Adventures in Ed Tech!

Schools of Thought – New vs. Old

Randomized Alphabet – July 25, 2025 – Etsy.com

I fear my blog posts could blur with redundancy in the use of concepts like balance, meaningful, thoughtful or purposeful. As I was listening to the debate and then investigating sources, I started to wonder, What if the alphabet on the wall in every (Apologies here: dominant Western culture is showing) classroom was jumbled or random? Why do we learn the alphabet the way we do? What would English language acquisition, reading development and the learning of writing be like if we just completely went to a discovery model? These are probably better questions for the likes of Merriam-Webster, Oxford, Cambridge, Collins, and Longman.

When it comes to the debate statement: Schools should continue to teach skills that can be easily carried out by technology, I AGREE. Does that mean that I think time should not be devoted to modern activities like coding? It does not. One of the roles that schools have is to prepare students for the world outside of school. Integrating instruction related to technological skills is preparing them for the modern work world. It is, however, vital that technology use is purposeful and the usage is planned, not just frivolous and random screen time.

Baby, Bath Water – You know the saying. Pixlr.com AI Generated

Rote learning is often the target of the old ways. It would be irresponsible to completely banish rote learning from classrooms because of the benefits it can have on “mental training”. Spending hours a day memorizing facts would be a wasteful way to spend precious class time. Boredom aside, students who are just memorizing and regurgitating information are not developing the important skills of critical thinking. This is an area where discovery or innovative learning methods can provide a spark in our students, light the flames of curiosity and creativity.

I know technology, like iPads and Chromebooks, can bring benefits to our classrooms. What I also know is that kids need time away from screens. Why not bring the art back to language arts with some handwriting practice? Taking some time every day in our elementary school classes to build fine motor skills will have benefits well beyond the cursive letters themselves. Handwriting has also been linked to brain development, which links to reading skills in pre-literate children. This might create an argument that cursive can be phased out as students become more competent readers. Finally, our developing writers are supported through handwritten work.

As stated, old school methods still have a place in my classroom and should have a role in many elementary classrooms. However, ‘new school’ methods and activities are just as important in my classroom. This source highlights adaptability as a modern and important skill in the current and future workforce. I might contest that having the “old school” skills makes a student more adaptable. When the power goes out, when the subscription runs out, students need to have some skills to fall back on when the zombie apocalypse ensues.

The big question for me then is, how do we integrate the old teaching with the new teaching to best prepare our students for the world outside the classroom?

TECHuitable?

“Dustin Sitting on a Fence” 25/07/2025 – Cypress County, AB (Treaty 7)

Of the six debates, this debate: Technology has led to a more equitable society, finds me on the fence the most. Continue reading to see which side of the fence I fall on and whether telehealth can address my injuries…(Insert paywall)

All jokes aside (humerus-unbroken), I have long been fearful of public/private partnerships in education. Overlord Zuckerberg (Borg-resistance is futile) has unleashed freebasics to soothe the ailments of the unconnected. India has challenged Facebook Meta on the grounds of net neutrality. The concept and reality of Digital or Electronic Colonialism have arrived. As the saying goes, “Nothing is ever free!”

I do believe (despite what you might have heard in Debate 1), technology has the prospects to close gaps in our society. Like the hopes of the Obama administration trying to create a ‘Future Ready’ America, the deployment of technology can strengthen the world of education. While Meta was trying to provide access for everyone, it was potentially going to create a tiered system. This fails to deliver on high-quality, open-source access. Access and deployment of technology are going to be the real problem, as noted by Sarada & Chi in the debate and former US Secretary of Education Duncan.

Sad Janine – Would Abbott be in the ‘badlands’?

Jillian and Danielle did well to highlight the digital divide – the rich get richer. The work of Neuman and Celano in the schools of Philly is very telling, telling of the inequality. From this work, access to technology is like compound interest on education. In the affluent neighbourhoods of Philadelphia, technology is an investment in a high-yielding stock. However, in the ‘badlands’ of Philly, technology is more of a credit card, and despite efforts, the result is more debt. The tech is just plastic and metal, but with the proper and necessary support of adults, technology is beneficial. But hear again, the inequity lies in, not everyone has the support of an adult. Perhaps that adult is there but not very knowledgeable themself.

Grandpa Simpson – The Simpsons: Season 7, Episode 8

Another point from ‘Future Ready’ was training for teachers, and in reality, I would say adults. The narratives around the COVID-19 shutdown and elementary students sitting at home without proper support are informing the need for knowledgeable supports – human supports. I look at the stories of laptops being handed out in African nations like Sierra Leone and wonder if it is an attempt at equity or feel-good fuel? Well, based on this research from Kenema, Sierra Leone, one of the needs identified is to invest in technology. Perhaps the deployment of devices can be beneficial.

If you’re still reading, you know that I forgo the profiting of knowledge (no paywall) but probably are keen to know what side of the fence I fall…I AGREE that technology provides equity. I didn’t even touch on Assistive Technology and the benefits for our students with unique needs. It would be the death blow to the disagree side. Of course, if I did fall, 811 wasn’t going to do much beyond tell me to seek in-person healthcare. Something to ponder: Are we really building a fairer future for everyone, or are we just letting it amplify the world’s inequalities?

It takes a village…with 5G

I had intended to write this post sooner, but something kept distracting me…

During the second week of class, I found myself the most productive and yet the least engaged in blogs and Discord. This was because I was camping in a location with very poor cellular service, and screens became obsolete. I had to travel to a nearby town (shout out to Quilly Willy) to access the internet for all my needs, including debating against technology. Cell phones, even in the most well-intentioned and mature hands, can be a distraction.

The lure of the cell phone’s siren song is always going to be there, unless users learn how to develop healthy habits. Where do people learn healthy habits? Well, probably their phones, but before the ubiquity of mobile phones, people learned healthy habits in their homes and their schools. These devices are not just fidget spinners; they are here to stay, so whose job is it to model appropriate cell phone usage?

Create an image of a helicopter with the word parent on it, hovering over a classroom with a cell phone tethered to it – Gemini

Can appropriate use be modelled in an environment where devices are banned? Probably somewhat, but I would argue that students need to have the real-life experience of making the choice to focus on work, to ignore the cell phone instead of it being banned outright. Imagine if getting your driving license never involved any real practice driving and just involved watching videos and sitting in the passenger seat. Not to mention, with the speed of phone upgrades and the prevalence of older devices in homes, students could just be turning in a ‘dupe phone’.

Somehow, policies find a way to disproportionately affect the most vulnerable and the families who probably can’t afford multiple phones. Phones could be the problem, or they could just be the symptom of bigger problems. The phone isn’t the distraction, but the social media apps on the phone are the distraction. These apps are what cause people to use their devices as toys more than tools.

https://mgiep.unesco.org/article/it-takes-a-child-to-raise-a-village

These devices are here to stay, so we need to empower our students with the skills to be responsible digital citizens. Banning devices is the easy way and, quite frankly, the wrong way to go about solving the issue. When looking at communities (which a school, the classrooms are all communities), everyone needs to be involved in the policy decisions related to phones at the high school level. Teachers, students, administrators and parents should be working together to discuss what responsible and safe usage looks like, sounds like and feels like.

Should an outright ban be in place below high school? At what grade should we begin allowing phones?

“Do as I say, Not as AI do” – Teacher

Author @AuthorJMac captures a great perspective – X.com

Never fear, AI is here! Perhaps you find yourself agreeing with that adage, or you might be on the other side, peering around every corner, fearing where AI might be lurking. Before I go too far, I wanted to share some perspectives. Sometimes I fall into the abyss of the CBC…two interesting perspectives on AI: Kids and from the teachers and professional bodies.

Create an image of a robot hitting a baseball. The baseball has the word education written on it. The background is a classroom. – Gemini

AI will revolutionize the education of our classrooms, but will that revolution be for the better? I believe AI has the opportunity to have a positive impact on today’s classrooms. The possibility of personalized learning with AI should have a positive impact on academic performance and overall student engagement. The big question that comes to my mind is: What age should our students first start actively engaging with AI and their LLMs? One source suggested ages 9 and 10, but there still seems to be uncertainty.

Perhaps the uncertainty stems from critical thinking skills. One source notes that critical thinking exists in children as young as 3, preschool age. The authors highlight the importance of social experience in the development of critical thinking skills. Playing with AI LLMs like ChatGPT or Gemini might allow our students to strengthen their critical thinking skills. However, are we just strengthening the AI, as LLMs are constantly learning from human inputs?

SCAMMED https://www.youtube.com/watch?v=-YX_VJFog0A

Like many questionable things in society, we have rules and policies around their usage. AI should be no different. Who makes the policy? Does the Google Gemini team, the school administrator, or the parent advisory group? How many stakeholders should be sitting at the table, and which stakeholders perhaps should be left out? This US government report makes some suggestions, but I also wonder about teacher usage.

When reading about teachers and their experiences with AI, you will often hear stories about academic integrity and plagiarism. I would agree that students need to be putting in the work and not developing poor habits or even apathy. Something I always wonder is, how do teachers share how they use AI with their students?

A large benefit of using AI is the time savings. I myself have dabbled with AI to craft lesson plans or even comments. Time is seemingly always fleeting as a teacher. However, how often do teachers disclose their usage to their students or families if they used AI to craft comments on a report card? The point I am trying to navigate towards is responsible usage. Students need to be taught how to use AI and how to navigate the world with AI. Teachers need to be open and share how and when they are using AI, and act as role models for their students.

Create an image of me looking in the mirror and pointing in the mirror. Have my shirt have the letters AI on it. – Gemini

Technology can Enhance; Enhance; Enhance Learning.

Officer Thorny is on the case – Super Troopers (2001)

What happens when you find yourself driving to soccer practice at the same time that the debate sign-up opens? Well, you end up finding out a lot more about why educational technology may not always enhance learning in our classrooms. I am a bit of a techie (and trekkie), so having to debate against the idea of using tech in the classroom was one of those silver linings.

“When given access to appropriate technology used in thoughtful ways, all students—regardless of their respective backgrounds—can make substantial gains in learning and technological readiness,” said Darling-Hammond, the faculty director of SCOPE.

This quote sums up my viewpoint on technology in the classroom. In the quote, one keyword stands out, ‘thoughtful’. As I read it, this word means intentional or purposeful, not just for the sake of checking a box on an evaluation or trying out some new ‘toys’. Technology is a modern reality, and the use of it within our classrooms can provide the necessary skill development for our modern working world.

Kids these days, they’re different…(another time, another place for that debate), but the learners in our classrooms have evolving needs. Technology is perhaps the pinnacle of efficaciousness. From challenging those gifted learners to supporting those who have delays or gaps in their learning, technology can be the classroom pet you have always dreamed of – the octopus.

Gemini (Jul 14, 2025 9:15 PM CST) Prompt – create an image of an octopus in an elementary classroom with the name tag reading pet

Technology in the classroom has the opportunity to be the great equalizer. The World Wide Web has many free resources, many digitized resources that can be read to our ‘non-readers’. This instant access highlights the importance of critical thinking skills. Free and widely available means fewer checks and balances. This means any septuagenarian can gain power and spout lies that can be perceived as truths without critical thinking skills. As much as tech can equalize, it can also highlight the digital divide 2.0.

I often wonder, what is the best age to dive into bringing Chromebooks into our classrooms? There is no doubt that technology is now vital to supporting the special needs of the children in our classrooms. From reading to language learning and other cognitive or physical abilities, all these students can benefit from technology. As a class, I feel ‘thoughtful’ inclusion of technology is the best practice.

Live long and Prosper – Star Trek (1966)

Personal note: I am not a supporter of the Alliance for Responsible Citizenship. However, I think the video provides that stern speech that, if not careful, can convince you of…

With great power…

(Anti)Social Media can not be inherently good or evil. That being said, the end users can be in a place in their lives where they can be easily persuaded, in an altered mental state or are just inexperienced in their lives. All three of those descriptions fit with the reality of youth. Who bears the responsibility of protecting our youth from the adverse effects of social media, a tool that can be used for good?

Policy makers, of course. In this commentary from the Canadian Pediatric Society and in the arguments made in Debate #2, they outline how policymakers need to investigate age verification and examine how data is collected from users who are minors. In the simplest ways, age verification can be easily defeated by changing your year of birth. However, some verification sites require proof of ID, like a driver’s license. Now, sharing that level of information taps into the issues of privacy and sharing too much information, an issue that developing minds struggle with, just like aging parents and grandparents who get scammed.

The debate sources also noted the need for academia to be involved with research on the effects of social media and mental health. As I read through the sources and listened to the debate, I began wondering about the compounding effects that social media (and screens) have on our youth. As noted in the Surgeon General’s report, youth would often be accessing content in the hours when they would be sleeping. So, as a youth with a negative body image or a low self-worth, they are limiting crucial developmental time and filling it with negative content (potentially). This can create addiction and lead to the creation of hate towards others.

Of course it can’t be all bad…can it? No. Like many answers in life, balance is key. What does balance look like and feel like? I can’t answer that at the moment. But I know that a unified effort is key to supporting the usage of social media and the healthy development of our youth in today’s world. I have anecdotal evidence to support the positive that social media can bring. My daughter stays connected to her friends who moved to Ontario through FaceTime and FB messenger. I have a student who moved to my school (small & rural) from an urban centre. Her social community from her old school doesn’t exist in her new school, but through social media, she is still able to stay connected and find companionship.

Overall, I believe families need to be responsible as the first responders and mentors to social media usage within our youth. Yes, as a teacher, I can provide lessons on digital literacy, but I can’t dedicate all my time to social media usage, nor am I around the child when they are accessing social media content. Policies are great, but not foolproof (see: drunk driving or school shootings). Tech companies will always have profit-first mentalities and can’t be trusted to make real and meaningful changes to social media (see: Big Tobacco). Social media can be an incredible tool for activism and support in our world – a world that is shrinking because of social media, but users of social media must be responsible and respectful.

A “Day” in my Tech Life

My wrist is vibrating, vibrating, vibrating…my sleepy eyes lock in on the face of my smart watch, and I tap to end the vibrations. Sometimes I get up, sometimes I snooze. When I get up, I run through my morning routine and head to school. Over the past year, I decided to avoid looking at my smartphone until 8:30 am on work days. If I walk to school (500 m), I might check my phone for messages, depending on what I am expecting, both personal and professional.

As I set up in the gym office, I fumble through 2-step authentication. If you are unaware, there is a group of penguins in Antarctica trying to access the information housed on the Horizon servers, thus requiring 2-step authentication and frequent password changes. I open my work email, smile because as the PE teacher. I am of low importance, and the gym is not needed for another random presentation or event.

I log into Chalk, a planning service known as Planboard. I double-check my plans for the day. Once everything is confirmed in my brain, I open up a shared Google Doc and input what activity will be in the gym during my lunch supervision. As I wait for my first period, I usually start watching YouTube for different sports and games ideas. If I am teaching classes from grade 7 and up, I will have to access MySchoolSask to input attendance or enter marks if needed. The rest of the day will be spent checking sporadic emails on my phone or receiving a few random messages through different services…

Messaging and communicating go through (too) many services in my life. Professionally, email is the number one form, but I get the odd text message if it is deemed more urgent. Apparently, in the 90s and earlier, no such urgency existed. Personally, I use text, email, WhatsApp, Facebook (Messenger) and TeamLinkt. Depending on what sport, club or event is happening. These modes of communication can run my day after work and on weekends.

As a classroom teacher, I would typically rely on Google Classroom as a means to support online work and serve as the online meeting point for my students. I still use it for my Wellness 10 class and PE 7-9, but very sparingly. The majority of communication with students is face-to-face, while my communication with parents is via e-mail, unless very pressing (like an injury), it would then be a phone call.

Overall, I am a passive user of social media. I skim through Reddit and Facebook, and if I am connecting with friends and family, it is done by text message.

Oh yeah, I guess I should make a note of AI. In my personal life, I have not actively engaged in the usage of AI, but I am aware that it is lurking in the background. As a teacher and grad student, I have dabbled in services like ChatGPT and Gemini. I use Grammarly to support writing conventions and have used TeachMateAI to help create plans and comments for email, but not very often. At this time, AI isn’t a big part of my daily Tech life…at least that I am aware.