My Hour of Code Experience with Code Monkey Blocks Jumper

Introduction

For my Hour of Code activity, I chose Code Monkey Blocks Jumper, a game -based coding challenge that teaches programming logic through block-based coding. The goal was to help a monkey reach a star by giving it movement commands and adjusting the game environment.

My Progress & Challenges

I started with excitement, but I quickly realized that some exercises were trickier than expected!

  • Exercise 7: I got stuck for a while. The instructions were there, but they weren’t entirely clear. After several attempts, I realized that changing the speed of the monkey helped me pass the level, even though speed adjustment wasn’t mentioned in the instructions.
  • Exercise 9: This one asked me to delete some tiles to create gaps. However, the instructions didn’t clearly explain how to remove them. After some trial and error, I discovered that using the eraser tool worked, and I was able to continue.      These moments were frustrating, but I learned the importance of experimenting and problem-solving when coding.

What I Learned                                                                                                          Coding requires patience and persistence. Even when instructions aren’t clear, trying different approaches helps.

Debugging is part of the process. Sometimes, what seems like an error is actually just an opportunity to tweak and improve the code.

Thinking outside the box can be useful. Adjusting the monkey’s speed wasn’t mentioned, but it ended up being the key to solving Exercise 7.

My Thoughts on Coding

I had so much fun doing this activity! Even though I got stuck a few times, I really enjoyed figuring out the puzzles and watching my monkey successfully reach the star. It felt rewarding every time I solved a tricky challenge.

Is Coding Important?

I believe coding is an important skill, even if you’re not planning to become a programmer. It teaches:
Problem-solving – Figuring out errors and solutions.
Logical thinking – Understanding how small steps lead to a final goal.
Creativity – Finding different ways to solve a problem (like adjusting speed when it wasn’t in the instructions!).

My Achievement: Jumpy Ride! 🎉   

I completed the Block Jumper mini-course and earned the Jumpy Ride achievement! 🎖️ It feels great to complete the challenge and see how much I’ve learned.

 

Conclusion                                                       

Despite the challenges, this experience was fun and rewarding! I learned that coding isn’t just about following instructions—it’s about experimenting, making mistakes, and improving. I’m glad I stuck with it, and I’d love to try more coding activities in the future.

Teaching Digital Literacy: Developing Critical Thinkers in the Digital Age

In today’s digital world, misinformation and biased content are everywhere. Teaching students how to critically engage with digital media is essential to ensuring they become informed citizens. Digital literacy goes beyond recognizing fake news—it involves evaluating sources, understanding bias, and responsibly creating and sharing information.

Teaching Digital Literacy in My Subject Area

In my classroom, I would incorporate digital literacy by helping students through source evaluation, media bias analysis, and fact-checking exercises. Another effective way to do this is through a news comparison activity, where students can analyze multiple articles or news at the same event. Media Bias Chart can assist them to identify biases in different news sources and discuss how language, images, and framing shape narratives.

To build engagement, I would also incorporate interactive quizzes like Spot the Troll and Break the Fake, which assist students to identify misleading accounts and misinformation tactics. These activities would help students recognize the persuasive strategies used in digital media.

Making Connections to Key Articles and Resources

There are several articles and resources that  support the importance of teaching digital literacy in the classroom.

1. Stanford Study: The Need for Digital Literacy Education

According to the Stanford Study, students have difficulty assessing online information and frequently are unable to discern between trustworthy sources and deceptive content. This demonstrates why fact-checking and lateral reading techniques require specific teaching. I would address this in my classroom by implementing Mike Caulfield’s Web Literacy for Student Fact-Checkers, which teaches students how to use strategies like reverse image searches and lateral reading to verify sources.

2. Media Manipulation and Disinformation Online: Understanding Bias and Misinformation

This article examines how digital platforms frequently reinforce biases and affect public opinion by false and  misleading information. I would walk students through actual instances of misinformation in the real world using Claire Wardle’s 7 Types of Mis- and Dis-Information paradigm to assist them in analyzing these strategies. The Grade 8 ELA outcome (CR8.5), which focuses on spotting bias, prejudice, and distortions in information sources, is directly supported by this.

3. How Do We Teach Students to Identify Fake News? (EdCan Fact Sheet)

This resource describes useful methods for teaching digital literacy, such as evaluating sources, asking probing questions, and comprehending how algorithms influence online experiences. Comparing social media algorithms and how they affect the information people view online is one method to include these tactics. This has a direct bearing on the NCTE Framework, which highlights the importance of students interacting with a variety of viewpoints and challenging sources.

Lesson Connections to Curriculum Outcomes

1. Grade 8 ELA: CR8.5

Outcome: View, listen to, read, and respond to a variety of texts that address identity, social responsibility, and transformation.
Indicator: Identify bias, prejudice, and distortions in information sources (e.g., news articles, videos, websites).

💡 Lesson Idea:

Using the Media Bias Chart, students can compare different news sources covering the same event, identifying perspectives and biases. Additionally, engaging in fact-checking activities using Web Literacy for Student Fact-Checkers (Mike Caulfield) reinforces research and source evaluation skills.

2. Grade 9 ELA: CC9.3 – Compose and Create

Outcome: Select and use appropriate strategies to communicate meaning before, during, and after speaking, writing, and other representing activities.
Indicator:  Recognize and apply strategies for evaluating and citing sources to ensure accuracy, credibility, and ethical communication in various formats, including digital media.

💡 Lesson Idea:
In a Grade 9 ELA unit on digital media literacy, students could explore how digital content influences public opinion and communication. They would analyze various digital posts, identifying manipulative strategies used to mislead audiences. Through a “Spot the Troll” quiz, students would practice recognizing deceptive online personas, linking this to discussions on the ethical implications of digital communication.

Students would then create their own digital content, such as a social media post or blog entry, applying strategies for evaluating and citing sources accurately to ensure their message is credible and ethically sound. They would revise their drafts, focusing on audience and purpose, ensuring all elements support the main idea while reflecting a deep understanding of how information is shared and manipulated online.

Incorporating the NCTE Framework

The National Council of Teachers of English (NCTE) Framework emphasizes that students must be both critical consumers and responsible creators of digital content. Lessons would focus on:

🔹 Engaging with multiple perspectives: Using How to Choose Your News (TED-Ed), students explore how different media outlets frame stories.


🔹 Questioning and analyzing sources: Applying 7 Types of Mis- and Dis-Information by Claire Wardle, students categorize misleading content.


🔹 Creating responsible digital content: Students compose their own news articles—one fact-based and one intentionally misleading—then analyze how misinformation spreads by drawing connections to “The Problem with Fake News” (John Spencer Video).

 

Final Thoughts: Why Digital Literacy Matters

It is essential to teach kids how to critically interact with digital media since disinformation is influencing public debate. Through the use of reliable fact-checking sources, tools for analyzing bias, and stimulating activities, we may enable children to develop into responsible, intelligent, and thoughtful digital citizens.

Balancing Digital Freedom and Accountability: Exploring the Right to Be Forgotten

Every action we do on the internet leaves a digital trail, which in certain situations may follow us for the rest of our lives. A frustrated post or a mistake from years ago may reappear and impact relationships, employment prospects, and college admissions. This raises the question: Should people be able to remove specific elements of their digital history?

Answering this question involves a delicate balance between personal responsibility and the right to control one’s own digital narrative. While it is important to recognize the potential harm caused by the permanence of digital footprints, there also needs to be an understanding that erasing certain aspects of digital history could undermine transparency and accountability.

Nathan Jurgenson (2012) argues that our digital lives are an extension of our real lives, challenging the idea that the internet is a distinct universe. He criticizes the propensity to view online behavior as “less real,” even when it has long-term repercussions. The “right to be forgotten” is a legal notion that permits anyone to request that outdated or harmful online information be removed. This is in keeping with the debate around this idea. Protecting people’s freedom to create their digital identities ought to be a fundamental right if we agree with Jurgenson’s contention that digital environments are inextricably linked to real life.

Jason Ohler urges students to be proactive and accountable in their online contacts, emphasizing that ethical decision-making should be at the heart of digital citizenship. His argument emphasizes the need for students to exercise critical thinking before participating in online accountability initiatives or disclosing personal information, which is particularly pertinent when thinking about issues like cyber-vigilantism and digital footprints. Ohler’s viewpoint supports the notion that digital behavior has long-term effects, highlighting the significance of incorporating conversations about digital ethics into regular education rather than teaching them as stand-alone subjects. By integrating this mindset, educators can help students develop a responsible and reflective approach to their digital presence, ensuring they understand both their rights, such as the ability to control aspects of their digital history, and their responsibilities as online participants.

To deepen our understanding of digital footprints and the ethical implications of managing our online presence, the video by Kaspersky: What is Digital Footprint and How to Protect It. It explains the concept of a digital footprint, how it’s created, and offers practical tips for protecting personal information online. It ties in well with the discussions on digital ethics, the importance of protecting one’s online identity, and the broader conversation on the right.

Final Thoughts

In conclusion, as we continue to navigate the digital world, it is vital to recognize that online actions have far-reaching implications. While individuals should have the right to manage and remove harmful aspects of their digital footprints, this right must be balanced with the need for accountability and transparency. Digital ethics should be incorporated into everyday education to help individuals understand their rights, responsibilities, and the potential consequences of their online actions. Ultimately, fostering a balanced approach to digital citizenship can ensure that individuals can navigate the complexities of the digital world with integrity and responsibility.

Approaching Digital Citizenship in My Classroom

Approaching Digital Citizenship in My Classroom

I aim to empower students as responsible, ethical, and critical digital citizens by embedding digital citizenship across subjects rather than isolating it as a separate unit. Students must learn ethical awareness, responsibility, and develop critical thinking skills for healthy digital interactions.

Jason Ohler’s argument that ethics should be the foundation of digital decision-making and Nathan Jurgenson’s critique of the online vs. offline divide will shape my approach, ensuring that students see digital engagement as an extension of their real-world responsibilities.

Pupils Using Mobile Image & Photo (Free Trial) | Bigstock

Connection to Ohler & Jurgenson’s Perspectives

According to Ohler, we need to include character education in digital spaces because virtual environments have the same social impact as traditional face-to-face encounters. Digital citizenship should incorporate ethical decision-making to help students build moral principles for both online and offline environments.  I would integrate his ideas by embedding ethical dilemmas into my lessons (e.g., “What would you do if you saw cyberbullying?” or “How do we handle misinformation?”).

  • Nathan Jurgenson’s “The IRL Fetish”
    Jurgenson disputes the belief that online interactions hold less meaningful value than those conducted in person. He illustrates how digital technology permeates every aspect of our daily life which necessitates students to learn about the genuine effects of their digital choices. I would make sure that in-person learning and digital engagement are not separate, but as an integrated tool for thinking, collaborating, and learning , like books, discussions, and hands-on activities. Instead of seeing digital spaces as “less real,” I would embed online activities like online discussions, collaborative digital projects, and research assignments alongside traditional classroom activities, which will assist the students to understand that digital environments serve as legitimate areas for educational exploration and imaginative growth as well as social networking.

Electronic Technology in Schools: Responsible and Ethical Use and Access | ETFO Voice

By embedding digital citizenship across subjects, students will:
✅ Able to develop ethical decision-making skills in real-world digital contexts.
✅ Students need to learn critical online information analysis when working on their different subjects.
✅ Students will understand that online actions have real consequences, fostering responsible behavior.
✅  Students will learn that the internet functions as a fully integrated dimension of contemporary existence instead of viewing it separately from their other life activities

This method helps students internalize digital citizenship principles naturally, rather than memorizing rules in a disconnected lesson.

Embedding Digital Citizenship Across Subjects (Examples)

  • In English and Social Studies, students can practice digital literacy by fact-checking online sources and analyzing bias in digital media.
  • In Science and Math, they can discuss ethical data use and digital security to protect personal information in research.
  • In collaborative projects, students will practice digital etiquette by engaging in respectful discussions and providing constructive feedback online.

Teaching the 9 Elements of Digital Citizenship

I will address the nine elements of digital citizenship through activities embedded in daily learning:

Element Application in the Classroom
Digital Access Discuss the digital divide and find ways to make sure equal access.
Digital Commerce Analyze online advertising, discuss ethical consumerism, and evaluate persuasive digital marketing techniques.
Digital Communication Compare tone and intent in in-person vs. online discussions, emphasizing responsible online communication.
Digital Literacy Teach students to verify online sources, identify misinformation, and critically evaluate digital media.
Digital Etiquette Establish classroom norms for respectful online interactions and hold students accountable for their digital behavior.
Digital Law Discuss plagiarism, copyright laws, and ethical content creation in research and class assignments.
Digital Rights & Responsibilities Motivate students to reflect on their digital footprint and their role in maintaining a positive online presence.
Digital Health & Wellness Address screen time management, online stress, and strategies for maintaining a balance between digital and real-world life.
Digital Security Teach students to recognize scams, use strong passwords, and protect their personal information.

 

 

Compress App: A Handy Tool for Reducing Image Sizes

 

Last week, I faced a challenge while working on my blog. The platform only accepts

images up to 1 MB, but the pictures I take on my phone are 3–4 MB—a huge difference!

I spent a lot of time searching for apps and adjusting settings on my phone,  hoping to find an easy way to reduce the file size without compromising quality. Finally, I found a solution: an app called Compress. I found it a bit confusing when I first used it, but after my second try, I fully understood how it worked. Now, I use it regularly, and I find it extremely useful for the following reasons:

Why Compress is a Great Tool

Simple Interface: After a little practice, the app becomes very easy to use.
High-Quality Compression: It reduces file size while keeping good image quality.
Batch Processing: You can compress three images at once.
Customizable Settings: You can choose the level of compression you need.
Fast Processing: The compression process is quick, saving a lot of time.

❌ What I Don’t Like About Compress

🚫 Too Many Ads: One thing that irritates me about this app is the number

of ads that pop up while using it. If you’re in a hurry and don’t have a lot of time to spend,

these interruptions can be frustrating.                                                                                    How to Use Compress (Step-by-Step Guide)

Step 1: Download and install the Compress app from the App Store or Google Play.
Step 2: Open the app and select the image(s) you want to compress.
Step 3: Choose your preferred compression level.
Step 4: Click the “Compress” button and wait a few seconds.
Step 5: Save the compressed image to your gallery or share it directly.Using Compress in the Classroom & the SAMR Model

This app can be incredibly useful in an educational setting. Here’s how it fits into the SAMR model:

  • Substitution: Instead of uploading large images that take a long time to load, students can use Compress to reduce file sizes before submitting work.
  • Augmentation: Teachers can save storage space and improve website performance by using smaller images in online materials.
  • Modification: Students can use the app to compress images for multimedia projects, improving efficiency.
  • Redefinition: The app allows students to easily share compressed images in collaborative projects without worrying about file size limits.

How I Used Compress for My Learning Project

As part of my learning project, I’m documenting my progress in crocheting. I take lots of pictures of my work, but since my phone’s camera produces large file sizes, I needed a way to reduce them for my blog.

I used Compress to shrink the images before uploading them. Here’s what I found:
✅ The compressed images loaded faster on my blog.
✅ I was able to upload more pictures without hitting storage limits.
✅ The image quality remained clear and detailed.

⬅️Here’s an example of an image before and after compression:

Reflection                 

If you need an easy and effective way to reduce image sizes, the Compress app is a great choice. However, be prepared for a lot of ads, which can be frustrating if you’re short on time.

Have you used Compress or a similar app? Let me know your thoughts in the comments!

 

 Role of technology in my daily life 

In the era of technology, we are completely dependent on it. It plays an important role from the start of the day until bedtime. Premium Photo | Doctor         I also use different apps and websites in my daily life, such as WhatsApp to call my parents and friends. Check the daily posts and activities from around the world using a news app. Moreover, these days I use the weather app a lot. I also use Snapchat, Instagram, and FB to interact with my friends and see their daily posts. For study purposes, I frequently use Google, MS Word, Google Sheets, Notes, Canva, Ur Courses, and MS PowerPoint a lot.

Efficient use of technology

I rely on the alarm application on the phone to stay organized and assist me in completing my work within a given period. These days I am also writing a research paper, and one of my friends introduced me to the Google Scholar website. I did not know about this simple way to search for different scholars’ literature all in one place. We can search out different articles, books, abstracts, and opinions from academic publishers, professional societies, online repositories, universities, and websites.

Time spend on social Media  

I believe that I spend a lot of time on Instagram. I pick up the phone after certain intervals and start scrolling Instagram Reels and checking my friend’s posts. I want to reduce the time of using Instagram and want to use it in productive ways.

Strategies to balancing social media usage

my daily activity on instagram

To overcome this, I have started using a feature in Instagram where one can manage their activity. When we go to our profile, we tap on the three lines in the top right corner and then select your activity. Under the “How to use Instagram” section, we will find the option of time spent. It shows the time we spend on Instagram daily which helps us to track it. Another feature I like is the ability to manage time; we can set a daily limit to use Instagram under the same option.

I also set the time boundaries by using the alarm app. I set a particular time and set an alarm, which helps to keep remembering that this is the time for myself and other productive activities. By combining these tools, I hope to make my social media time more mindful and balanced, allowing me to focus on more important tasks.

 

 

Get familiar with me

Hello everyone, my name is Jasmine Kaur. I was born and raised in Punjab, India. I hold a Master’s degree in Botany with a specialization in Cytogenetics and Plant Breeding, and a Bachelor’s degree in Medical Sciences, both from India. Professionally, I served as an Assistant Professor at SGGSWU University back in India and also worked as a post-graduate teacher at a school. Three years ago, I moved to Regina, Canada, where I live with my husband, our adorable baby, and my in-laws. I have a deep passion for flowers, drawing, painting, and gardening, as they allow me to connect with nature and express my creativity.

Currently, I am in my second year of the Bachelor of Education (B.Ed.) after-degree program, which has given me the opportunity to explore and expand my knowledge of educational technology. This program is helping me develop a deeper understanding of the ways technology can enhance learning experiences.

Although I am not very familiar with blogging yet, I’ve heard a lot about it and it is a kind of website which update regularly knowledgeable content .  I believe it’s a wonderful contemporary platform to not only learn from others but also to share and gain valuable insights. I’m really excited to dive deeper into the world of blogging, connect with my classmates, and learn from their blogs as well. It’s an exciting journey, and I look forward to engaging with this community.