JAYLYN BELL

First and foremost, I really enjoyed the group of students in this class! Many people were active participants and brought about some very interesting points of conversation.

I contributed to the learning of others by taking part in every class discussion and facilitating many of the breakout room discussions as well. I would call on those who hadn’t yet participated and make sure they had a chance to share their thoughts. When we would return to the group, I shared with the class many times the ideas and perspectives my group had. When we had extra time after talking about our assigned question, I would try to deepen my connections by asking people where they are at in terms of pre-internship or out in the workplace.

I also made many positive comments on a variety of different blogs and types of posts while asking questions pertaining to the technology side of learning.

When questions were asked in the discord chat, I would answer them about 75% of the time.

Discord Screenshots:

I always tried my best to support and encourage everyone to actively participate and do their best work. I also had conversations with people I shared other classes with (Jerome in my EMTH) and we would help each other out with how to set up our blog and clarifying instructions from previous classes together.

I left many supportive and uplifting comments to people within the community and also received many great ones! It was very fun to go on these new journey’s together and to see and hear about everyone’s weekly progress!

Some Example Blog Post Comments:

Kenzie Behrn’s Intro LP Post:

Jules Van Der Berg Intro to LP Post:

Angela Fahlman’s Intro to LP Post:

Makenna Henry Intro to LP Post:

Briana Lebel’s Intro to LP Post & About Me

Kamden Lahti’s World of Wonder Post:

Amie’s Learning to be a Pro in French Post:

Morgan’s Moving Towards Mindfulness Post:

Elyse Woodward Week 1 LP Post:

Kade’s Kitchen Intro Post:

Olivia Brenner’s Art of Home Cooking Post:

Miranda Hammett Week 2 LP Post:

Rob Huber’s Relationship with Technology Post:

Elyse Woodward’s Relationship to Tech Post:

On the final day of class, we completed a blooket quiz to test our knowledge and I was able to earn second place. My understanding of the course with Katia’s instruction was a very important factor in helping others understand the course and its purpose as well.

The structure of this course was very rewarding because even though it was online, there was still so many ways to connect with each other! I loved seeing the projects of others and reading about their experiences, I know I will always look back fondly on this course it has changed my digital literacy completely.

 

“In a “post-truth” era where people are increasingly influenced by their emotions and beliefs over factual information, fact and fiction can be difficult to distinguish, and fake news can spread rapidly through mainstream media sources and social networks. Moreover, fake news is often meant to do harm, by tricking us into believing a lie or unfairly discrediting a person or political movement.”

The paragraph above sums up exactly why we as teachers have an imperative part to play in acquiring the skills required to recognize what is fake vs real. Helping students develop a critical lens of the content they are consuming is an essential skill in the interest of their well-being.

Ways to Implement Digital Literacy in Your Classroom

I intend to work with middle years students – they are likely familiar with social media, advertising, and scammers.

Some potential strategies are:

• Focus on teaching students investigative techniques that involve using information verification websites like FactsCan, Snopes, as well as tools such as Google’s “search by image” feature or resources like VerificationHandbook.com. Additionally, students can explore professional fact-checking methods, such as reading laterally—cross-referencing multiple websites instead of delving deeper into a single site.

 

• Teaching students how to check for: copyright, website credibility, the publishing date, whether or not the information is realistic and matches what they already know, and how to verify the information across multiple different sources.

• Teaching them WHEN it is appropriate to ask Google a question and HOW to identify a credible website that is secure, not sponsored, and from a real source that uses research or is written by someone who has expertise in that field.
  • For example: A survey from Northwestern University showed that about 100 college students went online to answer questions that matter to them like: “how to advise a female friend who’s desperate to prevent pregnancy after her boyfriend’s condom broke.”
    • The biggest factor in deciding which website to choose was the placement in the search results.
      • That means students ignored the sponsoring organization and the author completely, putting blind trust into assuming that the “top result is best”.
      • The students are not to blame for these mistakes, rather we must teach them the proper strategies to critically examine the information they are reading to help eliminate these problems from reoccurring.
  • Teaching them how to choose their news
    • Starting from the beginning, explain how the news was initially started and how we’ve ended up where we are now where absolutely anyone can act as a reporter online from their own personal media outlet.
      • To find information that is true (or at least close):
        • Show them how to find the actual materials and judge for themselves (rather than a politican’s speech, or a scientific article
        • For current events – follow reporters on social media

• • • • • During major events, newscasters and bloggers will post updates and recordings from people actually on the scenes of the events
          • Rather than reading the polished versions of the stories that are interpreted by the editors.

Curriculum Ties

• From the SK Curriculum, Grade 8 outcomes & indicators that point to digital literacy are:
  • CR8.4: “View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.“
    • Demonstrate ability to navigate and process information when viewing websites, films, videos, and presentations.
    • Identify the different techniques (including data displays) used in different media works (including digital) to impact viewers.
  • CC 8.2: “Create and present a group inquiry project related to a topic, theme, or issue studied in English language arts.“
  • AR8.1: “Use information gathered in self-assessment and teacher’s assessment to develop and work on goals for improving viewing, listening, reading, representing, speaking, and writing.“
  • If we begin by teaching them the strategies listed above, then allow them to actually create something, as well as pose an assessment on how well they did so.

NCTE Framework

• “The world demands that a literate person possess and intentionally apply a wide range of skills, competencies, and dispositions. These literacies are interconnected, dynamic, and malleable.“
• NCTE addresses a number of important points to incorporate into our classrooms:
  • Participating Effectively and Critically in the Networked World
    • Showing our learners how to be a part of the digital world positively in a social way by building connections with people, information, and ideas.
    • How to work together to find reliable information and critically consume it together.
    • When creating my lessons and assessing the students, I will ask questions such as:
      • “Do learners select, evaluate, and use digital tools and resources that match the work they are doing?”
      • “Do learners analyze information for authorial intent, positioning, and how language, visuals, and audio are being used?”
      • “Do learners find relevant and reliable sources that meet their needs?”
  • Explore & Engage Critically Across a Wide Variety of Modalities
    • Help students acquire the knowledge and understanding of the wide variety of texts and tools available and how to use them intentionally.
    • Giving them the confidence and skills to make choices and use texts and tools in ways that match purpose.
    • When creating & assessing, I can ask questions such as:
      • “Do learners seek out texts that consider multiple perspectives and broaden their understanding of the world?”
      • “Do learners critically analyze a variety of information and ideas from a variety of sources?”
      • “Do learners use tools to deepen understandings, to share ideas, and to build on others’ thinking?”
  • The National Council of Teachers of English is undoubtedly an amazing resource to sum up the Who, What, When, Where, and Why Questions we may have when it comes to asking these questions about digital literacy.

 

Photo References:

https://the.ismaili/mozambique/how-can-we-be-more-digitally-literate

https://www.needpix.com/photo/download/256333/google-question-online-search-search-web-page-web-address-internet-search-engine-www#google_vignette

https://www.yourdictionary.com/articles/digital-literacy-communication-tips

https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown#watch

https://www.ictcertified.com/ict-for-schools/grades5-8.php

 

Hi everyone!

AI is a relatively new phenomenon to me. I remember the first time I learned of it was about a year ago when I ran into a problem I was asking a friend about. I needed to send a message to someone I didn’t know very well, but I was going to be looking after their dog. As I was asking my friend about it, he said “Are you getting paid?”, “I’m not sure”, I replied. He suggested I ask that question but I felt it was a bit awkward and maybe intrusive – I didn’t want to sound like I was assuming, but I was curious. I remember him saying – why don’t you ask chatgpt? I was like “Huh? What is that?”, “It’s an AI online tool that you can ask questions and it’ll write it for you”. Hmm I thought, how weird. I did not take his advice at the time as I thought it was kind of ridiculous.

I have since come around to this “new” phenomenon that is ChatGPT.

I decided to start with a very basic question 😉 …

HOW CAN I USE CHATGPT AS A TEACHER? 

Take a look & see for yourself the 10 main ideas it shared:

It seems as though ChatGPT is pretty confident it can help me in many ways. Out of the 10, let’s break down 3 of my favourites a bit further.

1. Student Engagement

• Interactive Activities like quizzes and trivia
  • I LOVE the inquiry approach and giving students something to DO rather than to simply observe – this sounds like a great idea to use in my classroom.
• Creative Learning Tools like storytelling or comics
  • Having students write using their imagination and about things that are interested in is so key in having them be engaged. Many times, students will be applying cross-curricular knowledge to these topics (ex. science) without even knowing it because they are passionate about the writing.

2. Lesson Plans

• Structuring Lessons 
  • The structure of every lesson is important – knowing that students typically remember what was said first and last is also something to be mindful of.
  • When it comes to time, I have some work to do on managing it and knowing when to move forward – I tend to slow down while making sure that all students are understanding.
  • With ChatGPT, I can begin with a better structure and use timers for each part of my lesson to keep me on track and not lose the students who begin to lose interest because the lesson may be too slow for them.
• Engaging Activities
  • My favourite part of teaching is giving the students an activity to do – so they can learn whilst also having fun!
  • ChatGPT can help me “brainstorm interactive activities like group discussions, games, or project-based learning tasks, develop creative assignments, quizzes, or challenges to enhance student engagement.”
    • In the interest of ethics and also creativity, I also want to make sure I don’t become reliant on ChatGPT – it is made to ASSIST and support me – NOT to do the work FOR me.
    • Part of the reason I decided to become a teacher is because it involves a lot of creativity – it’s important that we are still using our own ideas. The internet and AI are certainly helpful TOOLS, but our lessons will be much more personal and effective if we make them OURS 🙂
• EXAMPLE: 
  • As you can see in this video, ChatGPT does a great job of laying out a template for a lesson plan according to the topic, grade, and time you have.
    • It does not provide the specific materials or resources but gives you an inspiration of how to structure it!

• Assessment Tools
  • ChatGPT can help to create rubrics for grading projects and written work that can then be edited and adjusted to fit our given assignments.
    • Here is an example for an essay:

• • It can help create questions intended for formative assessment
    • Asking questions is one of the most important ways to check for student understanding – this can be through verbal answering, written through an exit slip, or demonstrating through their activities.
    • It is important to always ask questions so the students are thinking for themselves and not learning to rely on you telling them the answer
    • Having a solid list of questions going into every lesson will make it much more effective.

3. Administrative Support

• Scheduling & Time Management: this is by far, the MOST important and helpful way for me to utilize ChatGPT.
  • Teaching includes an extremely high amount of organization in order to keep up with reminders, deadlines, constant scheduling and re-scheduling, maintaining efficiency, creating timetables.
  • ChatGPT can help me keep organized by allotting appropriate time windows to each task.
    • One of the I (and many others I know) struggle with is …. procrastination. AKA – needing a deadline in order to have the motivation to get something done. When the urgency is low, I either won’t complete something until I absolutely have to or I will spend way too long on something that should take a tenth of the time it needs to 😂.
    • This way, you can keep your days as consistent as possible so I have time at work and also time for myself & a social life!
  • SOLUTION: CHATGPT + GOOGLE CALENDAR
    • ASK CHATGPT to organize my week every Sunday to set my week up for success
    • INPUT the schedule into Google Calendar
      • This is the KEY to having a balanced life.
      • Google Calendar allows you to:
        • Manage and Create your schedule
        • Collaborate and Share with others
          • Integrates with all other Google apps and other third-party apps like Zoom and Slack
        • Turn on notifications and alerts
          • Reminds you of an event at the time you request
        • Create separate calendars for work and personal events
          • Colour coding to visually categorize events
        • Task & Goal Management
          • Add tasks and to-do lists and mark complete
        • Accessibility
          • Sync events across all your devices

As we can see, ChatGPT provides many ways to enhance our classroom experiences by making them more engaging, helping us plan them out, and eliminating a lot of the more administrative tasks freeing up time to focus on other tasks that require our full attention and cannot be completed through AI!

Supporting Different Learning Styles:

I decided to go ahead & ask ChatGPT how we can support ALL of our students by incorporating different learning styles?

It provided a breakdown of each type of learner and the activities/assignments that correlate with each type! Have a watch 🙂

• This is one of the most important things I have learned throughout my classroom experience
  • Every student is so unique and it’s important that we give our students an opportunity to complete assignments and activities to showcase their skills in the best way!

ChatGPT is a really exciting and wonderful tool that welcomes so much more creativity, connection and contingency to the lives of teachers and our students!