Category Archives: EDTC300

Sharing, Learning, Growing and Course Community

I really enjoyed getting to know my classmates through the online platform of EDTC 300.

During the COVID-19 Outbreak, we have all become more socially isolated. The opportunity to connect to classmates, even though it is over a computer, is a gift, and I have been grateful for these opportunities.

I made this video to summarize my learning experiences in the course.

Contributions to Course Community


Joining Twitter was a learning curve for me! I felt hesitant at first. As a Yukon University YNTEP Student, I was aware that Twitter is a resource used by some of the Education Students. I felt intimidated, but ready to give it a try. I created a Twitter handle and bio. I discovered and followed classmates and people and pages of interest on Twitter. I discovered that there is a wealth of Education resources available on Twitter – this was a new discovery! I interacted with classmates, asking them questions, commenting on their posts, and responding to their questions on mine.

One of the things I could offer my classmates, is positive, encouraging and inspirational posts. I also tended to share news articles about the north, LBGTQ2S+, and general education topics, especially lists!

Tweeting about Inclusive Classrooms – A post with lists and visuals: my favourite! It was great to connect with classmates online about this important topic.
Providing suggestions and ideas for video-making apps to classmates on Twitter

Blog Posts – Others

I really liked reading the blog posts of my classmates. It was a great way to learn about people in the class and to feel connected with others.

I liked offering encouragement and support. 

Some of my favourite bloggers to follow were:

What I appreciated and valued about each of their projects were:

Linnette’s dedication and determination: despite some challenges and setbacks, she kept challenging herself to keep walking. She was not afraid to admit her shortcomings or difficulties. I also related to her, as a Mom, and knowing how much more challenging that can make things feel sometimes – you just have less time to fit everything in – self care and schoolwork included – because little people always come first. In the end, she was successful in accomplishing her goal of 10,000 steps!

Rosalie has been working really hard on her beading skills. She is really good at it! She has persisted in her learning, despite the challenges of needing to get instructed from her sister over the internet. Beading seems to be something that is much easier to learn when you have direct, in person support. Rosalie did not have that, as she is living in Yukon, and her sister is in their hometown of Paulatuk. Despite this, Rosalie persisted, and she was able to make beautiful earrings, experimenting with different types of patterns.

I could tell that Andrew was really set on improving his cooking skills – and I think he did really well! Not only did he learn to cook himself, he provided detailed instructions and insights that would help any beginning cook to get started and feel more confident in the kitchen. It was neat to watch how Andrew explored various elements of cooking, such as tool organization, list-making, and how to use a dishwasher. He also highlighted the benefits of family mealtime, which I thought was awesome!

Here are some of my comments:

As well as commenting on these student’s blogs, I also had a chance to visit the blogs of other classmates and share regular comments throughout the course.

Some of my interactions on other student’s blogs:

Blog Posts – My Blog

It felt meaningful to me to have other classmates take the time to read and comment on my blog. I appreciated hearing their comments and insights.

One of the conversations that felt the most important to me is about student mental health. Mental health affects everyone. Despite growing awareness, I believe there is still a lot of stigma. We need to keep having the important conversations. We need to keep normalizing mental health difficulties. Every conversation matters. I am glad I could contribute to this a little bit.

Interactions on my blog:


Students used Discord to ask questions, problem solve, and help each other.

I found it useful to download the App onto my phone so it was easily available.

Connections with other students

I did my best to keep up with other students’ posts and comments on twitter, although I must admit – with being a busy mom, and working three jobs – some days it felt like a challenge! 

Students in EDTC300 shared some amazing resources on Twitter and I liked reading some of the posts they made! I replied to comments, and made comments on other student’s posts. When I found a resource that I found helpful, I would retweet it and thank the other student for sharing.

I like to connect by offering thanks to others, and offering them messages of support and encouragement.

I observed how incredibly helpful and supportive everyone was of each other on Discord! Students were quick to jump on and answer each other’s questions, offering in-depth support and solutions whenever other’s needed. I felt that if I ever needed to ask a question, my classmates would be there for me to help.

Yoga Meditation for Education Students

As part of my learning, I became curious about the process of video editing. In practice for the longer work of editing videos of doing yoga with my kids, I decided to take on a more simple challenge of making a meditation video. I wanted to create a meditation that would be helpful for education students during times of stress or overwhelm. For me, this was another meaningful way of contributing to the class community.

Thank you for reading and for sharing the journey!

Until next time!


VidCode: Creative Coding – End Plastic Pollution!

I have heard the term – coding – so many times. Mostly it seems to be used by kids and younger adults. So what is it?

According to Robo Wonderkind, coding is:

“Code is the language of the 21st century. It’s what tells our computers, apps, websites, software, and products what to do and how to do it. It’s giving a computer a set of instructions and functions, so it does what we want it to do. These instructions are also commonly known as ‘computer programming’, ‘software programming’, or ‘coding’.”


Some of the benefits of coding for kids:

  • Problem solving skills
  • Critical thinking
  • Creativity
  • Memory work
  • Development of computational thinking skills

I tried out Hour of Code

I chose a coding activity aimed at the grades 6+ level called “Plastic Pollution PSA”

Here is the finished product!

Every time you hit the button, the garbage moves over to a new location. This is possible because of the code I entered into the setup.

My reflections:

It was harder than I thought! I had to stay focused and remind myself to follow each step. Concentration is necessary for coding! It is also important to be able to follow directions clearly.

Why Every Child Should Learn to Code

Cool off-screen activity, that introduces coding:

Teach Your Kids to Code with a Deck of Cards

Here is a free google course for adults:

Understanding the Basics of Coding

Fake News: Read it, check it, wait

Fake news is real. Fake news can be dangerous. Fake news can be elusive. Fake news is a threat. 

Our class worked together to look at various websites to examine the credibility of the sources. Some questions we asked were:

  • How neutral is this information provider?
  • Is the information provided accurate or biased?
  • Where does the funding for this site come from?
  • Where does income generated from this site go?
  • What could be some of the underlying motivators of this site?
As teachers, we must find age-appropriate ways to educate our students. Increasing our students' digital literacy is a top priority.

The three main takeaways from the video below are:

  • Read it 
  • Check it
  • Wait

Kids benefit from simple and easy to understand steps directions, especially at younger grade levels!

Fake NEWS: How to Equip Your Kids to Tell Fact from Fiction

Protecting Children From Fake News

NTCE Framework

Monica L.’s Story, Digital Identity and Mental Health

I was touched and moved by this video. I appreciated the candidness of Monica’s sharing. 

It takes incredible courage and strength to come to a place of readiness to be able to openly share one’s journey in the ways she has with others.

She said It had taken her many years to become ready to share her story. She said that she shares it in the hopes that it will help others. And she does it so she can be strong in her own truths.

She said she was deeply affected by her online takedown, which occurred synonymously with the rise of social media. She suffered from the rumours, the gossip, the destruction of reputation and character. “Don’t most 22-year olds make a few mistakes that they regret in their life?,” she asks. I have to agree that she is right.

Why do we people think it is okay to be so mean, so cruel, so judgemental, so dehumanizing to others? Why does the anonymity of the internet bring out the worst in people?

Whether it is from the effects of cyberbullying, in person bullying, or other psycho-social conditions, our students are at risk. We must always remember this.

Our students are always at risk of experiencing deep levels of hurt. 
We are in a place to help them. We can change lives. We can save a life.

The truth is these deeply interwoven aspects and layers of mental health extend beyond just one realm of online or offline – some kids will be prone to emotional challenges no matter what their level of online safety practices and digital literacy. And some yet will be more likely to engage in risky online behaviour despite every heed and warning we could ever give. Still, it is our job to educate them. And further still, we must always be ready for potentially rising mental health crises in children and adolescents.

Mental health crises' can sneak up upon them - and us - so quickly.
We can make a choice to speak up. We can try to help.
We can make a difference. Do not ever forget it.

We can do an incredible service for our kids by truly familiarizing ourselves with the online platforms of which they become so well-acquainted to themselves. We can help to educate them to protect themselves. And we can support them along the way – connecting with the kids themselves – as well as with parents and the community.

Reaching out to colleagues, friends and counsellors is necessary to keep ourselves healthy. We must take the time to debrief. To seek all of the support that we need. Holding space for other’s suffering – witnessing their difficulties, and intervening in the ways that we may – can be difficult, painful, and cause our own suffering.

Some of these kids may have already had many struggles before we met them. There are limits to the ways we can support them. Coming to terms with these limits is challenging work. I believe we must always try – to be present, to offer our best selves- caring, supportive, empathetic. 

And ultimately, our job as teachers is to help guide them to become the best humans they can be – kind, caring, empathetic. Holding space for them matters. And just being there for them teaches them all of these values.

We can teach them that the world of communication and the ensuing responsibilities of this, falls not in one place – online or offline – but rather along the whole spectrum – in the realm of these mixed and complicated spaces.

Kids Help Line

Bell Let’s Talk

Crisis Services Canada – Suicide Prevention – Support

In each other’s spaces: Digital Sleuthing exercise

Left to right: Dani, Rosalie, Janet

For the class exercise, I snooped on my friend Rosalie. After this was complete, I gave her some feedback about her digital identity. 

One of things that stood out to me was Rosalie was surprised  about some of the information that was available about her online. She simply was not aware that certain information was out there. 

 It’s just nice to know what is publicly available or not. But all too often, we do not take the time to figure this out. For this reason, I feel grateful for this course, and the learning experiences that have been offered to us.

For example, neither of us realized that YouTube shares your personal playlists publicly. Rosalie seemed surprised by this and I was as well. For this reason, I’m going to check my own settings, and make sure I’m not sharing my YouTube lists with others. For me, I prefer to be more private with what I share with others. 

My friend and classmate Janet snooped on me. I felt fairly content with the feedback that she gave to me. Mainly, that most of my personal details, such as my birthday and address are hidden. I feel that’s important in protecting ourselves from threats like identity theft. Also, because I work in some higher-risk settings, I like to keep my home life safe and private. It was nice to hear the feedback from her that my online presence comes across as professional. This is what I aim for in the work I do through my business. 


After completing our class learning, my view has shifted. I now feel strongly that every person should be making themselves aware of what information is available about themselves online. It is so easy to live in an imaginary bubble where you do not think to ask yourself what kind of information about your life may be public, but it is a question everyone should be asking.

I plan to educate my family and friends about the importance of this. One of the aspects that I love about being a University Student, is the exposure to new ideas and concepts and the openness that comes along with it. I feel that it is easier to explore new ways of knowing and doing as a student. It is also easier to try to convince some of the hard-minded adults in my life to learn to think a little bit differently, when I can share knowledge from a classroom perspective.

Here are some articles I will share with my friends and family:

Manage Your Online Reputation

17 Things to Know Before Googling Yourself

10 Tips to Improve Your Online Privacy

Here are some resources for Working with Kids

What Can You Do To Protect Your Online Rep? (Video for Kids)

Educating Kids About Digital Privacy

Resources for Teachers – Office of the Privacy Commissioner of Canada

Breathe Like a Bear and Integrating Breathing Breaks For Kids

Breathing and meditation practices are wonderful for parents and educators to have in their toolbelt of resources

Benefits of Breathing Breaks and Practice Ideas

Breathe Like Bear!

This is a great little practice guide for parents and educators:

The book is available on Amazon here.

Support for Parents and Educators

Tips (Breathe Like Bear)

  1. Skim through the pages and find the ones that stand out to you
  2. Be ready to teach on the fly! Have an upset little one? Offer “Hot Chocolate Breath” or “Pizza Breath” – Pay attention to their reaction. If they seem interested, you could try it with them.
  3. Be willing to adapt practices based on kids’ requests and needs. It’s okay to go outside the book and make up or modify into your own versions of things!

Other suggestions for the classroom:

-Where do you even get started? Learn a few practices at time. Know that it’s okay to know very little! Start small!

-Try it out and see what works – listen to the kids’ feedback. Does this one work for them? Would they like another one instead? Which one is their favourite?

-As you learn more practice ideas, it gets easier to offer breathing exercises in the moment –to help support them with calming, grounding and centering, whenever they need it.

Remember: Check your own breathing! These practices can help you, as a parent and/or educator to stay calm, centred and grounded yourself. You can role-model self-regulation to kids by becoming more aware and in-control of your own breathing. When you are ready, if you like, you might take the time to slow down for a while and practice your own breathing exercises and or meditations. There will be benefits for you and your kids/classroom!

Digital Citizenship

“…students are often not learning to be safe and responsible Internet users at home, so schools and teachers must make sure that students are acquiring these skills in the classroom; otherwise we are putting young people at risk.” -Page 7

“If we want students to be lifelong learners, they should see learning as something that can happen at any time, but by keeping technology out of the classroom, we send the message that school is separate from “real life.” ….Incorporating digital worlds and digital citizenship into the curriculum helps bridge the gap between school and home.” -Page 9

Digital Citizenship in Saskatchewan Schools – Policy Planning Guide

red and blue hot air balloon floating on air on body of water during night time
Photo by Bess Hamiti on

Ribble’s Nine Elements of Digital Citizenship – Reflections.

Here are some of my own notes and takeaways of the main points from the guidelines;:

-Respectful and appropriate communication to and with others

-Allowing children to fully participate in digital society

-Understanding ethics, laws and legalities

-Understanding the implications of digital communications and digital footprint

-Teachers must develop their own digital literacy capacities first; then they can pass this important knowledge on to students

-How money is spent online, taking care and cautions, and avoiding scams

-Exploring freedom of expression and protection from bullying and harassment online

-Balancing physical and emotional health and wellness with internet use

-Protection of personal data, protection from viruses

-Bring your own device policies and programs: There are benefits to letting kids use their own devices!

As Educators, we must:

-Always be teaching at age and grade appropriate levels, embedding knowledge within various subjects whenever possible and appropriate

-Be familiar with outcome and indicator goals and incorporate appropriate teaching and learning within these contexts

How to connect Ribble’s nine elements of digital citizenship with grade levels, subjects, outcomes and indicators?

-Introducing digital literacy as a core learning goal, at the beginning of each school year

-Use of multi-disciplinary learning: For example, embedding digital literacy practices into other subject areas. E.g. As learning increasingly uses more digital software and platforms, digital literacy practices accompany.

-As the class becomes more familiar, asking them to draw upon their knowledge and share with classmates and teachers what they have learned and are practicing

-Children learn to analyze, and explain the purposes of digital literacy practices, breaking it down into step-by-step practices and purposes

-Schools become digitally literate, and it becomes a common school language

-Children understand the knowledge and expectations appropriate for their age and learning level, and are able to apply these skills in the classroom.

How can you integrate digital citizenship into your future classroom?

-Have regular, open-ended discussions with students

-Keep a list of goals and priorities on the wall

-Allow students to reflect and grow on their digital experiences

-Teach scenarios: “What is the worst that can happen?” and “What does healthy digital citizenship look like?”

-Create mini workshops and tutorials for parents to help keep them updated, educated and informed

Student’s need to develop twenty-first century skills!

Apollo Research Institute’s 10 key skills critical for the future workforce are:  


-social intelligence  

-novel and adaptive thinking  

-cross-cultural competency  

-computational thinking  

-new-media literacy 


-design mindset  

-cognitive load management  

-virtual collaboration

Supporting digital fluency will help nurture the development of these skills.

Using iMovie in the Classroom: Ideas!

Some ideas for using iMovie in the Classroom. And how does this fit in with the SAMR Model?

unrecognizable african american scientist studying anatomy with tablet
Photo by on

As I read about ways to use iMovie in the classroom, I can’t help but think about some of my own ideas and inspirations for classroom learning.

  1. Use for collaborative learning
  2. Projects for kids to share their learning experiences with their parents (and classmates!)
  3. Telling Stories
  4. Helping kids to learn step by step processes
  5. Documenting classroom experiences
  6. Field trip videos!
  7. Doing a photography project and creating a slideshow with music
  8. Self-Awareness and Awareness of others practices: Using media to help kids talk about their personality qualities and how they see themselves and others.
  9. Making videos about feelings. E.g. What does Peace look like? What does Peace feel like? Etc. 
  10. Incorporating nature into the classroom using video technology. Why not get out and film a river flowing for a while, and then make an iMovie to play as a peaceful background during quiet reading or reflection time?! Kids could learn the story and history of this river, spend some time at this river as a class, and then connect with this river via video in this classroom while they work.
  11. Increasing access and connection to First Nations culture by various forms of video. Creating community partnerships and engaging in projects to increase availability of relevant video materials to students. Ideally, students are part of these projects and feel connected to the videos.
  12. Classroom video exchange – The next step up from Pen Pals – A video exchange group between two cross-country (or cross-world?) classrooms!

SAMR Model:

This is my favourite depiction of the model.

How Does iMovie fit into the SAMR Model?

The use of iMovie easily slides across the three furthest domains of Augmentation, Modification and Redefinition. With iMovie, there is space and opportunity for functional improvement in learning (Augmentation), resdesigning tasks (Modification) and redefining how kids learn entirely!

Here are a few helpful articles with useful tips and ideas:

Six Ways to Enhance Students Learning Using iMovie

Five Ways to Use iMovie in the Classroom

Using iMovie: My first take!

Last weekend, I set out to use iMovie for the first time.

I was nervous. I was born a perfectionist, but over time, my values have softened to becoming more realistic and gentle with myself in my own processes. However, I was definitely feeling my own internal pressure to make the first video as well as possible.

After watching a few iMovie tutorials, and checking out some videos made using iMovie, I felt ready for my next steps.

  1. Set up a shooting space in my bedroom
  2. Record video using iPhone and my Logix Flexpod
  3. Snap some photos 
  4. Use Voice Memos App on iPhone to record an audio file

Later Steps:

  1. Use Text Art app to create a thumbnail for the video
  2. Create YouTube Space for uploading and sharing the video

Using iMovie

  1. Open a New Project
  2. Name the project. To do this click the back arrow with “Projects” in the very top left corner. A new window will appear. You can enter in the title of your project here.
  3. Upload media into Project Media space. You can do this by browsing media, and pulling it into the Project Media space. I got my Project Media ready with all the files I needed first: Videos, Audio clip, and photos, so that I was ready to go!
  4. Drag down media into the bottom half section of the screen to begin putting the iMovie together. For my movie, I wanted to overlay an Audio clip with the videos. All I had to do was drag each of these files into the bottom section.
  5. I learned that to clip and delete files you need to: click on the first section then “command B” – then click on the end “command b” and hit “delete.” It is that simple!
  6. Then I could just move the video and audio clips around slightly, drag down the pictures to where I wanted them, drag out the pictures for the length of time I wanted them to play for.
  7. After getting the basics figured out, I realized I could add a short sound effect clip at the start of the film. There are many free songs and sounds that come with iMovie. I used a rain sound.
  8. I also figured out how to zoom in and out of photos for different effects.

It was a solid learning experience for me. I feel happy with my work, as a first time user. I have so much yet to learn, but I feel grateful to have figured out the basics! It was exciting to make a YouTube Channel – I am working on plans to make more videos in the future.

Here is the final product:

Exploring Human Connection in Educational Technology: In The Classroom

Boy wearing gray hoodie
Photo by Juan Pablo Serrano Arenas on Pexels

According to Michael Wesh, “When medias change, human relationships change.”

In his YouTube Documentary, “An Anthropological Introduction to YouTube” the themes of global community and connection are explored as viewers learn about the history of the ever-popular YouTube website.

The concept of cultural inversion stands out. Welsh analyzes the dialectic of expression: individualism, independence, and commercialism to value: community, relationships, and authenticity.

We are expressing one thing, while valuing something else. YouTube seems like such a powerful medium to hold space for the entirety of this dialectic. Wesh says that cultural inversion leads to cultural tension. This community has provided a global space, and is one form of response, or expression to that tension.

The values we must explore as future educators, living in an educational technology world, require intellect, understanding and knowledge. We need to know the programs. We need to know the systems. We need to know the benefits. We need to understand the risks. We need to keep our students safe, and we need to keep them connected to their communities.

We need to be able to utilize technology in ways that seek to support our students’ capacity for growth and connection, all while informing their awareness of potential risks and minimizing any harm to them.

There’s a lot to be said about the potential for creating wide open spaces on the internet, where people can experience a sense of freedom in creativity, and self-expression. As Wesh puts it, webcams or watching others on video may give people the “freedom to experience humanity without fear and anxiety.” This idea has significant implications, and though as Educators we wish to create varied forums for self-expression, we must stay cautious.

Our ultimate goal in using technology is to increase human connection – between our students.

Finding a balance between technology use, and providing opportunities for real-world interactions and in-person social interaction, including the development of interpersonal skills is critical. If we can harness the power of Ed Tech to help benefit our kids’ relationships safely, then we know we are doing a good job.

Let us always seek to find a balance, and to keep mental health at the forefront of our educational goals.

Connection matters. Human connection matters. Connection can happen in various forms – and we can be open to grow and change with the new possibilities that each year and generation of technology offers. Let us open up our practices and classrooms to evolve with technology safely.