Curriculum Development: Looking at Tyler’s Rationale

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Having the opportunity to look at Curriculum Theory and Practice, it highlights and engages in many different larger concepts relating to the curriculum. Looking through this, we are introduced to new perspectives and approaches by different educators that bring benefits but also drawbacks. Reading this article showed me that curriculum understanding has been adjusted and changed throughout history and is always evolving.

When answering the first question and thinking about the ways in which I may have experienced the Tyler rationale in my schools, I realize that I have seen different components of this approach. Many of the classes I took followed a lecture-oriented approach with a focus applied to examinations throughout the semester. In classes that approached curriculum through a traditionalist perspective, I experienced the different points highlighted in Tyler’s rationale and technical procedure such as steps 1-7 ( Smith, 1996, 2000, pg. 4). In Step 1: Diagnosis of need, many teachers explained what it is that needs to be memorized throughout the class. Step 2: Formulation of Objectives: teachers would establish objectives in understanding the topic and in step 3: Selection of content, educators would apply material from one source such as the textbook for the course. For step 4: Organization of content, the teachers I experienced would often have weekly plans established and discussed at the start of the week. Step 5: Selection of learning experiences, would be done through one format of lecturing, and for step 6: Organization of learning experiences teachers would sometimes struggle yet settle on different lessons each day. Finally step 7: The determination of what to evaluate was done through exams. Many teachers liked this approach and structure to learning because it organizes power. All of these different steps can fall within the larger points of Tyler’s theory such as; What educational purposes should schools seek to attain, the experiences provided to attain these purposes, how experiences are organized, and determining whether purposes are being attained ( Smith, pg. 4).

Answering the second question of what are the limitations of this rationale we see there are multiple. The first is that the plan assumes great importance ( Smith, pg. 4) The different plans and programs of the curriculum exist prior to and outside of the learning experiences. This takes away from learners and develops into a loss of voice, simply being told what to learn and how they will do it ( Smith, pg. 4). This can also stem into loss of interaction between students and teachers. The second limitation involves the nature of the objective and implying that behaviour can be objectively measured ( Smith, pg. 4). This can cause judgment to be sidelined. Third, is it limits how we can examine what educators do in the classroom and finally there is limitation of unanticipated results ( Smith, pg. 4).

In the third question, when looking at this approach we can see there are also different benefits that it brings. The first is that for educators it allows for systematic understanding and has organizable power ( Smith, pg. 4). Secondly, is the approach in understanding behavioral objectives and providing a clear notion of outcomes so that content can be organized and evaluated (Smith, pg.4).

Having the chance to examine different approaches highlighted in these readings helped me further understand the scale of the curriculum. Every aspect has different benefits as well as drawbacks for teachers and students. When using these approaches it is vital to make sure they work for students.

Smith, M K. (1996, 2000). ‘Curriculum Theory and practice’, the encyclopedia of informal education, What is curriculum? Exploring theory and practice – infed.org:

Familiarizing Myself With “Common sense”: Unpacking Kumashiro

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Beginning ECS 203 I have been introduced to new concepts and terms which play a key role within society, as well as education, cultures, and different traditions. At first, I was unaware of different themes, such as ‘common sense’ and how it impacts every part of our life, along with pedagogy and the different definitions that could be used to describe it. Although, by working in class with others, having class discussions, and engaging in different readings, common sense can be understood further.

To answer the first question of how Kumashiro defines ‘commonsense’ we see that it could be seen as something that everyone knows through different perspectives. This could be traditional beliefs and values upheld by people living within different environments, as well as common routines followed by different people. For example, in Kumashiro’s work it is mentioned that students in Nepal have adjusted to the lecture-practice-exam method of teaching, although when different forms of pedagogy that challenge this common sense are applied, it may result in confusion and questions on behalf of the students. Common sense affects the shape of education, although it needs to be challenged to go against the unquestioned practices of society.

The second question looks at why it is so important to pay attention to common sense and it can be seen that common sense directly impacts education. A major point that needs to be understood is that common sense hides the fact that schools contribute to different forms of oppression. This oppression is then further embedded within schools as common narratives have been considered neutral throughout society. This concern is not just confined to a certain location as Kushmashiro highlights current narratives assume that Nepal’s education is behind America’s and there is a pressing need to catch up. This brings to light that what may serve as common sense to some, could not make any sense to others. Being aware of common sense means realizing it spans across geographical locations, cultures, and inside and outside of the classroom.

Looking into the final discussion question and the common sense understanding of curriculum and pedagogy I bring, comes from experiences as a student and a university student. I initially understood the curriculum as a document; a set of words that needed to be practiced and applied. Through the lens of a student it could be seen that pedagogy varied between different teachers and instructors, for example some used teacher-centered and lecture oriented, while other teachers had different approaches to pedagogy being more learning-centered.  Being located within an educational environment and linking to Kumashiro’s work, it is vital to know that everyone may experience different emotions to the curriculum based on a series of personal factors, perspectives, and experiences. The curriculum to some may be beneficial, while to others it reinforces the common narratives in place. Another understanding I have been able to see is that common sense can be a product of repetition practiced by many.

The journey through ECS 203 will assist me in understanding more about the presence of common narratives and the need to always be aware and pay attention to it. Kumashiro shows us that common sense spans across different locations, and education throughout society. Change is needed to challenge common sense.

Works Cited: Kumashiro, K, Kevin. Against Common Sense: Teaching and Learning Toward Social Justice, 2009, Pg. xxix-xli, The Problem of Common Sense.pdf – Google Drive.

EDTC 300 Final Assignment Summary of Personal Learning

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For this assignment, I selected a Microsoft PowerPoint slide show and recorded my audio over the different slides. By clicking the speaker icon at the bottom right side you will be able to hear the different recordings. As well, when going through the slideshow moving to the next slide will queue the audio. The text below is the script/written component of my assignment. Thank You for a great semester.

*** I will send out my slide show through an email on URCourses!!!!

Slide1: Introduction

Hello, my name is Andrew MacPhail and this is my PowerPoint Presentation for my final assignment in EDTC 300, Summary of Personal Learning. For this presentation I will summarize my learning throughout this course in the fields of core class concepts and themes, networking throughout the semester including Discord, Twitter, and blogging with comments on classmates’ work. As well I will summarize the experience and work throughout the semester when it comes to my learning project. This class and the readings and articles within it have shown me how beneficial technology can be, as well as the responsibility it brings with it.

Slide 2: Where I stood with Technology Before the Start of this Course

I have always been aware of the growing presence of technology in this world. In the process of going through school in my youth I was introduced to different forms of technology. In elementary school I did not use any technology until later years, including grades 5-8 where computers were made more accessible and they could be used to write out essays and assignments, falling into the substitution section of the SAMR model. In High School, there was a greater presence of online technology outside of Laptops and PC’s, including online forms of assessment such as Kahoot, Google Classroom and virtual group work. During this time a greater presence of social media among peers was becoming more common including Facebook, Twitter, Instagram, and Snapchat. For many social media was used as a platform for communication and there was no direct focus applied to Ribble’s nine elements of digital citizenship. Working through University I was introduced to blogging as a resource and how it can be used as a way to relay information and communicate with peers. The Pandemic has shown me that technology is a tool we need throughout our daily lives but it can lead to people’s thought process being transformed. As educators, we need to educate students in this field.

Slide 3: Core Class concepts and Themes

Starting within the first week I was already being introduced to new concepts and learning new lessons that I can apply as a future educator. The first is how online presence is establishing itself as a key factor when looking into chances of employment, as seen in the article “ Forget the Resume: Online Profiles the Tools of Young Job Seekers” and “ Five reasons why your online presence will replace your resume in 10 years”. Reading these articles caused me to think about my online presence and how up to this point I never focused on expanding it or adjusting it. Although throughout this course I have had the chance to expand my online presence through Twitter and my Edusites blog. After the class activity of researching ourselves I was able to find my blog with material for this course as well as my educational philosophies and field experience. ePortfolios allow you to be continually changing and adjusting it in order to encompass a larger branch of online tools, for example hyperlinks to other work and adding your social media; This could bring a new level of connection for peers and educators.

Slide 4: Core concepts continued

The concept of blogging was relatively new to me before the start of this class, although I did have experience within earlier ECS classes. At first I was overwhelmed by certain parts of blogging and needed to adjust to the different settings, but in time using blogs for our different assignments I realized all the benefits it brings with it, including the ability to directly reference other sources, add images, link YouTube videos and podcasts, and comment on my peers’ work. I would say this class has allowed me to learn blogging in detail and I look forward to using it in the future to enhance my digital literacy and fluency for educating others.

Slide 5: Core concepts continued

I selected Feedly as an RSS reader due to the easy to follow interface and the ability to subscribe to a wide variety of education related sources. This was a fantastic tool for me to learn from and use throughout the semester, both in my learning project and on Twitter. Each day I would be able to check my Twitter Account and see what my peers had the chance to share. As well, I was introduced to many new resources that can help me with current online platforms I use, such as Google Docs and Jamboard. Feedly allows the opportunity to learn about digital literacy and uphold the awareness of possible fake news.

Slide 6: Core concepts continued

Looking into the digital world and citizenship showed me that with benefits come drawbacks, including the concern of cyberbullying, blackmail, and sextoration. These are issues that will continue to remain with the presence of technology. As educators we need to teach digital dualism and cyber safety. Ribble’s elements are gaining awareness but incorporating these points into the SK curriculum will help educate our students to empower appropriate technology use. Taking technology into different branches of the curriculum and classes we can confirm interventions and a supporting community if issues arise.

Slide 7: Core Class Concepts continued

Moving to digital identity I had a chance to learn how much easier it can be to cyber sleuth someone and develop a sense into a person’s personal life. We see that impacts of this include “ The Price Shame” by Moncia Lewinsky and how younger students may make mistakes they are not fully aware of that can lead to impacts and transform a person’s life. This reaffirms the need to keep in mind different elements from Ribble. We must highlight to students that developing multiple online identities and learning the differences between them could be useful and ensure that they can control the split images of themselves between platforms. Another fundamental aspect of digital literacy involves making sure that I as an educator teach and display the proper information to students. Through learning in this course I was able to see the presence and growing concern of fake news and how students need to develop an understanding of critical literacy and consumption. The fact that reality may differ from a news source and can be tangled and modified for the gain of an external party must be understood as well.

Slide 8: Core Class Concepts Continued

The final key concept that I was introduced to was digital literacy and I was immediately overwhelmed by the scale of information that is produced into the digital world within a matter of minutes. Many of these platforms that are being built on are also being used by us and our students, for example Facebook, Snapchat, and YouTube. It was shocking to learn how easily I could come across fake news but also how building a relationship within the classroom environment can help design and share our information.

Slide 9: Networking on Discord

Checking in on Discord each week allowed me to learn how technology can bring a community together and allow them to learn from one another. I had used it before the start of this class but was unaware of different core features. By working with peers I was able to learn about sending hyperlinks, photos, direct messages, and how easy it is to share different resources. I was introduced to a series of unique articles which complimented and were connected with different themes in class, such as the growth of memes and digital literacy.

Slide 10: Networking on Twitter

Twitter served as a great learning opportunity for me to find about other educators, resources, and experiences that occur across different schools. At first, Twitter was an overwhelming platform, although due to the easy to use interface and upholding the questions my peers had asked I am now able to efficiently Tweet, Like, share resources, and work on meeting other educators. Certain topics such as Saskedchat highlight very important points to me and gives me the chance to engage in that conversation could allow for students to have their voices enhanced.

Slide 11: Networking through commenting on classmates blogs

Interacting with peers on their different blogs allowed me to learn about a wide variety of perspectives and hear from others experiences. Through the use of links, articles, and videos shared for different classmates I was able to find new material to enhance the concepts discussed in class and further my understanding. The online platforms such as WordPress and Edusites allow for images to be easily uploaded which brings with it another level of immersion into reading various blogs. The concept of blogging brings with it confusion at first but I believe it can bring with it new experiences for students.

Slide 12: Summary of my learning project

This assignment served as a great opportunity for me to learn about a concept I did not picture returning to, this being cooking. When I started this project I barely engaged in cooking my own meals and usually found substitutes. Although, through the use of online resources such as YouTube, Tik-Tok, and Feedly I was able to find new perspectives to assist me throughout my journey. I was not aware of these different resources. Keeping in mind that many students have these resources could assist educators in allowing students to create their own assignments. I look forward to keeping these resources in mind when moving forward in my step of cooking.

Final Networked Learning Post: Contributing to the Learning of Others

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Throughout the semester having the chance to interact with classmates and peers outside of the Zoom, classroom has been beneficial and allowed me to learn new concepts and answer questions I had in my head. At first, it was difficult to balance communication on the different platforms, although as time in the semester passed by I looked forward to each week and reading what different points my friends had to offer. Of the different platforms used in class, many of them were new and served as a great learning experience. I had used Discord within High School but was not very familiar with the platform outside of this. Twitter was a new experience for me. When starting I was nervous yet after having the chance to interact with others and expand my PLN it was enjoyable. Finally blogging,it was great to hear what your peers are working on and having the chance to display your support.

Similar to fellow classmates, I believe a Slideshow on Google Slides will allow me to highlight different photos and comments throughout the semester in Discord, Twitter, and Blogging.

Learning Project Post 7: Final Post and Summary

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With the semester coming to an end, it is time for my final entry into my learning project. The learning project assignment in EDTC 300 was an amazing and unique experience for me, and gave me the chance to learn about a skill I didn’t realize I would enjoy so much and look forward to pursuing in the future, this being cooking. Being enrolled in the field of secondary education allows me to study a wide variety of topics and key themes, although cooking was one I did not believe I would be able to learn so much. Utilizing a series of online tools and platforms helped me out greatly and always left me wondering about different perspectives of others which could help me in my journey. Many of these online platforms I will use to assist family and friends while they are cooking and guide me through new dishes. Despite times where I struggled to find a source that could assist me, there were a series of highlights including finding new and unique online sources and articles, familiarizing myself with platforms such as Feedly, Tik-Tok , and the Youtube editor. Doing this has helped me become more comfortable with creating and being involved in different videos. As well, each week had a new step with new tools to work with.

Week 1: There Has to Be a Better Way to Eat!

When presented with the ability to select any topic that related to my interest and could be developed online, I must say that I was stuck thinking of what to select. Due to the growing presence of the internet, there are many different choices. I selected upon cooking as I was in a difficult spot when it came to making my own meals and it was something I had a bit of experience within High School. I established a baseline through a family recipe and the meal “Shepherd’s Pie!”

  • In this week I came across my first challenge and I was able to resolve it through the use of Twitter
  • I refreshed my experience with the Edusites platform. Before this it was based on my ECS 100 experiences and field placements.
  • Another reason why I selected this topic was to assist others who could be in a similar position as me.
  • COVID-19 has affected certain aspects of meal time, including the ability to eat with family and friends.

Week 2: There has to be a better way to eat: Making Progress

In the second entry, I knew cooking was going to be the focus on this assignment and selected Shepherd’s Pie, a dish that is a favorite in my family. After this, the next step was to make sure the proper ingredients were selected and get ready to go shopping. The first major online resource was introduced in the form of Googling different sources related to my project, for example the Canadian Food Guide.

  • In this week’s post I took the opportunity to look at other examples of this meal, varying from different restaurants as well as other recipes that were common for others.
  • By highlighting the different ingredients it would provide more context into the following week’s posts.

Week 3: The First step of Creating on YouTube: Knowing the Ingredients

The focus of this week allowed me to select the YouTube editor as a tool to assist in documenting progress in my learning project. I selected this platform as I found it easy to use and it allowed for different changes to be made to my video. There are 5 sections clearly broken down that guide the content creator in enhancing their video. I was able to edit, trim, and adjust my Youtube video to make sure the audio flowed smoothly. For this week I also headed out to the store to get what I needed to physically make my meal and take a series of photos.

  • I uploaded my first official YouTube video.
  • Applied the YouTube editor to the SAMR model in relation to the modification category as it allows for changing the core structure of different assignments to be video based.

Week 4: Understanding Different Perspectives

In this entry, I highlighted the process of taking my ingredients and then started cooking certain parts ahead of time, for example my potatoes, various spices, vegetables, and meat for the next step. The highlights for me in this entry included familiarizing myself with Youtube from a viewer perspective and watching a video guide on how to make Shepherd’s Pie. As well as I had the chance to log into a Tik Tok account and see how others on the platform were making their meals, and if any different perspectives were being offered. I was able to find a great Tik Tok source which explained how to make a Mexican inspired dish.

  • I checked other Youtube videos for different perspectives and methods of different kitchen based tasks, for example loading the dishwasher.
  • Confirming some of the different tools I would need.

Week 5: Cooking Time

For this entry I really focused on expanding my series of YouTube videos in order to continually highlight my progress in making my Shepherd’s Pie. I decided to continue to work with the YouTube editor as the process of taking photos and videos from the desktop. I found dragging items into the upload section was becoming easier and fluid. As well for this week I was able to adjust more settings in my Youtube videos as for both video 1 and Video 2. I was able to release it in high definition. In this week I was able to apply different points mentioned in class about believing different sources and how it impacts our ability to obtain and recognize the information. This could be seen through how pop culture could display a different form of Shepherd’s Pie and how history leads to one perspective becoming dominant over others.

  • In this week I also continued to expand my experiences with Tik Tok by finding different examples of how to effectively clean up and organize different kitchen items.
  • My Shepherd’s Pies were fully assembled and then after getting them properly prepared I was able to place them in the freezer for later use.

Week 6: Bon appétit!!

Moving into my final week of the learning project, my meal was finished and all prepared to be served for dinner. I wanted to expand the importance of social interaction during a meal and how spending time with others allows us to make more memories and enjoy ourselves.

  • I had the chance to utilize Feedly as a resource to help me find a dessert that I could have with my supper and keep in mind for later use. Upon research, Feedly had a number of food based articles with easy to follow recipes.
  • Using online research platforms such as Microsoft Edge I was able to find a number of articles that highlight the importance of eating as a family and the benefits it can have for both children and parents. The prominent benefits that I believe come from eating with others is the social interaction.

Where do I feel my Cooking skills are at?

Before the start of this semester and EDTC300 I didn’t have much experience in the field of cooking, but enough where I could prepare different items to get me through different assignments or term papers. It was unfortunate as I spent time cooking throughout High School and enjoyed my time when doing different tasks in the kitchen. By having the chance to work with different online tools and resources, such as articles and videos I see that the opportunity to learn more about this topic is easier now than before. I look to apply many of the news skills I taught during this in future semesters and believe that I will become more familiarized with different platforms such as YouTube and Tik Tok. This assignment was unique and really enjoyable as it gave me the chance to pursue a concept I never pictured returning to.

The key resources and support tools

  1. The first tool that I found to be useful and enjoyable to use for my learning project was Tik Tok. Before the start of this class I was aware of Tik Tok as a social media platform although I never had an account or watched any content. After my third entry for this assignment, this changed as I was able to see different ways to make Shepherd’s Pie, properly organize different tools around my house and compare how others would do different tasks. This inspired me to keep Tik Tok in mind as a future educational resource.
  2. YouTube is a growing platform which many of us have experience on and use often. I found it a great tool for easily creating personalized content and then sharing it with others. As an educator, YouTube can be used to watch videos that relate to our lessons or for students to share content.
  3. Feedly is a great resource for anyone who could be invested into cooking as upon a simple search there are hundreds of different recipes and choices to follow. I look forward to seeing what options I can use from Feedly in the Future.

Bon Appetit!!

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For my sixth entry into my learning project I found myself with some possibilities. I am finished making my Shepherd’s Pie and I managed to get 4 for freezing and I kept one for supper tonight. I can eat the other ones from frozen at a later period and when baking these I can add the canned corn that was initially part of this meal.

Now that everything was ready and prepared, I wanted to focus on the most important aspect of making and engaging in a meal, and this would be enjoying it with others. Eating with those close to you, such as family can be a nice change in pacing and allow for a different experience. We all set the table and had an interesting conversation about one of the items from the 6:00 pm news. A few laughs and some lively discussion while we were eating made for an enjoyable meal.  This made me realize that what they say about food brings people together is true.

 For this meal, I also wanted to establish a dessert and selected some frozen blueberries with ice cream for dessert. Using the online resource Feedly inspired me to select this option through reading articles in the Healing Family Eats article channel where I found a fruit and Ice Cream based dish. By eating with others and getting the chance to have that element of social interaction can serve as a way to create memories from favorite meals. Along with special people and occasions, allowing us to connect to a culture or people. As well as insight further exploration into new types of food. As well as we are able to share a sense of accomplishment after completing our tasks and providing for those around us.

Although, in recent times we have found that spending time with others has been impacted and changed resulting in many of us, myself included upholding the notion that we can cook to the best of our abilities as often as possible yet at times we don’t. A useful online article highlights that despite these challenges there are still benefits from cooking from home and others, including the notion that to cook, as a home cook, isn’t just to cook, it’s to plan, to shop, to store, to prep, to combine, and to heat and serve. Outside of making the meal, it can be seen that the concept of eating as a family or with larger groups brings with it benefits outside of social interaction. For children, eating with their family can assist in approaching and understanding the child’s self-esteem, weight struggles, the ability to reflect on social events, and enhance communication skills. As well it can serve as a way to property rules and guidelines for all members of the family.

Using online tools such as Tik-Tok also highlight key tips and benefits of eating as a family. I noted an account which explained that one reason why they emphasize eating as a family is to teach their children about reward adaptive behavior. Doing this involves leaving the food that people don’t put on the table, while others move on to different enjoyable items. The principle is that over time we will learn to eat what is made available to us. Expanding our understanding of online learning platforms, as well as different tools can allow us to learn new and different perspectives. By using the wider variety of Youtube, Tik Tok, Feedly, editing tools, and online websites and articles have helped me greatly in moving from a recipe into a meal with my family.

My First Experience with Coding

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The concept of coding is new to me and I have not had any official experience with it. In my time period within elementary school, this topic was not even discussed, I only used the school computers for different assignments and that was all. In High School, I was able to understand this process more as many of my friends were enrolled in various computer science courses, although I never took part in these classes. Taking a brief amount of time I was able to establish the definition of coding as a translator between English and Binary. I can see with the greater number of online tools and more students having personal computers and devices, the need for coding at a younger age is becoming more prominent and useful.  

For this blog post I decided to look into and practice with Code.org. The outline of the website is easy to follow and is approachable for students and educators who may not have much experience in the field of coding. As well, when looking on the homepage of the site the initial stats presented show the growing presence of coding, for example 1 million teachers use Code.Org, there has been 153 million projects created on the website, 20 million students are young women, and 40% of all students in the U.S have Code.Org accounts that are used.

Figure 1 is the Code.Org home menu

When using this new platform I decided on the Minecraft option for the “Hour of Code” activity. I selected as I have enjoyed Minecraft since a younger age and the game has stayed popular throughout many years and appeals to younger students, in this case the Minecraft activity was labeled for grades 2 and above. The 12 stage process is clearly labeled and broken down with audio and visual instructions, as well when selecting this program you have the chance to switch the language in which it is narrated in. This is very beneficial for students who may not have English as a first language. The menu has a series of different components, including commands, guide, map, and run/rerun feature.

Figure 2 is the first step of the coding process

 Moving throughout the steps new components are introduced, including in step 4 where you learn how coding loops work. Step 7 allows for path changes and step 10 allows you to stand on different features. And lastly, step 12 allows you to put all the different components together to build something new

Figure 3 is step 4 in the Coding Process
Figure 4 is step 7 of the coding process
Figure 5 is step 10 of the coding process

Completing this task has allowed me to learn that coding is not as difficult as everyone may picture it to be. In the larger context, coding has not been very long, in the same way the computer and internet has been. Everyone is able to use and relies on a phone or PC for day-to-day life and coding serves as a way to understand that technology through a new perspective. I think introducing students to code as a useful tool is very important as well as a way to inspire students’ interests, for example, if they take coding at a young age then perhaps they will see themselves holding a future position in the field. With the greater incorporation of technology into the Sk curriculum, it will be interesting to see if coding establishes a greater presence in classes in the future. To expand my perspective on coding I decided to look at Youtube and found that Code.Org released a video that has input from the founders of Twitter, Microsoft, Facebook, and dropbox discussing the need for greater education surrounding technological systems and coding.

Looking Into Digital Literacy

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I have been aware of the concept of digital literacy for the past few years, with the emphasis of its importance being discussed through post-secondary institutions. Before this however, I grew up in an age where digital literacy and fake news were less common than they are now. As highlighted in the “ How to Choose Your News” TED Talk I received my news through a broad lens and material was limited both for written and TV-based news programs. Now with a number of years passed, fake news and digital literacy are appearing in more conversations with larger impacts. Due to this, educators now serve as key figures to properly teach the different parts of this concept to students.

Working with the students in the secondary level in regards to digital literacy and fake news is a complex task, as students in this range are consumers of different forms of social media and have the ability to interact through online discussions. I have always had a focus on history and social studies and looking at the SK curriculum we see there are themes regarding political decision making, economic decision making, as well as international relations.

Figure 1 highlights the SK Ccurriculum

As highlighted in the article “ Developing Critical Literacies: What we need to know in a Fake News World” topics such as politics are often subject to a high presence of fake news, usually seen through the use of unrealistic articles and Tweets. Considering that tools can now be modified and adjusted for voice and facial messages, having a critical eye is vital and combat solutions can be taught.

The first notion we need to keep in mind is that digital literacy and fake news can vary on the scale and provide each student with a different reaction. This could span from being upset and angry to feeling shocked and possibly confused, an example that highlights this would be the “ You’re not going to believe what I’m about to tell you comic”.  I found this very unique due to the presence of creativity and the fact it focuses on reaffirming different feelings and could serve as a useful resource in future experiences. Looking at other ways we teach this concept to students involves finding the key source. This could possibly be done through following the closest connection to an event, for example reporters on social media. Another point is to allow students to look and research an event after an amount of time and a series of days after the initial reaction. Teachers should take time throughout different lesson plans and topics to ensure that students are aware of different perspectives, for example when looking in the field of development of nation series in the curriculum. Facts vs. opinion is another element that needs to be affirmed, especially during a period with such a social media presence. The freedom we have in the ability to post new content and spread information is a benefit to society, although freedom brings with it a responsibility as mentioned in the TED-Ed video. When working with secondary level students we can also picture introducing a series of new online resources, historically apply other examples of fake news, for example, the 2016 election which was subject to a series of different mainstream fake publicity in the form of Twitter and Facebook posts. As well, highlighted in “ Developing Critical Literacies: What we need to know in a Fake News World” as educators we should contribute to the central learning of critical disposition and reaffirm to students that reality can vary between perspectives and maybe tangled by the media.

Some others that can contribute to the learning of digital literacy would be the wide variety of TED-Ed based videos that highlight important skills when it comes to identifying media skills. As well as the KQED Lesson Plans which are clearly broken down and allow education students who may not have the most experience with crafting their own lesson plans. As well, all the objectives are unique and can be applied to the current technological platforms

Figure 2 shows my favorite points of the KQED Lesson Plans.

Looking at the purpose of the NCTE in the context of digital literacy shows us that their goals are still designed to be met and the greater presence of digital literacy is evolving and becoming more common. The NCTE discusses how students express their understanding through a series of blogs and discussion forums based on key experiences. The challenge with this newer form of communication is that it still could be manipulated through fake news and social media presence. A possible solution lies with ensuring a greater presence of online communication platforms, such as blogs and discussion forums being introduced throughout 9, 10, and 20/30 level courses in the SK curriculum and the opportunity for students to evaluate their personal research in the field of history and social studies.

An Introduction in the World of Cyber Sleuthing

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The concept of digital identity is fairly new to me, while to others it may be common understanding. In regards to where one may stand when it comes to their knowledge of digital identity can vary but the common understanding is that it is significant in establishing an online presence as well as becoming the focus for more possible career options throughout life. Using online search tools such as Google will provide a wide variety of links to sites that could possibly explain digital identity. To me digital identity is more than using the internet, it serves a collection of people, interests, thoughts, and words that you are interested in or engaged in. Growing up I had the chance to see the internet become a more common tool, however, for most of my childhood years I often would prefer face-to-face interaction. In doing this I was able to find out information and interests of other people without having to go through the process of cyber sleuthing. Looking at the current COVID 19 Pandemic we have seen a greater influence of technology and many of these differences will continue to be prominent in the years to come meaning the notion of cyber sleuthing and digital identity are becoming more common. Digital identity revolves around information posted on social media platforms and online blogs.

Working on this project with a partner and having the ability to test out my cyber sleuthing skills I found a series of common themes as well as some challenges in the process. The first program I began to search for was Facebook, as this program has billions of users that span different ages and life careers. After looking for a series of different factors including age, profile picture, and name I was unable to find my partner. I must confess that I found this surprising as I grew up with the general understanding that most people had Facebook and used the platform frequently. Although, after having the opportunity to have a discussion we suggested that fewer people within our proximity were using Facebook. A possible reasoning for this could involve different data and security issues that impacted Facebook in recent years.

There are certainly other platforms available to post information and enhance your digital identity. By doing some cyber sleuthing I was able to come across other social media and information platforms including Instagram, Twitter, Tik-Tok, and Snapchat. As well, blogs are another form of communication that can share information and provide insight into the poster of the blog. All of these different platforms all had unique identities and different focuses on the material being shared on them. For example, Twitter is used for expanding PLN and finding new resources while Tik Tok could serve as a resource to find new material on a subject or interest someone is passionate about. Snapchat could be a useful direct communication for working with others. As mentioned in the article “ Having Multiple Online Identities is More Normal Than You Think” people tune these platforms for individual and separate interests.

I had the chance to look both in class and cyber sleuthing and was able to confirm to myself  that information, such as blog posts and Twitter updates are based off the emphasis of search numbers and how the more someone is researched the more likely their results are to appear more on the front page. Keeping this in mind, ensures that our digital identity is properly maintained and when people look at a certain profile they associate it with you and your information.

A key component of digital identity is that it is subject to change over a period of time and can be influenced by prior experiences, external factors, and different situations. Social media allows us to express our interests and passions to those close to us but places us in a position where we are always taking information tailored for us, and this is no different for students. Due to consent change, we need to be continually teaching and educating students on digital identity. As Monica Lewinsky pointed out in her TED Talk when people and students are younger they may end up making more mistakes and due to news reaching new speeds of travel on the internet, educators can serve as a guide to ensure students are able to post and communicate safely. By working with a partner I was able to confirm different questions I had, as well as collaborating with partners now and in future educational positions to help us reflect on digital identity.

Cooking Time

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For my fifth learning project post, I will be moving forward in my final goal with all the preparation done, it is time for me to start cooking. With everything laid out and ready to go it should take me about 1 hour including my clean-up.

In my last learning project post, I highlighted that my potatoes are pre-cooked and mashed with a bit of butter, milk, and salt, and pepper. I took them out of the fridge to get to room temperature earlier. This makes them easier to work with this way.

Figure 1 shows the mashed potatoes prepared to be added into the final product

I cooked the veggies in a large frying pan on low heat.  I wanted them to sauté to release the juices and flavours.  I do not want them to brown so I stir continually.  When this is done I set them aside to cool.  Using fresh vegetables I have beautifully bright colours in the pan.  It’s so good, you forget it is vegetables.

I put both types of meat into a large frying pan on low heat to cook through.  I did not drain off the fat or the broth from cooking.  I want that to be part of the gravy.  A little fat is needed anyway for both moisture and for flavour. Once the meat is cooked – no more pink bits, I can add the seasoning.  I do not want to be tasting for flavour if the meat is not done, I need to be safe. I added all of the seasonings and I like the flavour.  Different from how my Mom makes it, but that is OK.  I am in charge of the kitchen today as seen in my first Youtube video.

As the meat and veggies cool and the potatoes warm up, I get on with marking the containers for freezing.  I need to make the contents – Shepherd’s Pie, the date prepared – 05 June 2021 and the cooking instructions – 350 degrees for 1 hour from frozen or 30 minutes if thawed. It is easier to mark the lids before they go on the pies.

It is ready to assemble at last, as seen in my second Youtube video.  Do not overfill the container; remember the gravy will boil up as it cooks.  Leave room in the container for this or else you will be cleaning the oven after you cook it.

I put a layer of meat – 1/3 of the container deep.  This is followed by a layer of veggies – 1/3 of the container deep.  Then I added the potatoes.  Not quite 1/3 as I need room for the gravy and the cheese on the top.  This of course can be changed up if you like potatoes more than veggies or meat.  That is the great thing about this dish – you can make it yours so easily. Just make sure that you stick to the basics so that you get a shepherd’s pie.  Going too far off the recipe can mean disaster.

A theme we have discussed in class that I found very interesting is how people rely on all different forms of media to learn new information. This could be through social media and discussing with others through internet communication, although before the period of social media, television influenced many different people. Looking at the popular sitcom “ Friends” we see there debates and scenes in which different culinary items are discussed, an example of this is would be the shepherd’s pie parody discussed in the Thanksgiving episode. This article can now be found on the internet and highlights the shift in focus from the mainstream to the internet. Although there is a typical way of making Shepards Pie composing the use of veggies, meat, and potatoes and based on British history. My personal version that I have decided on making is based upon a family recipe and thus follows a more traditional route with the ingredients. The shredded cheese is sprinkled over the top.  I used orange and white cheese this time because that is what we had on hand.  The type and the amount of cheese of course can be changed up as well.

Finally, Pop the lids on the finished product and seal tightly.  Get it into the freezer as soon as possible. Of course, I kept one for supper tonight.  I will just have to warm it up while I tackle the dishes and clean up.  Need to get the kitchen back to the state it was when I started. 

Figure 2 shows the final product

With the meal underway, my next task is to ensure that the cleaning process is applied and done efficiently. In this context, I included using the dishwasher and the freezer. The dish can be initially cleaned and washed by hand and then following this, you would be able to load the items in the dishwasher. Keeping in mind that many handfuls of online resources have videos of posts containing information in different fields, including dishwashing, I decided to see what I could find on Youtube. I was able to find a helpful video that provided some key points for me to keep in mind. Although, the most part of this for me was the fact the video had been viewed millions of times. After having the chance to read fellow classmates’ blog posts and spend time with the platform, I thought Tik-Tok would have some useful tips or tricks for me to keep in mind during the clean-up process. After looking into the different hashtags features, I was able to find different short pieces of information to keep in mind. By investing the time into online resources to look for a particular set of information, you most likely would be able to find something that can be of assistance. The field of cooking is prominent throughout the world, and each day more and more online resources are being shared on different platforms to make the task easier.