Major Project Overview

It feels unreal that we actually made it to the end … And for the first time, that great feeling of accomplishment and happiness when you finish something is missing. This has been an emotionally draining semester. I actually think being busy with this class helped me stay focused and get my mind off of everything that is going on in our world. What really surprised me in a positive way was that for the first time in my life I did not panic by the thought of using technology. This is my third educational technology class I have taken and I learnt so much. But the most important thing is that I do not feel alone any more. I know that technology is changing and evolving daily, but there is an amazing group of people I feel comfortable reaching out to to exchange ideas or seek support. I would like to say THANK YOU for sharing your knowledge and expertise and for all your support throughout the semester.

As part of my Major Project, I decided to go on my own personal journey and look at four different apps. The two social media apps I chose are very popular in my home, especially TikTok. I was curious to see what my kids and students spend hours on daily. And needless to say, I fell in the same trap spending endless hours on TikTok and Instagram since they are very addictive. Not knowing how to analyze apps through media lens, I needed something to lean on. So, I decided to use Mike Ribble’s 9 elements of digital citizenship as my guide.

My journey through social media opened up my eyes and taught me a lot about the complexity of these apps, as well as the positives and negatives. It certainly brought valuable conversations into our home. I understand that some of these apps are for teens and maybe they do not appreciate us being on them, but as a parent and teacher, I wish schools brought them into the classroom and use them as tools to teach students how to be responsible digital citizens. Many parents are not familiar with these apps and never heard of Common Sense Media nor Media Smarts to learn more about them. So, the schools should take the role of educating children how to navigate these apps safely.

Although the pandemic put a halt on using the educational apps I picked, I did have a chance to introduce them to my students and I am hoping they will take advantage of them while I cannot connect with them. I have heard of Kahoot before but never used it. I really wanted to learn more about it as well as implement it in my teaching. Luckily, I experienced what it feels like to have a classroom with a projector in it for a couple of weeks and I have to tell you it was an amazing feeling. I was able to create activities as well as use the amazing collection Kahoot offers. While using Kahoot, the students were engaged and we were all having fun while learning. It is a great tool that can be used in a variety of ways, in class, online or as part of blended lessons.

The other app I decided to learn about was BBC Learning English. I did not write a blog about this educational app, but I included the evaluation in my final project. For both Kahoot and BBC Learning English app evaluations I was following the elements of CRAPPIES. Unfortunately the unexpected school closure made it impossible for me to dive deep into using the BBC Learning English app with my students. This learning app offers a collection of high quality resources to various English language proficiency levels with appropriate and up to date topics for different age groups in all four strands: listening, speaking, reading and writing. Although I only had a chance to print off a few articles, since all recordings have transcripts added, and read with my students, both students and I found them very interesting.

What makes me happy is that both Kahoot and BBC Learning English are great resources that my students know of and can access from home for free as an addition to the supplemental learning their classroom teachers are providing.

As part of my final project, I organized all my findings in a website I created using wix. I am glad I pushed myself into creating this site where I can add materials and resources in the future. This was the first time I made a website, so it is far from being perfect. I hope you’ll find some useful information and please help me grow by sharing your comments and feedback.

I am very thankful for your support on this tough journey. Stay safe and healthy!

Photo Credit: <a href=””>Sustainable Economies Law Center</a> Flickr via <a href=””>Compfight</a> <a href=””>cc</a>

Until next time,



When I think of the moral, ethical and legal issues we are facing the 8th, combined with the 4th and 7th, commandment of the Ten Commandments of Computer Ethics written by Arlene Rinaldi are the ones that I reinforce almost daily. 

  1. Thou shalt not use a computer to harm other people.
  2. Thou shalt not interfere with other people’s computer work.
  3. Thou shalt not snoop around in other people’s files.
  4. Thou shalt not use a computer to steal.
  5. Thou shalt not use a computer to bear false witness.
  6. Thou shalt not use or copy software for which you have not paid.
  7. Thou shalt not use other people’s computer resources without authorization.
  8. Thou shalt not appropriate other people’s intellectual output.
  9. Thou shalt think about the social consequences of the program you write.
  10. Thou shalt use a computer in ways that show consideration and respect.

Being an English as an Additional Language (EAL) teacher and being a non-native English speaker, I can see how easy it is to fall into the trap of plagiarism. Texas A&M defines plagiarism as “the appropriation of another person’s ideas, processes, results, or words without giving appropriate credit”. Other people’s words often appear in our students’ work. Being a non-native English speaker, I know that many times plagiarism is not caused by bad intention. Not being a fluent speaker, forces students to “borrow” other people’s words since they feel they cannot say the same idea any better. According to Bruce Dancik and Donald Samulack, the “unintentional plagiarism is a necessity” that helps non-native English speakers express themselves. 

As my classmate, Laurie Ellis mentioned in her content catalyst, educators play a vital role in teaching students to be ethical and responsible learners. Christopher McGilvery in the article called Promoting Responsible and Ethical Digital Citizens highlights the importance of always giving credit to the original source in order to avoid plagiarism. But in order for our students to know the severity of plagiarism we need to provide them with tools to be able to acquire “writing with integrity” (Candace Schaefer – University of Texas). Candace Schaefer describes three forms of responses, such as citing, paraphrasing, summarizing with paraphrasing being viewed as the most dangerous form of writing.

I do agree with McGilvery and Shaefer regarding the importance of teaching our students the various steps of becoming a responsible and ethical learner and writer. I tried to summarize the major steps:

  • Start early and come up with a detailed plan
  • Take accurate notes when researching a topic and cite correctly
  • Understand your topic and add value to it by sharing own ideas
  • Practice retelling the content by using your own words
  • Proofread
  • Use quotations to give credit
  • Give credit when paraphrasing as well
  • Use a plagiarism checker to avoid making this ethical, moral and legal mistake
  • Include reference page
  • Ask your teacher/professor for advice and guidance

As an EAL teacher, I also think we often misjudge our students’ level of language proficiency and just because someone “sounds” fluent we assume their academic language is at a high level as well. Sometimes the very high expectations do force students to fall into the trap of plagiarizing to prove themselves to our society.

Photo Credit: <a href=””>Paris Malone</a> Flickr via <a href=””>Compfight</a> <a href=””>cc</a>

Thanks for stopping by!