This week we had the challenge of cyber sleuthing one of our classmates. I was excited to do this as an assignment because I remember doing this all the time in high school. I vividly remember not knowing the name of a cute boy at my basketball tournament so that evening at the hotel my friend and I spent two hours trying to figure out his name and how old he was. Well, you can call us detectives because we found him. It is so fun to act like a detective and get to figure out things about other people in a kind of sneaky way. It is interesting that this has become such a normal way of getting to know people in our society and I will talk about that later.
But let me tell you about Trista Kennett. Who FYI I have never met and do not know personally at all so this is all coming from my great friend The Internet. When I first googled Trista’s name she was the first person to pop up, the top links are all related to her and the top images are also all her so this was great for me. The first link directed me to her Facebook.
This was a great resource to find a lot of information on her. She got engaged to her fiance Noah Friesen on October 26th, 2020, she volunteered at Kenosee Bible camp, one of her best friends just got married, and she is a part of the education students society. Her birthday is on May 20th, she graduated in 2017, and she played volleyball in high school. This is just a shortlist of things that I learned about her from her Facebook. I believe she uses Facebook in a really great way to share about her life but does not overshare or have anything inappropriate.
From an article done about the park’s ambassador program it looks like she is a volunteer that helps out at her local community of Yorkton. What I collected from the article is that she spent this past summer volunteering to get more people outside in the summer by creating little game/toy baskets for people to use.
I believe that overall Trista has done a great job at being active and representing herself well digitally. She is engaged on many different platforms including Instagram, Facebook, Twitter, and her Website. Everything that comes up when you google her represents herself well and she is the first person that comes up on Google when you search Trista Kennett so she has done a great job at representing herself well online.
Think about the relationship between digital citizenship and the SK curriculum. In a post, discuss various possibilities for connecting Ribble’s nine elements of digital citizenship with grade levels, subjects, and outcomes and indicators (be specific). Where and how do you see yourself integrating digital citizenship in your future classroom? After reflecting on the conversations about digital citizenship over the past semester this is what I have learned. Digital citizenship is your presence online, on social media, and really anywhere that can be brought up on a computer, phone, etc. Our digital citizenship is what employers will find when they search through job sites, it’s what students will find when they Google your name, it is what coworkers will find when they follow you on social media. Now to me, this does not really sound scary because I have kept myself pretty “clean” online as Katia would say. However, this is something that was not taught in school but by my parents. And just like many other things teachers cannot assume that parents are teaching their children Digital Literacy so I think it is something that needs to be present in our curriculum.
Outcomes– C30.5 Extend understanding of curve sketching by applying differentiation and limits.
Indicators– Analyze graphical representations…critical points, concavity, etc.
After looking at how my Calculus class was run in this section we heavily relied on graphing calculators and online graphs. However, with Digital access we have to acknowledge that not every student will have access to these things, so making it a point to provide or to avoid technology in this setting will set up for a level playing field.
English Language Arts 30
Outcomes- CC A 30.1 Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences
Indicators- Create a range of visual, multimedia, oral, and written texts. -Compose and create a narrative, descriptive, expository, and persuasive writings that include a position paper, a comparative essay.
By looking at multimedia where students can communicate their thoughts in a well-thought-out way can easily translate to digital communication and Collaboration. Having students be able to represent themselves and their thoughts well will be a great asset. As well having students write persuasive essays with the intent to help them better articulate themselves in a positive and respectful manner will help students avoid getting into arguments online and thus bettering their Digital Citizenship.
With all of this information from EDTC300 I am excited to start implementing positive Digital Citizenship into many of my lesson plans.
This week was the first attempt at doing portraits. I think the hardest thing was that I had to spend a week looking at myself (hahaha). This is what I have been waiting for this whole semester so I was so excited to jump into this week!
Although I watched a lot of Youtube and TikToks on how to do portraits on procreate it was harder to follow them because my picture is different then the picture they created. Some of the first things that I learned is that I was actually tracing the picture. And after I realized this my attempts became significantly better from that point on. The next tip that I took was that for the style that I wanted I need to outline everything in black and then go from there. This made it easier having a stencil of the picture on one layer. And about layers I learned that you NEED to break up almost everything in layers. This makes everything easier because if you have a mistake you aren’t erasing all your work it is just a small layer. Finally, for this piece I wanted to add definition so I chose to do that by adding some shading. This was kind of just sprinkled in from some portraits that I have seen over the years. Although I took a lot of the information of what they had to say I had to branch out on my own.
Still I was having troubles with the hair and eyebrows so I reached out to Caelyn (who is also doing Procreate for her Learning Project) and she helped big time. She was able to give me some tips on how to shade the eyebrows so that they are not so harsh all the way through. And that I need to put the darker colour of the hair on the majority and the lighter in with little strokes like the ones in this TikTok. As you can see the little strokes that this person adds to the blonde hair. And with this my piece came together nicely! And I am excited to say that this is my ABSOLUTE favourite piece I have done so far!
Digital citizenship is the continuously developing norms of appropriate, responsible, and empowered technology use (from digitalcitizenship.net).
Before Amanda Brace gave a lecture on digital citizenship I had a hard time wrapping my head around why we would want to encourage students to get online faster than their peers are already pressuring them to. And then through the discussion in #EDTC300 I realized that that is why. As teachers, we are in a lot of cases the second educators (first being guardians) of students and we need to be the first exposure so that students can learn the positives and not the negatives from their peers.
I have created a shortlist of ways that I would implement digital citizenship education into my class curriculum. Before I start I want to list the 9 elements of digital citizenship. Digital Access, Digital Commerce, Digital Communication and Collaboration, Digital Etiquette, Digital Fluency, Digital Health and Welfare, Digital Law, Digital Rights, and Responsibility, and Digital Security and Privacy. I will reference these explaining how each grade and class will teach students about digital citizenship.
Grade 3 English Language arts
Outcome: CC3.2 Communicate ideas and information pertaining to topics, problems, questions, or issues by creating easy-to follow representations with a clear purpose.
Indicator: Demonstrate understanding of the topic, problem, question, or issue in a variety of ways (e.g., dance pieces, visual representations, drama in context, diagram, demonstration, chart).
Digital Citizenship Relation: Digital Communication will give students the understanding on how to properly express themselves and how they now have a platform to share questions, issues that interest them, information, etc. in a proper way.
Grade 4 Health education
Outcome: USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.
Indicator: Practice the ability to calm self and discuss how it is important to remain calm in disagreements.
Digital Citizenship Relation: Digital Etiquette will be discussed in this class to help students to help them navigate how to socialize and communicate online when oftentimes people can blow up, rant, and bully so much more online. So teaching the students that we need to be in control at all times so that we are respecting everyone.
Grade 8 Health Education
Outcome: USC 8.2 Analyze how personal prejudices/biases, and habits of mind shape assumptions about family identities, structures, roles, and responsibilities.
Indicator: Question examples of injustice towards families in own communities
Digital Citizenship Relation: Digital Access will teach the students in this lesson that there are students and families that do not have access to technology that many take for granted. As well at this point they will hopefully understand all the benefits of technology and help fight for technology access for all their peers.
I do believe that adding digital Citizenship education into the curriculum I think that any earlier than grade 3 should be done in fun ways where you integrate it into games, and class dances, and fun music, and maybe having class blogs, podcasts, and social media. Other than that students lower than grade 3 normally do not have their own technology and therefore it would be harder to incorporate much more into teaching them about it.
An Anthropological Introduction to YouTube by Michael Wesch blew my mind.
After watching this video made back in 2008 I was shocked to see how much the internet has changed since then. I currently do not remember a time when my class did not have a smart board, and kahoot, and watched YouTube videos. So for me technology in the classroom seems so second nature. I also went to a private High School where we were paper free and everything was done on an individual tablet that we were given. As well as, I am currently in the main age demographic for a lot of content that is put on YouTube, Instagram, TikTok, etc.
Knowing this I believe that I may have an upper hand because I grew up with technology. So in my classroom, I see it as being a very tech-inclusive environment where we use the fun and beneficial parts of technology on a daily basis. (I really want to make TikToks with the students in my class, but that is just a funny dream of mine). Also by just taking a look at a few teachers who are on social media and use technology well in their class there students seem to be more engaged. It makes sense to me that if you use language that is relevant to them that they will pay attention.
For schools as a whole I think that they need to start having a class that talks about technology education. It can talk about the benefits but as we discussed in class it also needs to educate students on the not great parts of technology in a way that isn’t “the scare method” as Katia would put it.
I think that we need to stop taking technology away from students and finally have them engage with it in a healthy way.
In this week’s learning project I created my very own GIFs. I was excited to take on this challenge because who doesn’t want to be able to make their own GIFs for their personal use. I think that it is so fun to be able to create engaging GIFs that can spice up any power point, post, picture, or presentation.
In EDTC300 we have discussed having engaging content. I recently read a tweet about how teachers should have more engaging content. In the tweet it talked about using Minecraft to captivate students and help them understand math better. So what I am thinking is lets pull in as many fun things that students enjoy like, minecraft, TikTok, GIFs, etc.
Now actually putting this great idea of having fun GIFs into practice. I am still getting used to how all the different features work, how to make different motions, and move things around but I am getting the hang of it and playing with different movements. To start you have to create your design and then with layers you at motion to your image. Seems easy yet it is a little more tricky then that. When creating different layers you have to copy and then add the changes or the motion. It becomes tricky when you delete the wrong layer, or cannot figure out how to create the right motion that you are going for.
So……… my first attempt actually did not work out. I could no figure out how to get the stars to move. I had 7 different layers to make it look like they were moving and sparkling but then when I exported it the stars did not want to have any movement in them. So this is my failed first attempt but I did learn from it!
And this is my final GIF. Nothing too special however just figuring this out took a lot of time and do-overs. Looking back it was hard but I was much more overwhelmed before I just started the project. I thought that there was no way I would ever be able to figure this out but I actually did and it turned out really well!
I am in deep! This week I took on the challenge of what I think is one of the hardest things to do on procreate. Flower arrangements. Like I said last week I find flowers and leaves really hard to draw because they are so naturally imperfect and to recreate that imperfection perfectly is a challenge.
I used a couple of different strategies this week. First I just followed a youtube video tutorial other than a little bit of shade difference in the colour I tried to follow this one as perfectly as I could. When looking at the differences I realized that part of learning is being uniquely yourself. Using the skills that someone else can teach you and then using those skills to express yourself.
Picture of my final piece
Screenshot of Teela Cunninghams final piece
Mine VS. a professionals
My final piece
Strategy two, I looked at a picture and I used it as a reference for my second piece! I tried my best to replicate what the original artist did but then adding my own spice! At this point in my journey, I still felt more comfortable looking at a reference piece as I am not totally comfortable coming up with ideas on my own. However, by adding more or fewer flowers in areas, and using some different colours, I am starting to feel more comfortable at making my own piece in the future!
Reflecting back on this week I realize how amazing it is to have other people online who are working at growing a skill that you are also working on. It is interesting to feel instantly bounded to someone through a shared hobby or skill. Whenever I find people now who use procreate online I instantly follow them because I want to see how they are learning and growing and what skills they may have that I do not. The beauty of online education is that people are so open and willing to share. People want you to be successful so they are willing to put out videos, tutorials, step by steps, so that you can learn as well. And that is why I appreciate EDTC so much!