Have you ever seen someone being mean online? Or maybe you’ve felt hurt by something someone posted? It’s important to know that words — even online — can really affect people. After watching two films, The Sextortion of Amanda Todd and Dark Cloud: The High Cost of Cyberbullying, I learned how important it is to be kind and safe when we use the internet.

Amanda Todd was a teenager who faced a lot of bullying online. Even though she was scared and sad, she made a video to share her story. She wanted to help others avoid the pain she went through. That takes a lot of bravery. Her story reminds us that we should always support each other — especially when someone is hurting.Amanda Todd’s experience reveals just how powerful — and painful — the internet can be when used to hurt someone. Her story shows that cyberbullying isn’t just about mean words. It can involve threats, lies, and even blackmail, all happening behind screens where bullies often hide their identities. Cyberbullying is when someone uses phones, computers, or social media to be mean or hurtful. It can happen anytime — even after school. People might say rude things, share embarrassing pictures, or leave nasty comments. And because it’s online, it can spread fast and be hard to stop. That’s why we need to think before we post, and always treat others with respect.

Cyberbullying is a serious problem that reaches beyond the classroom, following young people into their homes and personal lives. Unlike traditional bullying, it can happen anytime and spread quickly through photos or messages that are hard to erase. Hidden behind fake names, bullies often feel free to be cruel without consequences, leaving victims feeling scared, ashamed, and alone. Many are afraid to speak up, and adults may not always understand or know how to help. With technology changing so fast, it’s tough to keep up with new platforms where bullying can happen. That’s why it’s so important to raise awareness, teach kindness, and build strong support systems to keep students safe and heard.

Educators should teach students how to use the internet responsibly by including online safety, privacy, and kindness in everyday lessons. They can create a safe space where students feel comfortable speaking up, and work with parents and experts to stay informed about digital risks. By promoting respect and empathy, teachers help build a culture where students protect themselves and each other — both in school and online.

Teachers can foster digital empathy and responsibility by encouraging respectful online behavior, sharing real-life stories, and creating activities that help students understand how their actions affect others. A caring classroom culture starts with open conversations and trust. Barriers like limited time, fast-changing technology, or lack of training can be overcome by working with parents, counselors, and using expert resources to stay informed and prepared.

In a world increasingly shaped by digital connectivity, the classroom is no longer confined to four walls, a chalkboard, and rows of desks. Michael Wesch’s powerful insights on anthropology and our recent class discussions on the new culture of participation, challenge us to rethink not only how we teach, but why we teach the way we do.

Wesch describes a seismic shift in how we engage with information and each other. Platforms like YouTube, TikTok, and Instagram have transformed passive consumers into active creators. This participatory culture fosters creativity, collaboration, and a sense of agency. As Wesch puts it, “We are moving from being knowledgeable to being knowledge-able”—from memorizing facts to engaging meaningfully with ideas. I didn’t expect it to reshape how I think about learning, connection, and the role of schools in our digital age. But one moment in particular in video An Anthropological Introduction to YouTube at 13:25—really stood out “Charlie Bit My Finger” and “Soulja Boy,” showing how everyday, seemingly simple moments can gain global attention. These clips weren’t professionally produced or scripted—they were authentic, spontaneous, and deeply human. And yet, they resonated with millions. That moment made me realize how digital platforms have become powerful spaces for sharing, identity, and community. How lesson plans can be created differently and engaging.

In class, we talked about how teens use social media not just to scroll, but to stay connected. The article showed that many teens feel closer to friends and communities through apps like TikTok, Instagram, and YouTube—even when they’re apart. That made me realize that for young people, being online is a way to belong and express themselves. Michael Wesch calls this the “new culture of participation,” where people don’t just take in information—they share, remix, and create it. This changes how we think about education. Instead of teachers just talking and students listening, learning now happens in all directions. Students want to be part of the conversation, not just hear it.

As a future teacher, I see today’s digital world as a chance to reshape how we teach and learn. Instead of just using textbooks and lectures classrooms can be built in a way where students create podcasts, videos, and blogs that show what they know and share it with real people. Like on YouTube they can express themselves, connect with others, and learn from different voices. This enable to do and learn thing differently.

Yes, technology brings challenges—like distractions and misinformation—but it also opens doors to new ideas. Our job isn’t to shut it out, but to help students use it with care. We can teach them to be kind, thoughtful, and smart online, turning digital tools into powerful ways to learn, engage, collaborate, and grow.

Our classrooms should be places where students use technology with purpose, create with intention, and share with integrity. In today’s world, learning isn’t just about absorbing facts—it’s about shaping ideas, contributing to conversations, and finding meaning through connection. When we give students the tools and trust to explore, they don’t just learn—they grow, they lead, and they inspire..

This week, I decided to try something new for my learning project: using the Puppet Pals app to document my progress. I had never used this app before, but I was curious to see how it could help me reflect creatively. What I discovered was a surprisingly engaging way to turn my thoughts into animated stories, and it added a whole new dimension to how I process and share my learning.

Puppet Pals is an interactive storytelling app available on iOS that lets you create animated scenes using digital puppets. One can choose characters, backgrounds, and record own voice to narrate the story. The app captures both voice and the movements of the characters as we drag them around the screen, making it feel like we’re directing a mini play.

I started by downloading the app and exploring the basic features. I clicked and selected from icons. It was simple to use, but surprisingly powerful in how it helped me visualize my reflections.

Screenshots from App

This is the main screen of the app where you can begin creating your animated story.

I selected the City and this background came and then chosen one by one options in icons on top, Next option of Rides and Mix-n-Match, I created a Girl riding on Horse in the City and can change Music as well. This way I was able to use the app so easily. Got the tips and notes how to save and share.

One of the things I appreciated most was how intuitive the app felt. Even without prior experience, I was able to create a complete animation in under an hour. I did a few practice runs to get comfortable with the timing and narration, and then recorded my final version. I exported the animation and embedded it into my Canva blog layout, which gave my post a dynamic and personal touch. It wasn’t just a summary of what I learned—it was a performance, a creative interpretation of my growth.

As I worked with Puppet Pals, I started thinking about how it could be used in the classroom. It’s a fantastic tool for student engagement, especially in subjects like language arts, history, or social-emotional learning. Students could use it to retell stories, reenact historical events, or express personal reflections.

Looking through the lens of the SAMR model, Puppet Pals fits beautifully across all levels. It replaces traditional storytelling with a digital format. Adds voiceovers and visual elements to enhance the experience. It allows for collaborative scripting and production and opens the door to entirely new forms of expression, like creating animated documentaries or fictional narratives.

Using Puppet Pals for my learning project can help me to reflect more deeply and creatively. It has encouraged me to think not just about what I learn, but how I could communicate it in a way that was engaging and meaningful. I found myself more invested in the process, and I am sure that I can create a product which I will be proud and satisfied to share

This experience reminded me that learning isn’t just about absorbing information—it’s about expressing it, connecting with it, and sometimes, performing it. I’m excited to continue exploring tools like this and to bring them into the classroom to inspire others to tell their stories in new and imaginative ways.

In today’s world our life is totally dependent on technology, our day starts and ends with it. From getting up to bed with an alarm everyday on mobile and back to bed after planning next day on mobile too. As I am a sub-teacher my search for available job slots is totally technology dependent. Technology plays an important role in the classroom by making lessons more engaging and interactive. I also use it for researching projects and completing my own studies. At home, technology helps my kids with their learning, and at times, we also use it for recreation.

Most of the time, I use Google Chrome, and Safari browsers for my work. I also make use of apps like Kahoot, Mathletics, Khan Academy, and XtraMath. These tools help students learn in a fun and interactive way, giving them the opportunity to refresh their minds while learning through play. Additionally, I use YouTube videos and follow the instructions during meditation and exercise.

To stay focused on work while using technology, I set clear goals before starting any task and prioritize what needs to be done first. I make sure to use productivity tools in an organized way by keeping only the required tabs open and bookmarking important resources for quick access. I limit use of recreational platforms like YouTube, Social media apps like whatsapp, facebook and Instagram to scheduled breaks. I also manage my time effectively using methods like the Pomodoro technique, which keeps me productive without feeling overwhelmed. Additionally, I take mindful breaks for meditation or light exercise, which refreshes my mind and helps me return to work with better concentration.

As a substitute teacher and a mom of two, I see technology as both a tool and a temptation. I use screens for learning and planning, but I set limits / screen time so it doesn’t take over. At home, we balance screen time with board games, outdoor play, and family talks. This way, technology supports us, but real-life moments keep us grounded and happy.

Hello and welcome! I’m Priyanka Jhanji—born and raised in a small, agriculture-rich town in Punjab, India. Today, I call Saskatoon my home, where I live with my husband and our two amazing kids.

Growing up in a conservative environment came with its share of societal challenges, but I was fortunate to have a father who believed in my dreams. His unwavering support helped me rise above gender biases and pursue academic excellence. From a young age, I’ve loved helping others learn.

Teaching and service have always been the twin pillars of my life. My early volunteer work in local schools sparked a fire that never dimmed. It was in those classrooms, surrounded by curious minds and untapped potential, that I realized education wasn’t just a profession—it was my calling. I excelled academically, earning Bachelor of Arts, Master of Science in Mathematics, and Bachelor of Education.

I work as a sub-teacher. However, I had taught Mathematics in public schools (Internationally) for 19 years, often navigating the undercurrents of discrimination. Yet, the classroom remained my sanctuary. I witnessed firsthand how inclusive education could transform the lives of underprivileged and special-needs children. Collaboration wasn’t just a strategy—it was a lifeline. My teaching style, affectionately dubbed “The Math-ish Way,” blended creativity, empathy, and rigor to help students not just learn math, but love it. For me “An Attempt is more important than a precise solution”

Guiding young children to learn and achieve their goals brings me immense joy—I believe education is not just about what U know, but about who R becoming. I am continually inspired by children’s curiosity and progress as I explore innovative ways to support their growth and well-being