"Education is the most powerful weapon which you can use to change the world." -Nelson Mandela

Day: November 11, 2024

Hey! Bum, Bum, Bum. Got Any Grapes?

The upside-down duck head.

As you maybe guessed from the title of this post, my first plushie creation is a duck! (What makes the title even funnier is that I don’t have any grapes at the moment.)

The rubber duck-like plushie seemed like a good place to start. It seemed like a small plushie and the pattern had simple techniques that I felt I could execute well. The pattern made me feel like it would be hard to find something to mess up and easy to fix any mistakes I made. For a beginner plushie-maker, this eased my already high anxiety.

Most of the duck’s body.

The Daisy the Duck pattern was posted onto the LoveCrafts site by creator FollowTheYarn. The pattern was free and came in an easily accessible PDF format. The pattern is very short, as the duck is meant to easily fit in your palm, so the steps themselves only cover 2 of the 4 pages. The other 2 pages contain a list of necessary materials, what each of the abbreviations in the pattern stand for, and a very large final project picture. Speaking of pictures, there were plenty of pictures showing several of the different stages of the duck’s creation. This also helped to ease my anxiety, because I could reference those photos to ensure that I was on the right track. Above all, this was a decent pattern for a beginner like me to start their plushie journey with. (Minus the beginner-unfriendly issues that I describe below.)

Had to add some stuffing next!

There were several roadblocks that I came across (which any great journey contains). Due to plushies being circular or circle-adjacent, I needed to use a stitch marker to ensure that I knew where I was at in each round/row and when to switch to the next one. I found that also counting the stitches in each round after I had finished it, and ensuring that the final total matched what the pattern said, was a good way of double-checking my work. (I thank myself for learning how to count stitches and use stitch markers before this point.) I thought that these strategies and the skills I learned before would be all I needed to execute the pattern properly. Oh, how I was wrong.

This is round 3. It reads: 1 single crochet first, 1 single crochet increase second, and repeat that 6 times. The 18 just states the number of stitches that you should have when you are done that round.

The first actual roadblock I faced was just reading the pattern itself. I got to Round 3 and thought, “What the heck is this?” (This was maybe said in more colourful language. Probably.). I had no idea what the brackets or the comma meant, but I at least knew that single crochet stitches and single crochet stitch increases were involved. I searched in desperation for help and found Amy’s Amigurumi Adventure’s video. Their video not only taught me how to read that exact round of the pattern, but also taught me the exact meanings for the brackets, the comma, and the number at the end of everything. I applied this new knowledge as I was following the rest of the pattern. Crisis #1 averted.

This is the completed body of the duck.

Crisis #1.5 was a mixture of tension issues and large spaces between stitches. I originally blamed the yarn for its strands splitting apart and causing me issues, but, in hindsight, I think I was just making the tension wayyyyy too tight. Also, I wanted to ensure that the holes were small, but I think I was just being really picky because none of the stuffing has decided to pour out of them yet. I think that I was also too harsh with the larger holes that were caused by the increases and decreases (compared to the regular stitches). I did a comparison between the regular and invisible versions after I finished the duck (I used the invisible versions on the duck even though it was not specifically called for), and I definitely made the best choice to get the smallest holes. Crocheting is always going to leave behind some holes, and I just gotta deal with that.

I had to pin the beak in place since I needed my hands in other places.

Crisis #2 came when I had to close up the plushie. I had assumed that the pattern would guide me through that process, but, much to my dismay, it did not. Once again, I had to look to an outside source for help. I decided to head back to the Woobles tutorial page, since I knew for sure that I could find what I needed there. I was surprised to find no video when I clicked on the How to finish amigurumi link, but the 4 pictures with short, well-explained text under each were easy enough to understand, and I had my duck closed up in no time.

Beak on and one eye done!

The last steps were to create the beak and sew it and some eyes on to the duck’s face. The pattern called for button eyes, but I felt like I could embroider them decently enough. I also did not want to go downstairs to raid my mother’s button jar and probably not find matching eye-buttons anyways. Admittedly, the sewing and embroidery were probably the hardest parts of this plushie as I have not really practiced my embroidery skills at any point in my life. I was also doing this on a piece that was not flat, so that added to the difficulty level. The beak may be a little bit crooked and the eyes a little beady, but I think that I still did a pretty good job for my first real try at something like this.

Overall, I am proud of my palm-sized duck plushie. There was a lot that I had to learn in a short time, but I didn’t give up mid-plushie nor when I poked myself with the embroidering needle many, many times. There are kinks in my process that I have to work out still, but I am still excited to try another plushie!

Up Next: Doug the Mini-Dino

Distinguished Duck Cat.

How do we Teach Digital Citizenship?

Graphic from AnglesMasrampinyo.

The articles written by Nathan Jurgenson and Jason Ohler encompass at least most of my thoughts about technology incorporation. Our world is so interwoven with technology that it is hard to escape any type of screen. Of course we have phones, but there are TVs in waiting rooms, billboard screens, and even screens on the displays of cars now. Unless you go out into the unconnected wilderness, you will likely interact with at least one screen and/or the digital world in some way every single day. Technology is now an unavoidable, and essential, part of our lives; so much so that people have been calling the ability to access the digital world a human right. When I consider this idea in the context of our Canadian society, I believe that statement to be true. Without giving access to technology, or teaching students about how to navigate the digital world, they will not be able to apply for jobs as most job applications must be done online, university courses become inaccessible because coursework and documents are mostly online even if there is an in-person element, office jobs are done almost entirely digitally, and much more. Without access to technology/the digital world and the training to know how to use it, we set up students for failure in our digitally infused world.

Graphic from ViewSonic.

Hence, technology and the training to use it should be incorporated into what schools teach. Otherwise, our students will fall behind their peers in technology proficiency and will be unable to access many of the opportunities that their peers can. The first step to ensuring technology proficiency in our students is to ensure that they have access to the technology and the digital world. We need the funding and the resources to be able to give all students access to this technology at school, because there is no grantee that their families will have the means to give them this access at home. Students should also have plenty of opportunities to practice using and build proficiency with some aspects of this technology. As we learned a couple of weeks ago, models, like the SAMR model, show us educators the numerous ways that technology can be incorporated in our teaching/assignments or used to create new assignment formats entirely. We cannot teach about or have students practice using technology/the digital world if we do not have regular access to it.

The second step to ensuring that students are proficient in using technology is to teach them how to use the internet and various digital spaces. One of the best ways I think this can be done is by categorizing Mike Ribble’s 9 Elements of Digital Citizenship into the 3 suggested categories (you could even do this categorizing with your students, although you may have to adjust the language-level if you are doing this with middle years students, for instance). The categories in Mike Ribble’s S3 framework include Safety, Savvy, and Social.

Graphic from the Weyburn Police Service.

The elements that I believe need to be taught first should fall under the Safety category. If a student can’t protect themselves from viruses, scams, and untrustworthy people, they can’t interact with the internet in a safe way or shouldn’t be interacting with it at all. Students need to learn when and in what situations they should or shouldn’t give personal information, especially banking related information, and how they can try to keep themselves from being the target of doxxing or online stalkers. Further, learning how to use digital spaces in a healthy way and for a healthy amount of time should be taught at that stage.  (Elements 9 and 6)

Once the dangers of the internet and methods to stay safe from those dangers are explained, students can move onto the Social part of the framework. This is where students would learn more about how they should be interacting and participating on various sites and apps. Responsibility, empathy, and legal issues should be emphasized in this part of their learning. Students should learn how to treat people online with respect, learn when it is and isn’t appropriate to be online or on certain apps, and should especially know that several online actions, like cyberbullying or sending/using AI to create inappropriate photos, are morally wrong, illegal, and can be used against them in a court of law. Students should also learn how to determine what information and which sites are based in fact and which are misinformation or disinformation. (Elements 4, 7, and 8)

Graphic from Dr. Charlie Thompson.

When all of these foundations are laid, students can then practice being safe and respectful on the internet and become internet Savvy. Students need to become fluent in safe and respectful online behaviour, and be able to recognize the methods and tricks that scammers and distrustful sources use to suck people in. They will have to become especially fluent in how to get their points, opinions, and thoughts across when videos or texts can be easily misunderstood. They can learn about what safeguards are, and aren’t, in place to protect the people who are buying, selling, banking, or using money in any way in the digital space. Discussions about disproportionate access to technology, the benefits, issues, and dangers of AI, and any regulations that impact or protect our rights to and on the internet should be had with students. (Elements 1, 2, 3, and 5)

Digital spaces are always going to be growing, shifting, and changing, and educators need to be aware of these factors as time goes on. Who knows what new technology is coming next and what good and bad it can be used for. All educators can to do is try their best to teach their students about digital citizenship and encourage them to become the best online versions of themselves that they can be.

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