their learning but also think about how such unique expressions fit with the way they learn themselves. This aspect in BC’s Digital Literacy Framework supports students to focus more on the process of their learning journey rather than looking at the finished product in isolation.

In addition, the section on communication and collaboration focuses on students working collaboratively to support individualized learning and contribute to the learning of others. Collaboration is paramount when looking at building an awareness of digital citizenship, recognizing that everyone contributes to the greater picture and looks at the importance of students recognizing and understanding differences between learners as well as the cultures around them. Communication and collaboration are great skills for students to learn that transfer to the real world and prepare students for life outside of school. They also encourage students to become more socially responsible with the learning, thinking about how their contributions add to the bigger picture. I feel there is a greater need to increase opportunities for collaboration and find ways to connect students to their learning on a more personal level. When students feel vested, are interested and engaged in what they are learning that learning becomes more meaningful and more applicable in the real world.

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