I am going on a technology adventure will you come with me?

Category: Summary of Learning

ECI 832

Final Reflections

If someone asked me about my EC&I 832 major project and how I have grown they would need to be prepared for a long answer. The easy answer is that I have grown to appreciate and value that DigCit is essential for students to learn in this present day. I can also state that DigCit teaches student how to use technology safely and responsibly. My responses are correct but it does not give you the depth and breath of what DigCit truly is.

What I learned in my major project is that DigCit gathers momentum in schools when you can anchor the learning to something of substance. For me linking DigCit with treaty education in an early learning center was invaluable. Being able to work with other people in a manner that promoted vertical and horizontal evaluation of the learning resources was simply incredible. When you have a community working with you to help promote DigCit in schools, you quickly realize that without their expertise some mistakes would have been made. For example, some treaty education hardcopy and online resources did not meet the standard when reviewed with the Indigenous Advisory Committee. As well, when working with early learning educators and Indigenous community members it was made clear that the use of technology was a difficult topic to discuss.

However through proper discourse we as a community were able to come together to better prepare our students for the present day and future. I want to emphasize that DigCit principles helped ensure that all Indigenous communities are treated in a “Good” and respectful manner. There is a resource that really helped me when bringing treaty education and DigCit together. The document is Starting from the Heart: Going Beyond a Land Acknowledgement. It reaffirmed the steps that I took to get the major project going in the school division. The link is listed below:


Just like was the bowling analogy that Shelly Moore makes regarding UDL. I sincerely believe that DigCit when used correctly can meet all the students in the classroom. For DigCit is simply good practice that reaches all students in the classroom. When that occurs I guarantee you will see the fruits of you labor in the eyes of your students.

What is true and what are the consequences?

The Fake News presentation that Holly, Cymone and Chris was outstanding. I have not stopped thinking about it and had to finally write a blog about it. I really appreciated how they broke down the differences between false information. I have heard a lot about misinformation and disinformation:

Misinformation = Wrong information not intended to cause harm

Disinformation = Fabricated content intended to cause harm

What surprised me was Mal-information and I really had to work at what does that look like. I found a great resource on the Canadian Centre for Cyber Security. It refers to Mal-information as “information that stems from the truth but is often exaggerated in a way that misleads and causes potential harm. In the presentation the following definition was used, “True information used against someone for advantage”.

My question is could “trusted” media sources be accused of mal-information? For example by not providing the total story is it possible a media outlet could exaggerate a story while gaining more readership, which then leads to more financial gain for the organization? The presentation in our class simply made me much more alert when looking at media sources. I believe it is absolutely essential that a person is vigilant and checks multiple sources before making a judgment on what they have read. A perfect example is what has happened in society as a result of the pandemic. People have become skeptical of scientific findings. I have a sibling that I discuss current issues with and with her background in the medical field she indicated that we need to be vigilant when it comes to scientific data. She made a good point “don’t just take the scientific data from a pharmaceutical company…. always check it with other sources when possible”.

I thought that last point was interesting. If the source of the information is able to “profit” from the data they are sharing should be be cautious?” I really appreciated the characteristics of an information literate person:

  1. Identify
  2. Find
  3. Evaluate
  4. Apply
  5. Acknowledge

I am just wondering is any source truly neutral? My final point is that I can really appreciate the amount of anxiety that this must cause in our students. On the ISTE website there is a link below to help students know when they need to unplug from technology and help them regain their balance.


What do you think are the best ways as teachers we can model to our students how to strive for balance in an information overload environment?

9 Elements of Digital Citizenship and Treaty Education

In my last blog post we discussed the issue of Copyright Laws in Canada and how it applies to Indigenous Culture. Depending on which side of the fence you stand on will determine who will be identified as the owner of the intellectual property. As I wrote previously, “The question that should be discussed is who are the true owners of Indigenous knowledge? Is it the author who writes about Indigenous knowledge or the Indigenous people/community? So how do we ethically address this issue in the classroom setting?

RESPECT/Digital Etiquette

As a result of ED&I 832 it was decided that we needed to form an Indigenous Advisory Committee to ensure that we are implementing treaty education in classes with the use of technology in a respectful manner. Oral tradition is very important when discussing Indigenous Culture. One area we found that was a learning curve was that electronic standards of conduct or procedure could differ from one Indigenous Community to another. For example the Indigenous Advisory Committee mentioned that no video or audio recording can be used during sacred ceremonies. A question was asked in that discussion pertaining to students. It was asked “How many students would pull their phone out and capture it on their device”? Advisory Committee acknowledged that this is a concern that Indigenous and Non-Indigenous students may not realize the proper etiquette when it comes to technology use in the context of Indigenous culture.

EDUCATE/Digital Communication

The Advisory Committee has been providing support regarding the appropriate use of technology in the context of treaty education. One point that was stressed was the importance of Elder and Knowledge Keeper contact with the students in person or through web conferencing. They mentioned that digital communication could be used to facilitate a connection with the Indigenous Community Members. It was expressed that it is important that oral traditions be respected and students should and need the opportunity to hear it first hand from a credible source. Lastly, it was stressed that any video that is captured must be used in it’s entirety. The teacher will have guidelines regarding how to present any treaty education materials in the classroom.

PROTECT/Digital Rights and Responsibilities

In my blog I write about the Digital Divide that exists between Indigenous and Non Indigenous Communities. It is paramount that all students regardless of their cultural background receive equal access to technology. By introducing technology/Digital Citizenship to early learners are hope to help reduce the Digital Divide between Indigenous and Non-Indigenous communities.

One platform that we have selected is by using Boom Cards. The platform can be accessed at https://wow.boomlearning.com/. Also, we will be including in our treaty kits Ipads so students can express what they have learned regarding treating education and be able to share it with their peers, teachers and parents.

What are your thoughts regarding activities Early Learners can participate that would strengthen their Digital Citizenship skills?