This semester, my learning journey in EC & I 834 felt like a voyage– not unlike Moana’s. As an Indigenous educator working in a remote Northern Ontario community, I often reflect on how our stories shape our understanding of ourselves and the world. Moana’s story- of reclaiming identity, listening to ancestral wisdom, and navigating uncharted waters—offered the perfect metaphor for my growth throughout this course. She became more than a character; she became a guide, reminding me of the importance of voice, connection, and courage in this course of online and blended learning.

When I had begun this course, I did have some familiarity about educational technology but hadn’t explored the creation of content or digital platforms for online learning. I was curious but uncertain as to how to do it. This course provided me with the framework to move from a slow familiarity which was quite passive at first to exploration and finally as a confident explorer, I was quite ready to set sail. Each week, I felt as if we were on a new course- brimming with ideas, with new tools for exploration and opportunities to reflect and gain confidence. The discussions on Zoom, the readings, especially in the first couple of weeks and our discord community helped me in creating a village of learners and educators who gave some terrific ideas which helped me a lot. This collaboration proved to be the backbone of my engagement.

At first, when we filled in our ADDIE template, it gave me a structure to start building my course with purpose and empathy. With Lumi and other H5P content, I allowed myself to experiment in designing something that would help my students’ diverse needs. My lessons became engaging and at times, I struggled to collect the data and give feedback. I started working on accessibility and it reminded me of Moana learning to sail, sometimes struggling and sometimes soaring, but always moving forward.

Our class community and blogs were two very important aspects of my journey. I set my voice as an educator who caters who a diverse set of Indigenous students and these reflections, in the form of blogs became their voice, alongside mine. I had done blogging before, in my previous course with Katia, but I became more confident in adding visuals, embedding links and sharing my voice, growing stronger, like Moana singing to the ocean. Peer feedback, whether on blog posts or on the course modules we had created- reminded me of the thoughtful considerations and challenges that lay beyond me, the Te Ka moments, where there are a number of obstacles but also a space to innovate. I learned to adapt the assessments, change my pedagogy according to the reading levels of my students and prioritize equity. There were so many resources that I read and used from our discord community that I have lost count of them. I thank each one of you for providing all the solutions to the problems I faced, before I came across them.

As I set to complete my Prototype, I can say that I have tried to do justice to what I set out to do, and that is to create a responsive and culturally relevant prototype that is designed to empower my students through storytelling and student voice. I approached this process with a heart, drawing inspiration from Moana’s courage and my students. My goal was to create something that restored identity, like Moana returning the heart of Te Fiti. In this process, technology, I realized, doesn’t replace traditional knowledge- it can be used to amplify it when used with care.

As I look ahead, I feel more confident in navigating and exploring tools that support Universal Design of Learning. I want students to see themselves reflected in their learning- not just consumers of content but as creators and carriers of knowledge. Moana’s journey taught me that knowing who we are shapes how we lead and how we teach.

In closing, I’m filled with gratitude—for Dr. Katia, my peers, and this course that helped me grow not just in skill, but in purpose. EC&I 834 reminded me that we are all wayfinders, especially when we teach with empathy, creativity, and cultural grounding. Mahalo for being part of this voyage.

I took one of the suggestions to heart about having music in my presentation and have made a small addition….of some background music..

As I read the feedback that I had received for my module, I thank my reviewers who encouraged me by the positive comments that they gave me about my course structure, the flow in the organization of the course and the use of culturally relevant materials. The module has been designed for Grade 6 students, and I am pleased that it is easy to navigate and was structured seamlessly. One of the reviewers mentioned the trauma-informed pedagogy that I have added in the course and that it is a hub for the creation of opportunities that could be completed by the students at home.

Both of them suggested some feedback, among which I am intending to use the one which explains clarity in instruction, especially where I have added at least some exercises of Lumi. To address this, I plan to revisit my module and add instructions with language, such, as “Complete the following fill in the blanks after reading through the passage.” Similarly, I will ensure that they submit their responses– either through a text box, document or within a designated space on Canvas. I will also add media file uploads to it.  This will avoid confusion, especially for students not in class.

Another area of focus will be adapting the reading comprehension passages to better suit the reading levels in my class. While Nibi’s Water Song aligns well with my Grade 1-3 reading levels as indicated in my course profile, some of the excerpts may be challenging for the other children. Jessica, who was one of my reviewers, gave me some valuable tips such as use of Diffit.com, which is an AI generation model, to help adjust some comprehension passages to better suit my class reading levels. I will  embed some vocabulary into the content.

One of the pieces of the feedback was about repeated instructional assessment, particularly with Lumi and comprehension strategies. I will add variety, where I intend to use vocabulary building and reflective response.  Also, each portion will have some multimedia content that will engage the audience better. Incorporating writing into the module as part of the outdoor education model was not added into the initial module but will be done to make a variety of choices and activities.

Lastly, I have added a module for Lexia Core 5 where students already have been given the login information and passwords. This will engage the learners in a multimedia interactive game module that should provide the necessary fun interactive learning content. Since most of my students are familiar with Core 5, the reading gaps that we notice should get addressed through the process. I have also added a little video of the process in my module so that the student understands how to do it in case they need help.

In conclusion, all I can say I am trying to do this module for the first time. I understand that there are many who might be doing justice to their content and process but take my attempt with a bit of salt. I am very much human and do make a lot of mistakes but am trying. At the end of the day, learning is only beginning here. We have a long way to go.

Based on my course prototype and ADDIE model template, here are my student-student and student- teacher interactions that I would implement. For the LMS, I am planning to use Canvas discussion boards, which will enhance the learning gained from telling Indigenous stories and receiving feedback from peers. Since the attendance in my class is quite low, I intend having some asynchronous interaction where I would look for video-based storytelling & reflections where students could record oral storytelling sessions, practice reading aloud, or summarize Indigenous stories.

In this way, I would be able to support oral communication skills, which align with Indigenous storytelling traditions. Reading comprehension, which is also a hallmark of my literacy instruction, would be included to guide deeper engagement and promote understanding. Also, the students in my class have varied reading levels and I am looking for differentiated reading comprehension worksheets.

Justifying the need for these interactions, I look at storytelling as a key component. Indigenous learning traditions, where storytelling is frequently used, makes it essential for verbal interactions. For differentiated learning, I would use multiple formats – text, video, audio. They support varied reading levels and involve different learning styles. For video storytelling, I will integrate Flip, a video-based platform for storytelling and summarizing. It could also be used for outdoor learning sessions and for narrating journal entries. Through this process, students can develop confidence while speaking in public, a skill I notice lacking in my students.

From last year when I started teaching this Grade 5, I have steadily tried to develop the skill of writing stories and journaling. Though most students found it difficult to gain this skill, every week practice sessions have greatly encouraged them to write often. To continue this practice, digital or illustrated journal entries could also be shared in a classroom blog. Through this format, the students can document their observations and connect the outdoor learning experience to activities done in class. Since it involves digital literacy, students are also developing the skills to navigate through the process of uploading their content. It encourages writing practice. Since the process will also involve students commenting on their peers’ journal entry, it increases engagement.

As I have a Promethean board, I do my presentations on it. It is also used for displaying artifacts that are produced by my class. My students enjoy this process of showing their work on the board. This process of combining the board in my active class discussions where collaboration is the key creates an enriched learning environment.

As explained in the video by Michael Wesch, interactive tools where the student is actively engaged, make the literacy practice more productive. Digital tools like Lexia Core 5 allow students to progress at their own pace while providing minimum teacher support. Since these interactions are online, I am planning on setting some basic guidelines. I would look for respectful engagement with the content provided, and active participation where the students will provide a mix of verbal, written, and online responses. For assessment, I would look at Lexia weekly reports which enumerate the skills gained and the help required.

In the article, Online Collaborative Learning, the author explains how an online community works within the framework of the class. I agree with the fact that an online learning environment enhances engagement in schools. 

when applied appropriately, online collaborative learning can lead to deep, academic learning, or transformative learning, as well as, if not better than, discussion in campus-based classrooms.

Reading about the article about creating an online community, I felt that there are many points that make sense. Though mine will not be an online course only, it is important to create a safe and inclusive environment and communicate regularly with the class. Maintaining enthusiasm and motivation in the class is difficult, therefore, having short ice-breakers relate to me too. Lastly, daily check-in with students is imperative as children need to feel valued in the class environment and Indigenous students face a lot of trauma from back home, which makes it vital for check-ins to be done at the beginning of class. 

Welcome to my Course Profile!

This course is designed for English Language Arts for Grade 6. It is integrated into this course profile along with my ADDIE Model Template outlining its design and structure.

Enhancing Literacy Through Culturally Responsive Learning: An ADDIE Approach

John C Yesno Education Centre, Fort Hope, Ontario

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ADDIE Template

Course Overview & Rationale

I considered designing this course to address the literacy challenges in my school which caters to Indigenous students in a small community called Fort Hope. It focuses on foundational literacy skills, vocabulary development, reading comprehension while integrating culturally relevant materials such as Indigenous stories and land-based learning opportunities.

This course addresses the literacy challenges unique to the Indigenous children of Grade 6 in JCY School. It blends technology, culturally responsive pedagogy and experiential learning. By the process of integrating land-based activities, and the stories related to Indigenous wisdom, along with modern tech-enhanced interactive tools like Lexia, we can foster literacy development and connection to cultural roots.

This process of hands-on learning experience which is personalized to each student and involves collaboration with peers that sets the stage for an all-encompassing holistic development. It engages students in reading, understanding and gaining confidence which empowers them to relate to the world around them.

There are many considerations that I kept in mind while designing the course. Children here are reluctant to ask for help or accept it easily. Therefore, content provided cannot be overly challenging. Attendance is low, and there is a need for culturally engaging material that makes sense to most learners. Home assignments are generally not possible. So, all the learning must be done in school. Creating a safe space for students is necessary because trauma-informed pedagogy is recommended in almost all Indigenous schools.

 Target Audience

This course is intended for Grade 6 students aged 11-12 with reading levels ranging from Grade 1 to Grade 3. It caters to learners that are differentiated on their reading levels and incorporates culturally relevant material that is motivating and engaging.

Course Delivery

Students will participate in a blended learning model that combines face-to-face instruction with digital tools to personalize learning. The course includes:

• Daily literacy activities using Lexia Core 5, an interactive reading platform with associated activities.
• In-person reading sessions with Indigenous stories and other interest-based texts.
• Outdoor, land-based learning activities followed by reflective journal writing.
• Group storytelling projects to enhance oral literacy and cultural connection.

All resources and assignments will be available online through Canvas, ensuring accessibility for students who may miss class or need additional support outside school hours.

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Course Toolset

Platform:

• Canvas for organizing assignments, worksheets, and learning resources.
• Lexia Core 5 for personalized, self-paced literacy development.

Instructional Tools:

• Promethean Board for interactive screen sharing and collaborative activities.
• Individual laptops each student along with headset
• Reading material for students at diverse reading levels

Communication:

• Announcements via Canvas and in-class discussions to keep students informed and engaged. Facebook Messenger group for everyday communication.

Assessment Tools:

• Lexia reports, reading comprehension worksheets, oral storytelling sessions, and journal entries (digital or illustrative), grammar or vocabulary work

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Course Content and Learning objectives

Learning objectives

By the end of this course, students will be able to:

1. Decode commonly used words and improve their fluency while reading with scaffolded activities
2. Read, summarize and retell Indigenous stories in their own words.
3. Use context clues to understand vocabulary in reading comprehension passages, summarize them and answer questions.
4. Identify key themes and ideas in texts.
5. Write a journal entry on activities that they engage in during outdoor learning days.

Curriculum Alignment

The course aligns with the Ontario English Language Arts Curriculum, emphasizing oral and written communication, digital literacy, and culturally responsive teaching. It integrates Indigenous perspectives and promotes transferable skills such as critical thinking, collaboration, and self-directed learning. (corresponding to strands A, B, C, D)

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Assessments

Formative Assessments:

• Weekly Lexia reports to track progress in reading, and vocabulary
• Comprehension worksheets focused on reading, understanding and summarizing passages. Writing includes answering questions on the passage.
• Exit slips or quick check-in with teacher during in-class discussions
• Grammar/ Vocabulary work

Summative Assessments

• Oral storytelling session where students retell an Indigenous story or summarize a reading.
• Digital or illustrated journal entries reflecting on outdoor activities and cultural experiences.
• A read- aloud with either the teacher or in class integrating learnt reading behavior.

Considerations

Adaptations

• Differentiated reading materials and personalized learning plans with Lexia Core 5
• Culturally relevant content and outdoor education opportunities to engage diverse learners

• Use of assistive technologies and peer support for students with varying literacy levels.

Attendance & Accessibility:

• All lessons and materials will be available through Canvas, ensuring flexibility for students with irregular attendance.
• 1:1 technology access with laptops and reliable Wi-Fi will support in-class learning.

In conclusion, this course empowers students to develop essential literacy skills in a context that is meaningful to them, while also building their confidence and identity as learners. We are committed to creating a nurturing and inclusive environment that helps students achieve both academic success and a deeper sense of belonging.

The learning model in my school which involves the use of technology in the classroom where students learn by combining an online web app with our day to day traditional teaching methods has been successful since its implementation.

We have changed the kind of company providing the learning model, but I have seen its implementation last year and this year. For literacy, we have had success implementing Elevate last year but since it was less interactive than Lexia (what we implemented this year), a change was made. Reading levels of students have been slowly progressing upward, but it is in those students who are actively completing the required number of minutes that are recommended. There are, however, some pitfalls too. Since many of these platforms come from USA, they are not according to the strands which are being followed in Ontario, where I teach. Individual lessons, when a student faces difficulty is sometimes difficult to provide since students become uncomfortable when they are singled out for a lesson. I need to usually call 2 students and give them the lesson together. One major problem that we did overcome is connectivity which is separate for each classroom. We have different Wi-Fi which helps because setting 15 students at the same time was a problem earlier. We also had to get individual computers for each student. In math, I use prodigy which is quite successful in my class. However, I feel its not enough and my class needs more practice. And in science and social, I have created a couple of Kahoots which help in assessment and fun. My 6^th graders are able to search for information but to correctly put down what I am asking for, sometimes, is a challenge. I try to be very specific in the information I seek. If not, I get a ton of information.

As a student in my Masters, I find learning online to be comfortable. The courses are easier to work upon and complete. I also find syncronous meetings engaging and the pattern of assignments interesting. In totality, the blended learning model works for me.

Oh! This course has been so simple and easy and I thank Katia for this wonderful method that she employed in getting us ready for it!!

I was quite apprehensive when I began because it was a 3-week course and I was supposed to travel to India and my dad was supposed to have a knee replacement surgery sometime in between. But it worked perfectly.

There were many insights that I gleaned from the course I have come to appreciate the learning that we all engaged in and have been inspired to do better, both in the classroom and in my home.

For all those who have not completed their courses, hope to meet up in the coming months, and for all those who are done, Congratulations!!

I have always been surprised to realize how technology can be used by people who do not even know English. This story is about a gentleman called Sugata Mitra who has developed digital literacy in India, and around the world, without teachers. He puts a computer in the wall with a high-speed internet connection and leaves it for children to explore. See the video to realize the extent of the development of knowledge of the students.

The link to the video is here.

So, we are now moving to the last debate!!
The topic here was “Technology has led to a more equitable society” with the video about the agreeing side’s opening statement, linked here. The agreeing side began with one of the debaters expressing that the digital divide represents a significant barrier to equitable education. It further elucidates that the principles of equitable use of technology outline several important principles for its application. Cost-effectiveness while using digital tools is necessary to contemplate before the money is spent.
There are 5 things that Darmian specifies are necessary for equitable distribution of technology. Among them, accessibility to the tools is paramount. Various formats for the same content and accommodation for different learning styles should be kept in mind. Separability is the ability to distinguish one type of learning module from another. Content must be separated before it is provided to the students. Full utility allows students to make full use of available tools. She also inculcated avoiding pitfalls into the video which could be that we view learners as mere consumers of technology and fail to consider cultural perspectives. She also warned against reinforcing unwanted practices and ignoring learners’ autonomy. Local perspectives and social backgrounds are important to look at when technology is being integrated and it needs to address educational inequalities post-covid era. The article from Li et al. (2024) emphasizes the need for change and the closing of learning gaps.
The disagreeing side had many arguments on their end. They started with the argument that technology has many implementation problems and it causes the digital divide. The haves and the have-nots are divided on both sides of the digital divide, with a distinct division when urban and rural populations are compared. Between the government, the private sector, and society, the divide is widening. Even if there is a device that is available for the child, connectivity or teacher training can be a problem. Various issues that are created by mega giants like Facebook, and Tiktok create divisions, and hence, the thought of an equitable society is limited. They finished their video with discussions from previous debaters about how technology is not equitable.

There were several articles attached to each side. The first one  from Damarin(2000) explains how the digital divide is evident in most countries. There are categories of people that have technology and a working device. Then some do not have the device but do not have a working connection to the internet. The next are those who neither have a proper device nor a connection but they are familiar with the workings of the internet and device and last are those who do not know about technology.
The next article from Li & Liang (2024) is about improving education for a more equitable world. This article focuses on current challenges and their solutions. Various factors exacerbate these inequalities and there is a need to add reforms at the grassroots level to ensure a more productive and equitable society.
The article from Alvarez and Dickson-Deane (2018) examines the integration of technology with cultural perspective and warns against pitfalls like failing to respond to cultural influences. It looks toward a more inclusive and effective learning environment.

The two articles added by Taranpreet were about how a technological scenario aims for a more equitable and sustainable Europe by 2040. It highlights the support of technological advances to create a more healthier and sustainable future.
The last article on the agreed side was about how innovation will create a sustainable model with opportunities influence to change in core behavior. Though this article touched more on business, it is relevant to technology, not necessarily educational.

The disagreeing side’s first article was about how technology is influencing behavior that is typically colonist and promoting false ideas about the web. The article contends that mega-giant companies are establishing certain norms that cannot be ruled out and the users who use these platforms are affected by these rules. This article discusses how this discourse shapes how young people view technology and digital culture.
The next article here too was about the digital divide and it speaks similar information to the one discussed earlier on my page. (About the haves and the have-nots)
The last article on their side is a documentary that discusses the three challenges of the digital divide and explains how schools are finding it difficult to fund technology. It also speaks about the support of big foundations like Bill and Melinda Gates Foundation to schools with technological issues.

The debate in itself was engaging with both sides expressing their views concisely. The agreed side spoke about the digital divide and how technology can help overcome this disparity. The disagreeing team, meanwhile, explained that there are not enough computers or there are connectivity issues that cause this divide and it is not so simple to address this problem. They also quoted resources that there is no foundation for the statement that technology is indeed creating opportunities for socio-economically diverse societies. They are not only sharing resources but also devices. The agreeing side also posed the question of engaging students with technology and not having any support from Teacher Assistants etc. They also talked about how technology has caused the simplification of tasks. The disagreeing side gave various examples about how the reach of the internet gets disrupted and then, the use of technology cannot be called equitable. Various students also put their point as to how technology can be made more equitable.
In the closing statement, the agreeing side expressed that we view Damarin’s article about the principles necessary for the equitable use of technology. They also expressed about how technology is used in class to make education more equitable. They finished by saying that we need to create more support systems to enhance learning.
The disagreeing side specified that access is offered but is not mandatory. They also specified the Habitus that is developed by social media companies and how youth are getting pulled into it.
In conclusion, I think that technology needs to be equitable for each student and individual associated with its application. I also believe that since we have come so far in these few years, we will still have problems and solutions to these problems shortly. But if I am looking at an equitable society worldwide, that is only going to take place sometime in the not-so-near future.

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Cell phones are being banned across Ontario and Alberta, with the discussion starting in Saskatchewan around the same topic.  The Debate #4 on 17^th July focused on this very important question. It started with the agreeing side explaining their stance in the opening statement where they explained that mobile phones are needed for searching, for engaging with others, and many other reasons, but in the classroom, they need to be banned. They focused on three reasons for this.

In the class, they are a distraction, especially during instructional time. Many studies that have been conducted show a negative connotation between the uses of cell phones which are distractive to the advantages associated with them. At instructional time, the children are constantly checking their notifications and replying to them. Even

though the students are involved in social media through their phones, there is ever-increasing social isolation.

Cell phones inhibit academic performance. Studies depict that children who use mobile phones in class do badly in assessments. It affects retaining information and participating actively in discussions,  and children are unable to comprehend complex topics. Students want instant gratification which affects their motivation and can affect their critical thinking skills. Students either depend on AI-related apps or search engines to get information about the topic they are researching.

Students do not use the phone appropriately. Their actions create many problems for teachers and other students. There is also cyber bullying which causes a lot of distress to the person who is a victim. Poor mental health is a related symptom of excessive usage of phones and therefore, it should be banned.

On the disagreeing side, the debaters emphasized the pros of using phones. They spoke about content creation utilizing apps, multimedia, and collaboration with others. Various educational apps that foster learning and digital platforms that aid in learning and research. Supplemental lessons can be added into various streams and in that way, students who are facing problems can be helped.

Ontario has banned phones but they are still leaving it up to the schools to make the choice. For classroom management, mobile phones can be used as a reward system. When it comes to safety, in case of emergencies, mobile phones need to be there in the class. Various opportunities that are provided by phones include enhanced interaction and access to alternate spaces for instruction and work.

There were various videos and articles attached to the sign-up sheet for the debates. The first on the agreeing side was “There’s a cell phone in your student’s head” which emphasized how students use phones to solve math problems. Even when the phones were switched off, they influenced the students and their academic performance. There were some suggestions about placing the phone in another room creating an automatic physical separation.

The video on the cellphone experiment of middle school students demonstrated how cell phones cause major distractions in classrooms and students do not switch off from them. They also cause anxiety and can adversely affect student performance. As a solution, researchers suggest a 15-minute work time followed by a 1-minute free time. They also suggested tech-free zones.

A similar thought is expressed in the journal suggesting that cellphones have no place in the classroom. Most schools already have rules for the usage of cell phones, though they are finding it difficult to enforce. Cyber-bullying and its effects are evident in the article and the schools have now begun magnetically locking the phones after a related incident.

On the disagreeing side, the debaters had three articles/videos. The first one was “Should teachers be allowed to have cell phones in the classroom” which emphasizes how security is compromised if the teachers do not have cell phones in case of emergencies. Going further in the article, they question that if teachers can have phones in the class, then why can’t the students? Teachers can take responsibility for the students who have their cell phones.

The second video was about 9 reasons why cell phones should be allowed. It provides an additional tool for learning. It is important for safety. In case of emergencies, they can contact their parents. The next is improved communication between the teachers and students. It also helps in organization. Students stay focused with reminders and alarms. It also saves money for the schools. Teachers could digitize content and present it to the students.

The last one is about mobile computing in higher education. The article is a 2012 survey about how 67% of students view mobile devices as crucial for academic success, using them for accessing course content and enhancing their communication with co-students and teachers. The article emphasizes the bias held by people about how cell phones need to be banned despite the various help that they provide students and views this need to integrate technology with learning.

In conclusion, cell phones in class are a choice that needs to be left to school districts and administrators. But personally, I do think that they are a distraction and instead of having mobile devices, students could use tablets or laptops for search and other needs. In case of emergencies, a landline can be installed in each class that is connectable to the main office, or a two-way radio and a speaker phone are suggested alternates. I would prefer a no-cell phone policy.

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