The class this week was honoured with the presence of Dave Cormier, whose presentation was about the abundance of information due to the internet. Listening to Dave actually provoked my reflection on the meaning of literacy. However, I concluded that literacy means different things to different scholars, depending on the context in which they view it. Personally, I view literacy as skills needed to understand and communicate information either physically or digitally. According to Dave, we live in an era where access to information has become abundant compared to the 18th and 19th centuries, when students had to read, scan, or skim through the available text to gather information. However, in today’s world, students frequently utilize search engines to gather information and provide citations without necessarily engaging in a deep reading comprehension process. While educators and academics seem to worry about the proliferation of generative AI and the unrestricted accessibility to information, enabling individuals to acquire knowledge outside of traditional classroom settings, Dave argues that the underlying issue lies not with AI but rather with the internet itself.

The-intersection-of-ai-iot-and-connectivity. Image from tealcom.io

Prior to Dave’s presentation, Haneefat talked about the benefits of using VR in education to include personalized learning, the provision of real-time support and feedback to students, more experiences of hands-on learning without the fear of laboratory accidents or inadequate equipment, and an opportunity for continuous practice. Another promising future of AI and VR is the introduction of Virtual AI Avatars for immersive learning.

Technology Virtual Reality 10 Benefits of Using VR in the Classroom (Source: inksmith.ca)

Thankfully, Jason, Dave, and I supported this view during our presentation. However, Dave talked about the cost of buying and maintaining fancy technologies like VR, which I totally agree with. Many public-funded schools that desire to implement these technologies tend to struggle because of the lack of funding. Buying the device, updating the software, and keeping up to date with the latest versions of these technologies are very expensive and can eat down all the savings of a school, especially when they have no support from the government or partnering organizations. There is also this thing of cybersickness caused by wearing these VR sets; though this effect varies across students, I think it’s not suitable for young children because it sometimes causes a lot of stress, even on the eyes. According to Dave, “Using VR, especially for 10 years, is just too problematic, and one needs to also consider the opportunity cost.” In addition to challenges related to financial infrastructure and human resources, the conversation also touched on teacher training and engagement. It was also indicated that discussions concerning curriculum structure and implementation of educational policies frequently overlook teacher interests, engagement, and workload. This leads to a rigid and inflexible curriculum that overwhelms teachers and gives students no reason to be enthusiastic about learning. Even though there are concerns about privacy and overdependence on AI, Dave thinks we can still control some things.

Disadvantages of AI in Education (Source: https://eastgate-software.com)

I came across a post highlighting the biases exhibited by ChatGPT, like portraying “Asian students as model minority STEM experts and Latina students as underperforming in STEM fields.” As AI tools are becoming more integrated into educational settings and increasingly used by young people, it is anticipated that these biases can have a profound impact on students’ sense of belonging, academic confidence, identity development, and ultimately their educational outcomes. Nevertheless, the authors emphasize the importance of developing AI tools that consider the diverse experiences and needs of teachers and students, conducting thorough evaluations of AI tools both prior to and following their deployment to identify and mitigate potential biases, and implementing protective measures within student-facing GenAI tools to safeguard vulnerable individuals.

This week’s lesson explored how schools can foster a culture of lifelong learning in digital literacy that extends beyond the classroom. Dustin, in his presentation, describes digital literacy in relation to the Ministry of Education Saskatchewan’s document on digital citizenship, which includes one’s proficiency in using technologies for skills like searching for information, evaluating and organizing online information, and collaborating within digital networks. In relation to this definition, Dr Bonnie discussed how platforms like blogs and Twitter were instrumental in fostering academic networks between 2007 and 2014. She also emphasized the importance of informal sharing of research on social media as a key aspect of digital scholarship. Andrea indicated in her video that students need a strong foundation in digital literacy to thrive in today’s digital age. Canada’s Centre for Digital and Media Literacy interprets this to include empowering youth to participate in digital media in a wise, safe, and ethical manner (Media Smarts, 2010) while addressing issues of privacy, safety, and ethical technology use. Hence, fostering a comprehensive understanding of digital literacy is essential for students to succeed in a changing world of work.

Image copied from ttro.com

Digital literacy is essential for lifelong learning as it enables individuals to access a wealth of online courses, resources, and tools. As Andrea indicated, “promoting lifelong learning requires creating a culture where digital learning extends beyond the classroom. For instance, involving students in community-based projects allows them to practice their skills while understanding the social impact and responsibility that come with digital knowledge. Interdisciplinary projects foster critical and creative thinking, preparing students for adaptable careers and a lifetime of learning in our fast-changing world.” Reflecting on the reading resources and class discussions, I think one way of fostering a culture of digital literacy as lifelong learning would be to create opportunities for students to engage in experiences that motivate them to explore and experiment with topics and concepts taught using technology. I think this can also be related to what Wes Fryer shared regarding how he engages students in various concepts, topics, and projects that involve creating artefacts that help develop their media and digital literacy skills.

An illustration of the importance of digital literacy for lifelong learning. Image copied from www.student-circuit.com

However, I believe that creating such opportunities could also require that the school has the needed infrastructure to engage students in such digital activities. In addition, the teacher would also have to be equipped with the knowledge, skills, pedagogical competence and confidence needed to foster such a culture in students.

I remembered Haneefat mentioning in one of her posts how she tries to carry out some of what she has learned in the class with her daughter. Reflecting on that specific post reminded me of how schools often encourage parental involvement in students learning back in my days as a school student. And I remember my mom always doing those activities shared by my teachers with me at home as a form of continuous learning. I think this can also work with the issue of digital literacy as lifelong learning. Probably schools need to start encouraging parents to participate in digital literacy programs or events that can enhance their children’s learning experience and promote a culture of continuous learning at home.

This week’s class was a discussion on issues around the use of technology, particularly generative AI in classrooms. The class started with a talk on “Digital Leadership: A Guide for Teachers” by Jennifer CASA-Todd. Zhong (2017) defined digital leadership as “using instructional technology, including digital devices, services, and resources, to inspire and lead school digital transformation, create and sustain digital learning culture, and support and enhance technology-based professional development, provide and maintain digital organization management, and facilitate and manage digital citizenship” (p. 28). Jennifer’s presentation focused on how teachers can portray and teach students positive use of technologies and social media platforms by taking leadership of those tools and using them for learning, sharing positive content, networking, etc. She gave examples of how various social media platforms can be used to facilitate collaboration and engagement, enriching the educational experience for teachers and students. However, it is important to understand that the integration of socail media also presents challenges, such as the risk of distraction and the potential for misuse of platforms. When looking at the ethical use of technology in the classroom, I think it is important that schools create clear guidelines that emphasize the importance of displaying respect and integrity in digital interactions.

Image by SylviDuckworth and JCASA-Todd

In the TEDex video “Cheating or Learning? Walking the AI Tightrope in Education,” Erik Winerö indicated that the ability to use Generative AI to produce various forms of content like images, videos, sounds, and texts has raised concerns among educators about potential academic dishonesty. Thus, altering how teachers evaluate student understanding and learning. In addition to sustainability and privacy concerns raised by Taylor, Coltri (2024) questioned the ability of generative AI to give students and researchers significant resources to help them develop their knowledge, critical thinking skills, and understanding in various fields. As with any AI-powered tool, the use of chatbots raises several ethical issues such as data privacy, algorithmic bias, and the potential for reduced human interaction. However, Winerö suggests that instead of viewing generative AI as a tool for cheating, teachers should teach students how to use it appropriately. He likens generative AI to a flexible pole that can help students reach greater heights in their learning. Nevertheless, he emphasised the importance of reading through whatever content has been generated so they can engage with it critically and think through if that is aligned with what they are trying to achieve.

Imaged copied from Linkdeln

The appropriate use of ChatGPT centers on its alignment with specific educational contexts and purposes, as the impact of technology can vary among users. Taylor suggests that the key to using AI responsibly lies in its intended purpose, advocating for its use as a learning tool rather than a substitute for human engagement.  To maintain the relational and emotional core of teaching and learning, generative AI tools like ChatGPT should be used in a way that complements the learning process without overshadowing or substituting human interaction. By providing educators with the necessary training and resources, we can empower them to effectively integrate AI technology into their teaching practices. While the integration of technology and social media in education offers numerous benefits, it is essential to remain vigilant about the associated moral, ethical, and legal challenges. Balancing these aspects is crucial for fostering a positive educational environment.

References

Casa-Todd, J. (2024). Rethinking Student (Digital) Leadership and Digital Citizenship. Available at Rethinking Student (Digital) Leadership and Digital Citizenship – Jennifer Casa-Todd

Coltri, M. A. (2024). The Ethical Dilemma with Open AI ChatGPT: Is it Right or Wrong to prohibit it?. Athens Journal of Law, 10 (1), 119 – 130.

Zhong, L. (2017). Indicators of Digital Leadership in the Context of K-12 Education. Journal of Educational Technology Development and Exchange (JETDE), 10(1). https://doi.org/10.18785/jetde.1001.03

This week’s guest speaker was Wes Fryer, and he spoke to us about the pedagogy of digital/media literacy through coding, computational thinking, the use of artificial intelligence, using Google sites to create websites, and using Padlets to create info pics. Kathleen, referencing Future Learn (2021), defines media literacy as the ability to understand information that is presented to us and represented appropriately. It encompasses a range of skills and competencies that empower individuals to critically engage with media content by discerning biases, evaluating the credibility of sources, recognizing propaganda, and understanding the context and purpose behind media messages (McNulty, 2023). Media literacy is viewed as fundamental literacy skills just like English and Mathematics. In Fryer’s presentation, he shared how engaging students in media literacy lessons can trigger students’ creativity and interests and develop their critical thinking.  In synthesizing the core ideas of media literacy, Hobb (2006) frames five interrelated competencies that are needed to participate in a digital world, including the ability to access, analyse, evaluate, create, and collaborate, as well as reflect on and act on all forms of communication.

• Access involves identifying, finding and sharing appropriate and relevant information to a task or issue using media texts and technology tools. Students need to be able to
• Analyse involves an Individual’s ability to critically analyse media messages and possibly understand the influences of these messages and their potential impact on public opinion.
• Evaluate involves the ability to assess the truthfulness and completeness of information, particularly in the context of online media where misinformation is rampant.
• Create and Collaborate has to do with the ability to responsibly and ethically create media messages and content, fostering social collaboration and participation.
• Reflect and act involves examining how media and technology influence our thoughts and behaviors. It also involves applying ethical principles to our online and offline actions and participating in local and global communities.

During the content presentation, Kathleen explained how media literacy can be taught using the currency, relevance, authority, accuracy, and purpose (CRAAP) test.

The widespread use of technology necessitates the integration of media literacy education into the curriculum, particularly at an early age. This will equip students with the skills to critically analyze media content and distinguish between real and fake information. I think this will also empower youth to express themselves creatively and confidently in media spaces, which can enhance their ability to navigate the digital landscape and become informed, responsible digital citizens. Reflecting on Wes Fryer’s presentation and resources, media literacy appears to be a cross-disciplinary concept and can be integrated into various subjects through projects like news debates, fact-checking, and school media projects. Students can also actively engage in media creation and develop their critical thinking skills as they engage in discussions that can help them understand the impact of media on society. Additionally, involving students in media creation, teaching them to question media content, and incorporating diverse media formats into lessons can also enhance their analytical abilities.

This week’s presentation was eye-opening on the emergence of Web 1.0 and Web 2.0 and how these World Wide Web versions have significantly transformed our virtual interaction process.  In the presentation, Raul described Web 1.0 as a “static web or read-only web characterized by its simplicity,  limited interactivity, tendency of static content and one mode of transmission ”.  In Web 1.0, teachers could transfer educational content to the learner by using easy-to-access, visualized techniques where learners are passive recipients of knowledge, and all they do is listen to the teacher, take notes and respond to assessments verbatim as the teacher taught them (Gerstein, 2014). Learning was teacher-centred, and dissemination of knowledge was one-directional.

Further in the presentation, Stacey explained the transformation of Web 1.0 to 2.0 as introducing more collaborative websites and applications and generating content-sharing platforms like Wikipedia, blogs, and social media, which have become a part of most people’s lives. This technology was characterized by its increased bandwidth, better online browsers, online data storage, cloud computing, etc. The transformation of the interactive nature of Web 2.0 tools can also be likened to how relationships between students and teachers are being established in Education 2.0. According to Gerstein, this transformation has brought about the use of innovative pedagogical strategies like project-based learning, inquiry-based learning, and cooperative learning with the use of collaborative and interactive platforms. Teachers are considered facilitators of knowledge in this context, even if they still remain the custodians of knowledge. Unfortunately, some teachers are still struggling to implement these innovative pedagogies in their classroom practices. The use of Web 2.0 tools gives learners the opportunity to become contributors of knowledge, have opinions on educational dialogues, be active in their learning, and get the opportunity to collaborate and share ideas.

Differences Between Web 1.0, 2.0 and 3.0 Image via geeksforgeeks

Looking at the emergence of advanced learning technologies and their features, one can say that there is an ongoing transition from Web 2.0 to 3.0. This is characterized by the ability to combine and integrate web content and services into existing Web 2.0 platforms with the aim of improving the end-user experience.  This transition can be seen in how open resources are being used in online learning platforms. According to Gerstein (2014), Education 3.0 reimagines learning as a participatory and networked process, emphasizing the integration of technology and student-driven learning with the aim of promoting inclusive learning and cultivating a culture of lifelong and learner-centric knowledge production, which can help foster human-capital development. The transformative impact of Web 3.0 on education, as indicated by Garstein (2014), is characterized by its personalized, participatory, and interactive nature. With Web 3.0, education becomes highly adaptive, as technologies such as artificial intelligence and the Semantic Web enable tailored learning experiences that meet individual student needs.

http://www.gillysalmon.com/blog/higher-education-3-0-and-beyond

According to Gerstein, this environment privileges students who are digitally literate, self-directed, and comfortable with autonomous learning processes, as Web 3.0 emphasizes student agency and resourcefulness. However, this shift also raises concerns about accessibility and equity. Students and teachers who lack technological fluency or reliable access to digital resources may find themselves at a disadvantage, potentially widening the digital divide.Several studies have shown that Web 3.0’s tools can serve as personal learning assistants, which is beneficial for learners who can actively navigate and leverage these technologies. However, those that are less familiar with digital platforms may struggle.  I think it is crucial to approach Web 3.0 resources with discernment and critical engagement, especially for students and teachers that lack media literacy skills, to mitigate potential drawbacks. As Stacey indicated, because of Web 2.0 and 3.0, developing the digital literacy skills of students is very crucial .

The content analysis for this week was on how schools can integrate digital citizenship into existing curricula without it feeling like an ‘add-on. The group that presented this topic did an amazing job of exploring the Saskatchewan curriculum and identifying elements of digital citizenship that could be integrated into some of the themes across the subjects. I think it would be nice to remind ourselves again about the elements of digital citizenship, which include digital access, digital etiquette, digital law, digital commerce, digital communication, digital literacies, digital rights and responsibilities, digital health and wellness, and digital security (self-protection).

This Photo by Unknown Author is licensed under CC BY

Reflecting on how digital citizenship can be integrated into everyday lessons, Merve and Paul (2018) described five easy ways to do this, and it includes the following:

• Modelling balance and distraction-free time: Educators need to demonstrate healthy technology habits and create a classroom framework that allocates time for maintaining attention and focusing while also encouraging students to reflect on their own technology use and its alignment with their values and goals.
• Using media to start discussions: This requires incorporating popular media such as movies, books, and podcasts to initiate conversations about digital citizenship. This can include using discussion questions or pairing media with relevant lessons to deepen understanding.
• Integrating quick activities: This has to do with utilizing short, video-based lessons that can be easily incorporated into various class periods. These activities can facilitate engaging discussions on digital citizenship and can be adapted for different grade levels.
• Making core subject connections: This involves finding creative ways to connect digital citizenship to core subjects. For example, using data on cellphone use in math lessons or discussing brain chemistry in biology classes can help students understand the implications of technology on their lives.
• Stay updated on trends: This could include signing up for newsletters or resources that provide current information on online trends, which can then be discussed in class. This  can help keep the conversation relevant and timely.

Relating the lesson presentation to my class experience, one way that I have integrated digital citizenship into my lesson is through engaging my students in science investigations using the PhET simulation and interactive simulation app. After which they were requested to communicate their findings using graphs. I can also remember giving students project-based activities where they were required to collaboratively research a concept and communicate their findings with one another in preparation for classroom presentations. So, I think there are different ways that elements of digital citizenship can be integrated into existing curriculum or subject without teaching it separately. Reflecting on one of the discussions during the breakout session, I think I can also integrate elements of digital citizenship into the FL10.3 outcome for Financial Literacy 10, which states “Research products and services provided by various financial institutions.”. In meeting this outcome, elements of digital access could be integrated into the activity where students will be allowed to participate in online searches about specific banks to gather information on the services they provide, after which students could communicate this information to people in their community.   In the words of Miranda, “digital citizenship can be taught in schools in simple ways without feeling like an add-on”