This link provides some of my class contributions:
https://docs.google.com/document/d/1y08EtjEi3Kt5eoc_QfwyJ7HfsLvjd1s-U4xUOg-wVKo/edit?usp=sharing
Thank you
Final blog post
Reply
AI in class??
- Assigned blog post: Choose an AI tool and try it out. Reflect on how it could be used in the classroom by the teacher or the students. In your post, consider some of the following:
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- How could this tool be used to enhance teaching? Could it aid in personalized learning, automate administrative tasks, or provide new ways of engaging students?
- How might this tool support different learning styles, assess student understanding, or encourage critical thinking and creativity?
- What are some of the ethical or practical challenges of using this tool?
- You should also share your personal perspective on integrating AI in education and speculate on its future role in the classroom.
The AI tool I will be using to talk about this blog is Chatgpt. This is a tool which is extremely famous and it has caused much controversy. Nevertheless, I can see the need to integrate this tool in the classrooms. The biggest reason is due to the fact that AI is the future as mentioned in this resource. The resource mentions how AI is making huge progress in business automation, manufacturing, innovation, research, among others. The advances of this tool and mass adoption is essential to accept.
As a teacher, if I know the world is going into a certain direction, and I fail to prepare my students into that direction, then what kind of teacher would I be? This is a question that I must ask myself and recognize in order to be genuine. Hence, I believe that it should be added into the classroom.
The video above speaks about how one teacher is revolutionizing the classroom. The teacher is using AI as a tool for not only himself as a teacher but also for students. For students, AI would be used as a personal assistant where it would give instant feedback on writing errors and suggestions for students to reflect upon. For the teacher, It would help with processing time in marking and grading assessments. In this scenario, this teacher found a way to make it productive for both students and teacher.
However, I think it is important to know one drawback from using Chatgpt. Students can potentially abuse the resource and fail to come up with genuine assignments.
Another interesting drawback from the use of AI in the classroom is in the following video:
Here, the video provides an example of AI taking over the teaching profession. As a pre-service teacher entering the industry, this video is concerning to say the least. Of course, I never thought of this to be a possibility however with remote courses already so widespread, it is not so far fetched. Nevertheless, I have to accept that there are drawbacks from the use of AI in the classroom but it is the new reality.
Fake news!
Increasing our collective digital literacy seems like the best way to combat fake news and the dangers that accompany it. What might it look like to teach about digital literacy in your subject area/grade range? What general ties can you make to the curriculum? How might you incorporate the goals of the NCTE framework? Please be sure to reference at least three of the articles/resources listed above.
In the world of fake news and misinformation, the idea of coding information has reading between the lines is the bare minimum. This resource from the course resources gives a really interesting point on the matter of news agencies and their attempt of misinformation. It mentions how news agencies are many time bought out by government are provide biased information. It further mentions how the internet has allowed for multiple perspectives to form and people are able to see the truth. This has resulted in a benefit to the mass public as they were able to get access to more than one viewpoint.
In instilling the coding techniques and critical analysis to students in the classroom, I found the KQED resource to be really helpful. In essence, the resource mentions a lesson plan to have students breakdown fake news. An online image would be provided for students to then find reasons and research its authenticity. I believe this to be a great exercise in instilling coding skills for my students and critical thinking. This resource provided by course materials also stresses the use of critical thinking in this issue.
Finally, I feel the issue of artificial intellegence to be of immense concerns. In recent time, AI has been able to recreate images and data which almost feels true. The video below provides more insight:
Here, a deep fake is provided to demonstrate the difficult reality to differentiate truth from false. This is a new issue which lacks solutions and has major implications to students in the classroom. Essentially, with new technology come new challenges and as a preserver teacher, it is my responsibility to continue educating myself.
Cyber bullying
Option 2: Continue to reflect on the topics that we considered in class (including cyber-vigilantism/cyber-shaming, digital footprints, the right to have elements of our digital footprint be forgotten, etc.). Go where your interests and thoughts lead you!
For this weeks blog, I decided to continue on the topic of cyber-vigilantism and cyber-shaming. I found this topic to be extremely significant in today’s classroom. I find this issue being a major concern for students where black-mailing and shaming occurs.
The Toronto police website provide many definitions of what bullying is and among them cyber-bullying makes the list. They mention how sending mean messages, spreading rumors and providing embarrassing pictures are considered cyber-bullying. Of course in the real world, many students are effected by this. This news report provided an report about the presence of cyber bullying in Toronto’s schools. It mentions how about 8% of students say they have experienced some kind of cyber bullying. What this proves is that there needs to be some power in tackling the issue.
The image below provides the bullying type Saskatchewan students face:
It mentions an alarming rate of 2 in 3 students experiencing bullying with 29% being cyber bullying.
One major way to tackle this issue is through providing educational programs. Having students think twice about the apps they use and what can happen is necessary in today’s day in age. In order to provide such programs, funding is required to help promote this issue. Thankfully, there are some examples of such instances taking place. The video below provides information about a financial grant to tackle the issue of bullying and cyber bullying.
https://www.instagram.com/jilldunlop/reel/DCzpoGjNQIQ/
Essentially, this is a major problem in many schools and is causing much hindrance in students progression. Student mental health has risen due to this issue and the need for preventative strategies is essential.
EDTC Summary of learning
Hello, Thank you for coming to this page!
My Summary of learning is below and divided into 2 parts. Thanks!
Part 1:
Part 2:
Final post for my learning project.
My Journey with Arabic:
As part of my learning project assignment from the course EDTC 100, I was tasked to document my development and process in learning a skill. I needed to ensure that use of technology was used in undergoing this process. I decided to learn the Arabic language even though it is such a daunting task. I found the experience to be a mixture of therapeutic and also challenging. I say therapeutic because it delved into a passion of mine which was to understand the Holy Quran. Anything which enables me to connect with my religion has always been spiritual and therapeutic for me. On the other hand, I had an expectation that this learning goal was not going to be easy and I was correct about that. This language is extremely ancient and vast in rulings and methodologies. Different scales of words lead to different meanings even though the root letters may be the same. In addition to that, the language is memorization heavy and requires many hours in repetition.
Recap:
- Rational and reason behind learning Arabic
- Concise learning framework of how to achieve this learning goal
- Intro to past and present word forms.
- Memorizing conjugations.
- Exploring point of views in verbs
- Exploring active and passive voice in verbs
- Trying a new online resource in learning the language
- Working towards forming sentences and filling in the blanks
- Memorizing new words to enhance Arabic vocabulary.
- Commencing a new and discipline in Arabic known as Nahw or Arabic grammar.
- Understanding the categorization and different rulings between a particle,noun, and verb.
- Recognizing the various categories of nouns which are described as jamid,mushtaq, and masdar
- Understanding its rulings and effects to the grammar of a sentence.
- Understanding the types of verbs in a sentence
- past tense, present tense, command, negative command
- Learning numbers from 1 to 10
- focusing on pronunciation, memorization and writing
- Memorizing numbers from 10 to 100
- ensuring pronunciation is correct along with writing.
Some feedback from fellow classmates:
Regarding Duolingo:
Chassidy: Hi, I have used Duolingo and I think it is such a cool tool to use! I think this program is something that would be amazing to use in the classroom and it is awesome to see others using it in their learning journey!
Alycia:
Hey Hanzalah,
I love that you are using duolingo! I used it in a French class in high school and recently to learn Greek before my honeymoon to Greece! It was super helpful and i love that it is interactive.
The app does ask some interesting questions before you begin but I also really like the question about the purpose of you learning the language. I think it helps tailor the content to your personal use and needs!
I am glad you had a good experience with the app!
Alycia
Regarding Arabic language:
Alyssa: I think it’s cool that you are learning Arabic! It’s also cool that you are ensuring that you learn how to write it at the same time. Good luck with this learning project!
Makenna: This is so awesome! I took a French class last year and conjugating verbs for me was the hardest thing. It seems like you have a very good grasp on it and it also looks like you are learning so much already!
Final thoughts:
From the begging of this journey; I knew that I wont be able to achieve mastery or even an intermediate level of understanding from this learning project. The skill requires full time study and many years of dedication. In terms of Arabic grammar, I had covered 10% of the subject. Verb conjugations approximately 25% and vocab about the same. Ultimately, my goal and purpose of this skill was to understand the Holy Quran. I would have to say that I am still in the beginning stages of that and much progress has been achieved.
What really effected my scope of knowledge was the use of technology in this project. I never thought it be possible to learn a language online. I had always thought that it is an in-person task not meant for digitization. However, this class enabled me to see that I was wrong. There was a plethora amount of resources for me to undertake this task.
Looking on forward as a future educator, I see the value and potential of technology. I hope to investigate the technological side of concepts and lessons and understand the possible integration in my teaching. Essentially, technology is no doubt the future and I understand that its utilization is the future of education.
10 to 100
After the getting a grasp of numbers 1 to 10, I though it be essential to cover the numbers from 10 to 100. I had realized that in this stage, the process of learning will be similar in nature; however there will be much memorizing. To begin my journey, I once again took to the internet to see if there are any number charts. I was able to find this resource helpful and below is an excerpt of the resource:
Again, in learning these numbers, I felt it necessary to write the numbers and get used to the written component of Arabic. I have provided an image below to to demonstrate some of my written component:
I then moved on to ensuring that the my pronunciation becomes better for the numbers. I of course resorted to YouTube as it allows me to understand it the way it ought to be understood.
I then resorted to mass memorization of the Arabic numbers. Starting from 10 to 20 and then taking a break after memorizing that. Then I would add 5 more numbers and start again from 10 to 25. I would continue this strategy until I would reach 100.
I also provided a an excerpt of a recording regarding my pronunciation:
Intro to Numbers!!
For the next part of the learning project, I wanted to get into learning Arabic numbers. For this lesson, I was unsure of how to go about learning the numbers as it was not present in the grammar resource mentioned previously. Hence, I did a google search and found this amazing resource to be very helpful.
My first encounter with the resource forced me to dive into the writing style of the numbers:
It reminded me of roman numerals and I assume that there may be some historical connection. Nevertheless, I decided to write the numbers and get a introductory grasp of the written component of Arabic
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Once I got a hang of writing the numbers, I had began the pronunciation of the numbers. I found it difficult to pronounce the numbers from the English transliteration and therefore look towards auditory methods of listening the numbers. The video below provided to be excellent in speaking and pronouncing the words.
Finally after learning to write and pronounce the numbers one to 10, I had decided to memorize the numbers. Memorization was quite easy for me as I had a decent experience in memorizing vocabulary. Therefore, numbers from 1 to 10 were not of much difficulty.
Nahw: Types of verbs
In continuation of chapter 1.3, the second part of the chapter still remains to be learnt from this resource.
Previously I had learned the types of nouns known as jamid, mushtaq, and masdar. I had also learned how to identify such nouns and what are the rulings associated with them. The second part of the lesson focuses on identifying the types of fi’ls (verbs).
Below is the image of the second part of the lesson and please refer to section/chapter 1.3 of the resource above.
In terms of fi’l (verbs) there are four types that I had learned. This part of the lesson correlates to my previous lesson (refer to this blog post). The image below summarizes Arabic verbs taken from this website:
:
For this lesson I had focused on the first part of Arabic verbs which highlighted the four types of verbs:
- Madi (Past tense) which refers to actions done in the past. Example: kataba = he wrote
- Mudari’ (Present tense) refers to actions ocurring in the present moment. Example: yaktubu = he is writing or writes.
- Amr (Imperative) refers to verbs which command someone to do something. They are under the category of present tense. Example: uktub = write. This example is commanding the person to do something or in this case to read.
- Nahi (prohibitive) command which command someone to not do something. Words in this category must have a specific harf (particle) known as “Laam nahi” before the word. The harf is pronounced as “La” in a given example. Example: La taktub = Do not write. Here the person is prohibiting someone else from writing.
I had also viewed this resource prior to doing the exercise. it gives an overall idea of the lesson and reinforces the concepts learnt:
Exercises:
uktub:
Amr – Command. meaning is “Write!”
La tadhhab:
Nahi – Do not go
yashrabu:
Present Tense – “He drinks” or “He is drinking.”
fataha:
Past Tense – Meaning “He opened.”
isma‘:
Amr – Command meaning “Listen!”
Nahw: Lets learn about nouns!
Moving on from the previous lesson, I decided to shift towards the first part of chapter 1.3. and increase my understandings of Nahw.
Previously, I had learned the objectives of learning Nahw in addition to the differences of kalimah’s and kalam. I also learned the three types of kalam which are ism (noun) f’il (verb) and harf (particle). I had learned its definitions and done some exercises.
For this lesson, the previous knowledge is a requirement as I will now begin to learn the types (Aqsam) of isms.
Images of the lesson are take from this resource and are below. Please refer to section 1.3 of resource if images are not clear:
The first part of the lesson will discuss the types of nouns. This resource also further explains this part:
I learned that there are 3 types of nouns in Arabic.
- Jamid – This is a noun that is its own word and not a derivative of another word. This word also does not cause derivatives to other words. In other words, it is a self-sufficient word. Example: bayt – house. This example is a word that does not have any connection to another word.
- Masdar – This is a root word which many other words derive from. The key of words being derived from one another is to look at the root letters. Example: darsan = to study and its root letters are d-r-s. From these root letters, various other nouns will be derived from which contain the same root letters.
- Mushtaq- This is a noun which is derived from another word. Example: madrasah = School. the word which it came from is darsan = to learn/study. The root letters as mentioned previously is d-r-s. Therefore madrasah is a derivative of the word darsan with its root letters being d-r-s. Madrassah also classically translates to place of learning/studying.
Another part of the lesson is identifying root letters. This resource is a little bit advanced however the first 4 minutes refer to this lesson. The first point in identifying the root letters is to recognize that most words in arabic have 3 root letters. The second point is to recognize that if a word has four letters, then there are most likely some extra letters added. Those extra letters tend to be the letters of waaw (w), alif (a), or yaa (y). The words below contain some exercises to test this knowledge.
Exercises:
- kitab (book) – mushtaq word which masdar is katban (to read). k-t-b are its root letters
- kitab (writer) – mushtaq word taked from masdar katban (to read), k-t-b are its root letters.
- maa (water) – Jamid word which has no derivative forms. m-a-a are the root.
- ilm (knowledge) – masdar word as it has many different word forms such as yalamu (he knows). root letters are i-l-m.