Ed Tech Mindshift

Category: Distributed and Open Learning (Page 2 of 3)

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.

Comments from the CBC Podcast

January 27, 2020 / / 0 Comments

https://www.cbc.ca/radio/spark/spark-guide-to-life-google-for-education-1.4806191

Our ed camp discussions focused around the security and privacy of online learning and some of the challenges facing both students and educators. While teachers are encouraged to use technology in their everyday teaching practice, there are some real challenges with upholding the security and privacy for all students. As we discussed, there are often not many alternate options to support families who are reluctant to embrace certain platforms.

It seems that there are many assumptions made around using technology for education these days. Technology should improve and enhance student learning, not replace what is currently being used. As I discovered through this podcast, Google for Education is finding its place in education, however growing concerns around privacy and security appear to be at the forefront of this conversation.

The general worries around technology and security, (establishing informed consent) so that students can use platforms such as Google for Education, lead to misunderstandings around information sharing. While Google for Education appears to be the current trend, this idea that technology bridges the divide among people, by creating greater access, it can actually have the reverse effects when it comes to concerns with privacy and security. Parents have to provide consent for their students use, however as one parent noted, there is often nothing to replace tech options, so if you choose to opt out you are willingly putting your student at a disadvantage.

While in our group discussions it did not appear to be a huge concern, it is still a consideration. While the number of students not allowed to use these platforms are few, it begs the question of what we use in exchange? In addition to general concerns that parents have around information sharing and privacy, these online platforms also lend themselves to greater concerns around online etiquette that needs to be taught prior to using any of these platforms. Our discussions led us into talking about the potential for online cyber bullying and the need for online etiquette to be pre-taught as well as the appropriate measures needed to monitor online platforms.

One example provided for group discussion, that came up was the Whats App, which allows students to participate in group chats, while their teachers can also be included to monitor the discussions and ensure that conversations are about the content and respectful.

Google for education premises their products as offering students with an opportunity to collaborate, communicate, explore their creativity as well as gain critical thinking skills. Ed-Tech should enhance student learning or provide something that is not already in place. Using Ed- Tech in the classroom is incredibly valuable, especially when we can offer students exposure to tools that will be relevant to them later on in the work force. Using technology and  collaborating in a meaningful way, prepares our students for the future and real world applications they may require in their careers.

The podcast went on to address the worries that parents have about their children spending too much time on screens. Google for education would argue that its more about the quality of how the time is spent online. For example, students may be encouraged to read more news online, or collaborate and communicate through various forms of social media or social gaming. Their thoughts are that students may in fact become better communicators because of technology.  While I have seen some improvements in many of students have opportunities to practice their reading in ways that are perhaps more engaging (through online books), I personally am not buying the communication piece. While students do have opportunities to engage socially in online gaming, I do not feel this is adequately equipping them for real life experiences and everyday social interactions. It may in fact be hindering their ability to have face-to-face conversations.  General access to technology is so broad, its really hard to manage both at school and home, and further determine if communication and collaboration are happening in meaningful ways online.

Having said this, the power of collaboration is a wonderful thing, especially if it is used to make meaningful connections. The Podcast drew upon a wonderful example of a teacher that used her connections to communicate with a teacher in South Korea. She was able to do an impromptu lesson via video conferencing / Skyping and was able to share experiences and communicate with one another from the other side of the globe.

There are lots of ed-tech options out there that allow us to connect with others and make information more accessible, however we have to be aware of how that information will be protected. FOIPPA (Freedom of Information and Protection of Privacy Act) is in place to protect the privacy and security of personal information, and its important for educators to explore social platforms that are supported by these laws especially when considering where this information will go, long after we are done using it.

It is difficult to know what might happen to data in the future? Information can accumulate over time through schools (especially if you are using a platform for reporting and information sharing such as Fresh Grade).

As we discussed in our group chat it is vital to use a social/ educational platform that does not infringe on FOIPPA and even better to find a platform that is local, as to ensure that vital information is stored in Canada and not in the U.S.

The experts argue that while you should know about how your child’s information is going to be used, collected and disclosed, most people get hung up in the rhetoric of privacy and security.  They argue that it is a level of “misinformed hysteria” of individuals information being shared. While some may argue that student personal information is going to be meaningless to others (the FBI for example), others feel very unsettled knowing that their information is floating around .

Either way, as long as parents are given the appropriate information and education to make informed decisions for their students, the rest is really preference and comfort level. As educators who are encouraged to use technology to its fullest, support needs to be provided around alternate options for students, who may choose to not participate and have their information shared.  On the flip side these platforms provide today’s teachers with dynamic opportunities to teach and make learning more engaging and collaborative through a shared network.

Thoughts on Module 4

January 19, 2020 / / 0 Comments

Thoughts from the readings of January 14th

Knox, J. (2019). What Does the ‘Post digital ‘Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Post digital Science and Education.

https://doi.org/10.1007/s42438-019-00045-y

“The post digital might be usefully developed as an alternative view of human-technology relationships, and one that challenges common sense ideas about the sequential progress of technology, which tend to limit responses to either an embracing of futuristic technological enhancement, or the desire for a sentimental return to a more ‘natural’ existence.”

I wonder what would happen if we lost access to much of the technologies we have today?

Would we fall apart both professionally and personally?

Have we created an unnecessary reliance on the technologies used today?

Is technology considered essential to our existence?

How does technology effect our educational experience?

The idea of using technology, (regardless of the capacity) should make things easier to do, or enhance the quality of our education.  Technology should be used as an “add- on” enhancing what we are already doing, not replacing something already. I often wonder if technology is being used for the sake of, rather than used in a meaningful way to enhance the learning experience and promote a greater level of understanding?

“propelling humanity towards social equality, or as a dehumanizing force, set to rob individuals and communities of authentic life experience?”

While the idea that digital technology should bring people together, and narrow the gap in terms of access to education, it appears in many ways to create a greater divide and highlight the inequalities that still exist within education.

Caines, A., & Glass, E. (2019, Fall). Education before Regulation: Empowering Students to Question Their Data Privacy. EDUCAUSE Review, 54 (4). Retrieved from https://er.educause.edu/articles/2019/10/education-before-regulation-empowering-students-to-question-their-data-privacy

Photo courtesy of Pixabay.com

 

“If students want to participate in standard educational activities, they often have little opportunity for real choice or consent around what data is collected. Additionally, once the data is collected, students have little visibility into how that data will be leveraged, monetized, or exposed later on.”

I think students often don’t think about how their data is collected, and most parents are likely unaware as well.  There are consents required for students to participate, however it is questionable how much of what parents are signing off on, they truly understand, recognizing that their participation is voluntary. Schools have a responsibility to educate students around technology, especially if they are going to use it. Part of that education needs to be around awareness and the protection of privacy, while also teaching students about the value of data collection, I think we should be able to have both. In addition to learning about appropriate usage, should also include learning about online etiquette, so that all participants understand their moral obligation to be both ethical and respectful online.

“We believe that the classroom might be leveraged as a powerful site to raise student awareness about the complex struggles occurring with data privacy.”

I think we have an obligation to teach students about safety and privacy of information pertaining to the use of technology within the educational setting. I do worry that we might scare students about the issues of privacy if not careful. The article suggests an approach which includes a statement within your course syllabus that invites students to consider their data privacy and to further discuss concerns with their instructors or other campus members. While I think this is a good start, we do want to caution students, and not scare them.  Engaging in conversations around these issues is a great start and hopefully will lead to greater problem solving around data privacy.

Some questions to ponder further:

How are social networks used for educational purposes being responsible for the collection and safeguarding of information so that they aren’t infringing on FOIIPA?

How do educators know which social networks are safe to use? I tend to follow the lead of our I.T. department, but ultimately how do we know which are truly secure?

What do these social platforms mean for educators today? (Example: who is seeing it? What standards are being set? Who is monitoring these systems? What kinds of pressure is this putting on educators?

How much pressure is put on teachers to use social networks for home/ school communication or in general?

How much pressure are schools putting on families to access these platforms? Especially when looking at those marginalized groups? How are they accessing information?

Who is responsible for closing the gap for marginalized community groups?

How do we create a mutually agreed upon online space where everyone can participate?

Open Education- What does the future of ed- tech hold?

January 19, 2020 / / 0 Comments

This week I am going to highlight a few things from each article that really stood out and resonated with me as well as some questions for further considerations. Having spent most of my time in Special Education, both teaching in the classroom as well as working as a Learning Service Teacher and not having had as much experience with using technology to its fullest potential I often find it more challenging to connect with the material. However, I felt like I could really connect with the material this week.

Neil Selwyn, Thomas Hillman, Rebecca Eynon, Giselle Ferreira, Jeremy Knox, Felicitas Macgilchrist & Juana M. Sancho- Gil (2019): What’s next for Ed-Tech? Critical hopes and concerns for the 2020’s, Learning, Media and Technology. https:// doi.org/10.1080/17439884.2020.1694945

“Schools around the world continue to face deficiencies in resourcing, significant inequalities of educational opportunity, alongside poor-quality teaching, curriculum and school organization.”

One would hope that Ed-Tech will be able to support and extinguish some of these disparities, making education more attainable for those who lack opportunities to engage with it, but even still we face many challenges when looking at education and technology in the future.

This article looks at the inequalities in the ways that people use and access technology both informally and formally.

“While the technologies are fast changing and these explanatory models are increasingly sophisticated, the basic message remains the same. Those individuals who are well-resourced and have strong educational backgrounds are likely to benefit the most from digital education.”

This is a challenge for me having spent most of my teaching career in Special Education. This idea that technology should make things inherently “easier” is not the case when the access to technology is not equitable. The increased use of technology I have seen in the schools in my district, however increasing the amount of technology used in school has little or no effect on the access of technology available in marginalized homes.

“To date, policy makers have tried to ‘fix’ these problems by focusing on improving technology access in schools and homes and/ or supporting the development of digital skills.”

Our district has thought about installing kiosks in each school so that technology such as (I pads, laptops and computer stations) are accessible to all. This idea was thought of to encourage families that do not have access to technology at home to come in and use the kiosk to look at student work on fresh grade (as an example). This does not address the socioeconomic, systemic and historical disparities which has kept much of the marginalized population out of the education system in the first place. I don’t currently see this solving anything.

“Initiatives that focus on access and skills are likely to remain an ‘easy’ way for policy makers to signal that they are ‘dealing with’ inequality. Instead, the 2020’s need to be a decade when researchers spearhead a change of approach.”

Questions for further consideration:

When does inclusion exclude?

Who is responsible for making technology in education accessible for all students?

How do we address the inequalities in these wider social structures?

How should we be preparing ourselves for the ed- tech that is still to come?

 

In addition, the article also speaks to the responsibility of establishing a digital society that is sustainable. In the past, digital technologies have been used in excess. The level of consumption and discard is overwhelming, and this is all so true in schools. We see education come and go, like fads and trends. We often get excited about the “next best thing” and educators are often pressured to keep up with the new and ever evolving technologies, however due to budget restraints, schools often find themselves without technology or worse
 teachers start to feel proficient in using new technology and before you know it, it is replaced with something else.

“Digital technologies have been excessively consumed and discarded over the past 20 years in the name of education ‘innovation’.

The environmental and ethical impact of digital technology is completely overwhelming. Where do all the old technologies in districts go to die? I am sure there are rooms in every district littered with debris that once was “the next best thing” in school technology. I can appreciate the authors thoughts on these considerations. As part of the planning process, thinking about what ed-tech could look like in the next 10-20 years we really do need to consider how we might adopt more mindful approaches in how we and what we select for digital technology, looking more at the big picture and considering the long-term effects of unnecessary over consumption.

Stephen Downes, Digital Technologies Research Centre National Research Council, Canada.

The article from the International Journal of Open Educational Resources, written by Stephen Downes addresses the consequences when looking at the future of open educational resources. He discusses how the flow or process of information transmission will change through open ed. The previous format of information transmission was from the producer to the consumer. When we now look at open ed, the model will work more as a tool for consumers to use as a means of creating their own content, which they can then consume or use/ share with other consumers.

Through the ever-changing format of open ed, the development can focus on what is required or necessary in that moment in time.

“Developers are now able to use live data for real-world applications, or local or downloaded data for training or for simulations.”

The learning becomes more relevant because it connects learners to real-world applications and experiences. Learning though open-ed therefore becomes less about information transmission and more about learning process and the practical application. I appreciate this shift when we think about learners and meta cognition. We know that students learn best when they can explore and connect with ideas and materials and create their own meaning.

Other questions for further consideration:

I am curious to see what impact open education and the assisted learning design systems that Stephen Downes talks about will have on teachers and their practice?

I wonder if assisted learning design will lead to students having more options to demonstrate their learning through greater means of expression (varied learning styles)?

I am curious about this, because while I am not as comfortable with technology, I do look to differentiate as much of my teaching as possible to allow students to engage and connect with the material I am presenting but also allow for multiple means to explore and demonstrate their learning through varied learning styles. I would hope that AL will lend itself to more flexibility.

Reflections from Module 3

January 9, 2020 / / 0 Comments

 

Summaries of Module 3: Open Educational Practices and Learning Design

What I found useful from the readings:

Dabbagh, N. (2005). Pedagogical Models for E- Learning: A Theory-Based Design Framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44.

This article was interesting and incredibly insightful. Dabbagh explains the pedagogical models, instructional strategies and learning technologies. The strategies presented are focused around their application to E-Learning, however they are applicable to many learning experiences.  Many of the pedagogical models presented: open learning, distributed learning, learning communities, communities of practice, knowledge building communities — Other instructional strategies discussed: authentic learning activities (problem-solving, exploration, hypothesis generation), role play, articulation and reflection, collaboration and social negotiation, multiple perspectives, modeling and explaining and scaffolding.  Dabbagh looks at how transformational learning can be achieved by looking at how technology can be used to support pedagogical models and instructional strategies. I especially like the section of the article focusing on promoting authentic learning activities. When I think about my own teaching methodologies and values I pride myself on developing engaging activities which are realistic, relatable and create meaning. I believe that when students make connections, their engagement increases therefore making for more of an authentic learning experience. Meaningful learning that occurs through relevant learning activities, lend themselves to using skills taught to make real world connections.

Conole, G. (2018). Learning Design and Open Education. International Journal of Open Educational Resources. Retrieved from https://www.ijoer.org/learning-design-and-open-education doi-10-18278-ijoer-1-1-6/

What I found not so useful from the readings:

I found it really difficult to stay focussed on the article by Conole, Dyke, Oliver and Seale (2004). While the summaries of learning theories are helpful when looking at what informs my teaching practice, I think a lot of information presented was not relevant to the context of my current teaching practices. It is difficult to consider and compare learning theories when practical examples of the models are not presented. It makes it more difficult to look at the values (stretches and strengths) of each theory presented.  Having said this, I do like the way table 1 summarizes the learning theories and models, their characteristics and how they might be used or seen in the context of e-learning. I also like how there are other pieces of literature recommended for each of the learning theories for further exploration and consideration. I did overall have a hard time connecting with this reading though, while linking pedagogy with activities and associated tools and resources is helpful for further exploration, I don’t see myself mapping out learning theories to the models presented. It doesn’t feel to me like a realistic practice I would do.

This article looks at the efficacy of teachers and students’ perceptions of OER in its practical application. I especially connected to the section on the challenges facing educators, education and the government today.  Some of the key take a ways from this section included:

  • Approaches to education have changed in such a way that students have become less patient with teacher-centric styles of education. (This makes me think about whether we should question the changes in educational practices, or think about other factors such as over use of technology at home, family life, diet etc.)
  • Education is becoming more expensive while at the same time information is more ubiquitous.
  • Learning pathways are changing as people look to increase their learning in bite-sized chunks, rather than committing to years of university. (This is interesting as we find we have greater access to information of all types. We can look on YouTube or Google something to explore answers to questions we were once curious about. Rather than having to access other professional services, I can now google or look on YouTube for a video that will “show me how”.)
  • These pathways also lend themselves to shifting from acquiring a specific one-time experience to providing lifelong opportunities to enable learners to acquire skills useful across multiple careers.
  • Expectations are high with adopting innovative teaching approaches, alignment of teaching standards, growing requirements and demands on professional development. (I think about the support and training that is available to educators, also the pressures that we often feel with keeping up with the next great thing to enhance our teaching practices).
  • The rise of knowledge economy, the impact of technology, especially with the open sharing of educational resources.

Exploring Open Learning

December 3, 2019 / / 0 Comments

Exploring Open Learning

As much as we hear that technology is always changing, I did feel that the overall theme of the reading for this week demonstrated that technology and education might not be adapting as quickly as we might think. This can be a huge issue and frustration for many educators and school districts as are looking for immediate results and want change quickly, however change can be difficult and when your looking at the use of technology in education, its important that both technologies and educational practices compliment each other. In addition, its also vital that time be given to practice using new technologies, analyze and reflect on its usage to determine its potential (both how appropriate it is in supporting our learners and how effective it is in enhancing the overall learning experience.) One frustration I often have, is seeing technology used for the sake of using technology and not evaluating how the technology enhances the learning experience. If the technology doesn’t make learning more fun, engaging, accessible or effective- what is the point?

Despite the fact that I graduated from teachers training in 2005, I am not as familiar with using a lot of technology that is out there to support learners. I am familiar with the obvious tech that our district has promoted such as the use of Ozobots and Spheros which are used to teach coding skills, however I feel really removed from so many of the other ways technology is incorporated into everyday teaching practices. In particular when we explored the use of Social Media during our summer course. I was honestly, completely oblivious to the fact that both high schools and universities would be using social media services such as Facebook and Twitter as a way to connect students to the greater school community and their professors.

Weller points out that social media has both negative and positive effects on education. While Facebook and Twitter can be used to allow students and educators to connect and communicate in ways that have not been previously explored, many of these social media platforms are used for other means other than communication. They are often end up being chains for communication that can easily misinform or twist information as well as present an outlet for people to breed negativity about a particular subject. What bothers me the most about exposing or encouraging young people to use these platforms as a way to communicate, is that they are young and vulnerable and I worry about the perceptions that many students have, especially with famous figures, influence-rs etc. that are portraying particular lifestyles or painting a picture that is not reality, therefore causing unnecessary pressure on young people to feel that they need to be more, that they are not enough. This is a huge problem.

While we do provide education to support our students to learn how to safely navigate the internet and stray away from negative figures, bullies etc. Much more needs to be done to support preventative measures. Students don’t need lessons on navigating social media, they can teach us a thing or two, but rather how to protect themselves while engaging in social media.

I do however like the idea of using Blogs for educational purposes. I could see using blogs with older students to document thoughts, ideas, explore questions and curiosities with others. I could see this being an effective practice to use to for novel studies or perhaps for a Social Studies unit, to have students reflect on content and share with one another. Having said this, I am not really sure how much reflection takes place after a course is over. I can’t see myself going back and further reflecting. In the context of our courses, it is helpful however for the purpose of curating ideas, thoughts and overall themes covered.

There have been many technologies that have come and gone, in one minute and then out the next, or built up so much that by the time schools have the money to implement these technologies district wide, the tech has changed and we are on to the “next best thing”. While these technologies seem encouraging, they too change with the evolving teaching practices, curriculum and overall methodologies.

Readings:

  • Weller, M. (2018, August). Twenty Years of Edtech. EDUCAUSE Review, 53(4). Retrieved from https://er.educause.edu/articles/2018/7/twenty-years-of-edtech
  • Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in Distance Education. Distance Education, 37(3), 245–269. https://doi.org/10.1080/01587919.2016.1185079

Blog #3 SAMR and TPACK

September 24, 2019 / / 0 Comments

Blogging in Week 3: Looking at SAMR and TPACK
EDCI 571
September 24th, 2019

These readings were helpful and allowed me to have some good reflections when it comes to evaluating two new models that can support the development and evaluation of using new technologies in my everyday teaching.

The readings lent themselves well to considering how teachers are using and incorporating technology into their instructional practice, this idea of looking at collaborative practices to further enhance and influence student engagement and motivation for learning.

I had not previously heard of the SAMR model before so it was interesting to read about this approach in looking at how technology can be used to go from simply enhancing learning to transforming learning. I definitely see as we shift to using the new curriculum in our province that the use of promoting technology in the classroom, further supports many of the core competencies and “big ideas”. Specifically looking at how the use of technology can be used to transform learning that leads to higher level thinking skills.

I am particularly interested in exploring how the use of technology can be used facilitate and improve literacy. Improving our literacy rates is always something our district strives to work towards and is something we have had embedded in our school improvement plans the last number of years. I think that technology can certainly support and improve the learning needs and perhaps lend itself to make the learning more interesting and meaningful. We do a lot of work around supporting our students to read for pleasure and interest, and I think about the potential use of technology and how this might aid students in their efforts to improve phonological awareness, increase fluency and accuracy and support with comprehension skills. I think after reading about both the SAMR and TPACK models, they will help to support me to further determine how I will choose to use technology better in my everyday teaching.

Both tools can be used to support and inform the use of technology in the classroom setting.

In looking at the SAMR model, the acronym can be broken down in the following way. The examples provided came from the online video: https://youtu.be/9b5yvgKQdqE

The example provided with the writing assignment made it clear to see how technology can be used to transform the learning process rather than simply enhancing the learning process.

Substitution: Tech acts as a direct tool substitute, with no functional change to the task. An example of this might include writing a story using a laptop to type the story rather than print the story.

Augmentation: Tech acts as a direct tool substitute, with functional improvement. The same example could be used, only students would use the same technology (laptops) to type their stories, while also being able to use additional features such as changing formatting, fonts and using spell check just as an example.

Modification: Tech allows for significant task redesign. The same story could be written using Google docs, where students can also use collaboration through feedback.

Redefinition: Tech allows for the creation of new tasks, previously inconceivable. In this example students could create the stories and then bring them to life using video to create multimedia story boards, create animation and include voice over. In this example students are able to employ the use of technology to enhance their skills in creativity, collaboration, critical thinking and communication.

The SAMR model allows for educators to think about how the use of technology can be used to transform the learning design.  “Transformational learning activities that are truly personalized, situated, and connected through the use of a mobile device will go beyond merely using a mobile device as a substitute for more traditional tools. The SAMR model provides a framework that can be used to classify and evaluate mLearning activities. (Romrell et al. (2004).

They encourage educators to think about the following types of questions to inform their decisions around implementation of technology.

Q: What will I gain by replacing the older technology with newer technology?

Q: Have I added an improvement to the task process?

Q: Does this modification depend on the new technology?

Q: How is the new task made possible by the new technology?

If I have to make a criticism of this model, it is that classroom teachers may find this somewhat frustrating as they work to try to incorporate technology despite level of comfort, access to adequate training as well as access to adequate technology. Teachers are often skeptical and resistant to using technology in the classroom, and in my experience a lot of the resistance comes from a lack of training and exposure with technology. Teachers often do not feel they have the appropriate training or opportunity to utilize the available technologies. The technology changes so quickly, we often don’t feel that we get to use the technology enough before it is changing yet again.

 

TPACK: Technological Pedagogical Content Knowledge

Koehler and Mishra (2009) outline the TPACK model allowing teachers to evaluate and analyze their everyday teaching practices through three particular areas or lenses: content knowledge, technology and pedagogy. This model allows for teachers to recognize the value of each skill-set, while looking at how each of the areas compliment one another. This model is student centered and promotes more informed planning from educators and speaks to the intentionality of each area (content knowledge, technology and pedagogy). This model will require ongoing analysis and adjustments as teaching practices change and technologies evolve. In addition, this model allows educators to identify and focus on their strengths and also evaluate their “stretches” or areas to further explore and work on. Educators are able to explore, much like our students explore their learning, reflecting on learning needs and styles when exploring how they will best employ the use of technology in their classroom. However, if I have to make one criticism of this model, it is that the TPACK appears to be teacher centered rather than student centered.

I have worked to evaluate my own intentionality of incorporating the use of technology in my everyday teaching practice. I feel that the SAMR model works well with evaluating how I can use technology to better my practice and think about how it will contribute to improving students learning.

 

 

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