Life, in many ways, is about building relationships. In my past experiences working in the oil industry, heading up to a jobsite was more than just clocking in and out—it was an opportunity to get to know people, make friends, and foster connections. This was especially important because, at the end of every project, layoffs were almost guaranteed. Having a network of people I trusted, and who trusted me, became invaluable. I could call up a contact, ask about job openings at their site, and often secure my next opportunity.

In industries like oil and construction, your reputation is everything. Your work ethic, attitude, and reliability are your calling cards, and they can open doors or close them. This same principle applies to teaching, a field where relationships are just as crucial, if not more so.

When the time comes for me to interview for a teaching position, it will be my first formal interview in years. My previous transitions between jobs were often informal—quick calls to a superintendent and a “see you Monday” kind of arrangement. This shift to a more structured hiring process is a reminder of the importance of continually building and maintaining a positive professional network.

Reflecting on This Semester

This semester has flown by, and I genuinely believe we’re all better for the shared experiences and connections we’ve built. I’ve made it a priority to engage actively within our networked learning environment by:

• Commenting on Blogs: I’ve contributed feedback and insights on classmates’ blog posts, continuing conversations and adding value to their reflections.
• Participating in Class Discussions: Whether in-person or online, I’ve aimed to engage thoughtfully in discussions, sharing my perspectives and learning from others.
• Contributing to Discord: I’ve tried to be as helpful as possible, answering questions, sharing resources, and supporting my peers when challenges arose.

What we’re doing here goes beyond individual learning—it’s about creating a community of support and growth. Teaching is inherently a relationship-building profession. Whether it’s collaborating with colleagues, fostering trust with parents, or connecting with students, relationships form the foundation of everything we do.

Moving Forward

In the following video, I’ll walk you through specific examples of how I’ve contributed to this semester’s learning community. From my interactions on Discord to blog comments and shared resources, this journey highlights the ways we’ve collectively built relationships through our learning experiences.

Thank you for being part of this journey—let’s continue to grow, learn, and support one another.

When we think about artificial intelligence, many of us—especially those who grew up in a certain era—immediately picture the Terminator movies. For me, that’s where my mind goes. The idea of machines with human-like intelligence was science fiction not so long ago, but today, we’re living through the beginnings of that transformation.

I like to think of AI as being in its cocoon stage. What emerges from this cocoon—the electronic butterfly, so to speak—remains to be seen. What’s clear, though, is that we’re witnessing the dawn of a new era, one that will fundamentally change how we live, work, and teach. Education, in particular, is at the tip of the spear, with immense potential for AI to reshape how we approach learning and instruction.

The Role of AI in Education

One of the biggest challenges we face is figuring out how to incorporate AI ethically and effectively into schools. Speaking from experience, AI has already played a significant role in my growth as a student. When I started university, I wasn’t writing at a university level. But by using tools like Grammarly, my essay grades improved by about 10%. Later, when I discovered QuillBot, it added another 10%.

These tools didn’t do the work for me—they refined it. I see them as high-tech versions of tools we’ve always had, like spell checkers and thesauruses. Back in the day, I would have cracked open a physical thesaurus to find synonyms, defined those words in a dictionary, and then practiced using them in sentences. Now, technology streamlines that process. Tools like Grammarly don’t just correct errors—they teach you why something is incorrect, helping you improve as a writer.

Trying Out ChatGPT as an AI Tool

To explore AI further, I’ve been experimenting with ChatGPT, a tool that can do everything from answering questions to generating essays. Its potential in education is enormous.

How It Could Be Used in the Classroom:

1. For Teachers:
   • Automating administrative tasks like creating lesson plans or grading objective assignments.
   • Crafting differentiated materials for students at varying skill levels, such as simplifying text for struggling readers or generating advanced questions for gifted learners.
   • Providing real-time feedback on student work, which can save hours of grading time.
2. For Students:
   • Assisting with brainstorming ideas for projects or essays.
   • Providing explanations or clarifications on topics they struggle with, almost like having a personal tutor.
   • Encouraging creativity by helping students develop storylines, explore “what if” scenarios, or simulate debates on historical events.

Supporting Learning Styles and Critical Thinking:
AI tools like ChatGPT can cater to diverse learning styles. Visual learners could pair it with image-generation AI to create visual aids, while auditory learners might use it to generate scripts for role-play activities. AI can also assess student understanding by generating personalized quizzes or asking thought-provoking questions to encourage deeper engagement.

Ethical and Practical Challenges:

1. Ethical Concerns:
   • Over-reliance: Students might use AI to complete assignments without fully understanding the material.
   • Academic honesty: At what point does using AI cross the line into cheating?
2. Practical Challenges:
   • Accessibility: Not all schools have the resources to integrate AI tools equitably.
   • Teacher training: Educators need support to learn how to use these tools effectively.

My Perspective and AI’s Future in Education

AI isn’t the enemy of education—it’s a tool that can enhance it. But like any tool, it depends on how we use it. For example, asking ChatGPT to help refine a thesis statement or suggest an outline is, in my view, ethical. However, using it to write an entire essay undermines the purpose of the assignment.

Looking ahead, I believe we may need to rethink traditional assessments like essays. As AI evolves, assignments might shift to focus on creative projects, oral presentations, or collaborative problem-solving tasks—things that AI can support but not replicate entirely.

AI’s role in the classroom will likely grow, offering personalized learning experiences, automating repetitive tasks, and freeing up teachers to focus on deeper connections with their students. The key will be to integrate AI thoughtfully, ensuring it’s used to empower learning rather than replace it.

We’re just at the beginning of this journey. And while there’s uncertainty about what lies ahead, one thing is clear: education, like AI itself, is evolving.

Stay strong and curious,
Rob

When we step into the classroom—most likely a secondary school in my case—we’ll be teaching a generation of students who have never known a world without the internet. This is fascinating to me because I grew up straddling the pre- and post-internet divide. While I experienced a childhood without it, my teenage years were shaped by its emergence. This dual perspective gives me an appreciation for how transformative the internet has been and how it has influenced the way we interact with information.

It’s fair to assume that today’s students will already be highly digitally literate in the sense of being fluent with technology. They know how to navigate apps, create content, and find information quickly. But what they often lack are the critical thinking skills needed to analyze and evaluate the information they encounter. That’s where our teaching comes in.

One of the most important skills we can foster in our students is skepticism—not blind cynicism or contrarianism, but a healthy level of questioning. Essentially, if something seems too good (or too outrageous) to be true, it probably is. Our goal should be to create an environment where students feel empowered to challenge the information they see, dig deeper, and form opinions based on verified facts rather than flashy headlines.

This brings us to the modern problem of fake news. We live in an era where sensationalist headlines are often all people read before forming opinions. The substance of the article—the actual truth—can get overlooked entirely. Compounding this problem is the relentless pace of the news cycle. By the time someone has the chance to critically evaluate a story, it’s already been drowned out by the next headline, leaving little room for reflection or deeper understanding.

To address this, I’d propose a lesson idea called “Vet Your Net.” Students would select a news article and critically evaluate its credibility. They’d investigate the source, analyze the article’s claims, and search for corroborating evidence from reliable sources. This activity would teach students how to identify red flags, such as bias, lack of citations, or emotional manipulation.

For added engagement, the lesson could include a segment on conspiracy theories. Students could choose a popular theory and investigate its claims, evaluating whether the evidence supports or debunks the theory—or whether it’s simply “plausible.” Not only would this be a fun way to develop their critical thinking, but it would also show them how easily misinformation can spread when claims aren’t properly vetted.

Ultimately, fostering these skills is about helping students navigate a world saturated with information. By teaching them how to think critically, evaluate sources, and question what they see online, we prepare them to be thoughtful, informed citizens.

Rob

Shame is a powerful emotion and one of the most challenging aspects of the human experience. What is it that makes us feel shame? At its core, I believe shame arises when we’re caught doing something we inherently know we shouldn’t have done. It’s the deepest, most personal form of embarrassment, often tied to our sense of identity and values. With the rise of the internet, however, shame has taken on an entirely new dimension—one that amplifies its effects exponentially.

Consider the Monica Lewinsky scandal. I still remember when the story broke. As a young lad, I even joked about it, doing a Bill Clinton impression. At the time, it was the hot topic, dominating news cycles for months. But eventually, as all scandals do, it faded from public discourse. People moved on. Today, however, the internet ensures that stories, comments, and actions have an indefinite shelf life. What might have once been a passing moment of public shame can now be preserved forever in digital archives.

This permanence has serious consequences, especially for young people. Imagine a teenager saying or doing something inappropriate online. As they grow up, their brain continues to develop, their views evolve, and they gain maturity. But years later, that youthful misstep resurfaces—perhaps in a crucial moment, like a job interview. Should someone’s teenage errors define them forever? I firmly believe there should be a kind of statute of limitations on youthful mistakes. It’s unfair to hold people accountable for things they said or did before they had the life experience or cognitive development to truly understand the impact of their actions.

Then there’s the other side of the shame coin: the “keyboard warriors” or “cyber Karens.” These are the individuals who actively seek out old posts or comments to criticize and shame others. For shame to work, someone has to dole it out, right? But here’s the thing: I believe people should mind their own business. What drives someone to dig through a stranger’s digital history, searching for a reason to call them out? Is it boredom? Vindictiveness? A sense of self-righteousness? Regardless of the motive, this behavior feels like a form of cyber vigilantism.

In the court of law, the principle is clear: you are innocent until proven guilty. On the internet, however, it’s the opposite—you’re guilty until proven innocent. And even when you’re proven innocent, it rarely matters. The masses have already moved on to the next scandal, leaving behind the wreckage of your reputation. That’s the reality of online shame—it’s swift, merciless, and often careless.

So, what’s the solution? Maybe we need more grace, more understanding, and a greater willingness to let people grow. We’ve all made mistakes, but those mistakes don’t have to define us forever. Shame should not be wielded as a weapon, and the internet shouldn’t be a battlefield of endless judgment.

Thanks for coming to my TED Talk.

Rob

Growing up without the internet until I was 16, I got my first real taste of the “information superhighway” as a teenager, back when the internet was a bit like the Wild West. Napster was all the rage, and our family computer had quite the collection of downloaded songs. My first social media experience was on Hi5, which was essentially a prototype of Facebook—similar in function but far less successful. In 2003, this was cutting-edge technology.

Reading Dr. Ribble’s nine elements of digital citizenship feels like looking at a set of rules written after the fact, especially for millennials like me who got high-speed internet early on. The elements that resonated most with me were Digital Commerce and Digital Communication. I still remember when Amazon only sold books, and I couldn’t understand why anyone would order one online instead of just going to a bookstore like Coles. By 2024, I now do most of my shopping online without a second thought.

In a classroom setting, I’d want to teach students how to identify reputable online sellers versus sketchy ones. I’ve fallen for some scams myself—two bottles of “Elk Horn Fuzz” (a dubious supplement) in my cabinet serve as a reminder that even experienced internet users can be duped. Today, reading product reviews is a skill, as it’s often possible to discern genuine feedback from fake reviews.

As for Digital Communication, I still use text abbreviations and old-school typed emojis (
), thanks to my time on ICQ and MSN Messenger. Instant messaging was transformative as a teen, especially with large group chats and that iconic MSN alert sound, which lives in my memory.

In the classroom, digital communication now involves instant messaging, image-sharing, and access to endless information at our fingertips—something I didn’t have growing up, though I understand how it all works now. My rule would be, “Don’t keep anything on your phone that you wouldn’t show your grandma.”

We could dive into this further, but this is where I am at with it!

Rob

Lets first start this blog post with a quick video

History often reminds us that what we consider a novel idea has likely been pondered centuries before. Ancient Greek philosophers, for example, wrestled with fundamental questions of identity, knowledge, and presence—concepts that remain relevant as we adapt to new forms of teaching in a participatory, digital world. This evolving culture of participation challenges and inspires us to rethink what it means to connect, learn, and teach.

Starting university during the COVID-19 pandemic, I experienced a unique shift: most of my classes were on Zoom, a medium where students frequently chose to remain faceless, leaving professors speaking to black screens. This experience reflects a deeper tension in our digital interactions. It is intriguing to consider Wesch’s video, where a young woman holds up a mirror, revealing that her conversation is directed at “The Webcam,” rather than a visible person or community. The quote, “Everyone is watching, but no one is there,” captures this feeling of absence within apparent presence. In many ways, our medium—the internet and digital platforms—transforms the way we see ourselves and each other, shaping our interactions in ways that go beyond mere communication.

If we draw on Marshall McLuhan’s famous assertion, “the medium is the message,” we realize that our online world does more than facilitate communication; it defines and redefines it. The internet, as our chosen medium, carries not just content but a version of ourselves. When we interact through screens, the very nature of our “presence” changes: we become digital representations of ourselves, mediated by webcams, avatars, or text. This shift doesn’t just affect how we communicate it fundamentally shapes how we perceive connection, engagement, and even learning.

In the context of future teaching, this understanding of “the medium as the message” calls for an intentional approach to digital pedagogy. Simply replicating face-to-face instruction online doesn’t harness the potential of the digital medium. Instead, we can use this medium to foster new forms of interaction, where students actively shape their virtual environment. Participation in a digital classroom isn’t limited to speaking up; it includes managing digital presence thoughtfully, engaging in discussion through multiple mediums (text, audio, video), and collaborating in shared digital spaces that encourage genuine connection. The culture of participation asks educators to help students cultivate an online presence that is as intentional as it is authentic. Schools, too, must evolve to reflect this new participatory culture. We’re moving away from one-directional instruction toward an approach where students contribute, collaborate, and engage critically with digital content. Rather than viewing technology as a barrier, we can harness it to make learning more interactive and personal. Just as ancient philosophers engaged with ideas that questioned the boundaries of human experience, our task in education is to guide students through this digital reality—helping them build skills in digital literacy, ethical engagement, and mindful participation.

Ultimately, balancing the challenges and opportunities of this digital reality requires acknowledging that the internet—and all digital platforms—are not neutral carriers of information. They shape our sense of self, our relationships, and our understanding of the world. By teaching students to be mindful of how they present themselves, question sources critically, and contribute thoughtfully, we empower them to navigate a world where their “medium” will often be digital and the “message” will often be themselves. Embracing this approach allows us to prepare students not only to consume content but to shape it, contributing responsibly to a complex, connected world.

Rob

 

One of the tasks modern high-tech students may need to do is create a video. While there are many apps available for this, YouTube and TikTok come to mind, some tasks may require being at a computer—like narrating a video or recording a presentation, such as a PowerPoint.

So, where does one go to find the right software for this? My first experience was with Streamlabs OBS. If you search for streaming software in Google, this is likely what you’ll find first. It’s user-friendly and plug-and-play, but there’s one downside: it’s resource-intensive. To solve this, I switched to the open-source software on which Streamlabs OBS is based: OBS, or Open Broadcaster Software.

How might we use OBS as instructors, and how could our students use it? As instructors, we could record videos to answer frequently asked questions (FAQs) about assignments. For example, if you’re a future Phys-Ed teacher, you could create videos for students who miss a class or cannot participate for any reason, offering them a video-based makeup assignment and explanation. It could also be used to create a pre-recorded syllabus that students can refer to throughout the course.

Using the SAMR Model with OBS:

1. Substitution: Instructors could use OBS to record a lecture that students would normally attend in person. The recorded video simply substitutes for the live class.
2. Augmentation: OBS can enhance this by including overlays, screen recordings, or adding live annotations during the video, improving the quality and delivery of the content compared to a traditional lecture.
3. Modification: OBS allows for significant redesign of how instructors deliver materials. For instance, instead of just recording lectures, instructors could create interactive tutorials where they answer common questions, offer multiple video lessons, and provide step-by-step visual guides.
4. Redefinition: OBS can enable tasks that weren’t possible before. For example, students could create video projects incorporating multimedia elements—such as live screen sharing, narrated presentations, and video editing—to demonstrate their learning in ways that go far beyond traditional paper-based assignments. They could also broadcast these live to a global audience or share their work with peers for collaborative feedback.

In this way, using OBS can support both instructors and students at the higher levels of the SAMR model, promoting transformative learning experiences that engage students with technology in meaningful ways.

 

 

When I think about my daily tech habits, I consider what I have on me and around me at all times. I wear a Garmin smartwatch, I own an iPhone 15, and I use a reliable, albeit slightly outdated, desktop PC. When I need information, I turn to Google, which often leads me to YouTube for tutorials. These are tools that have supported me throughout my academic pursuits.

During my first two years of university, I completed all my courses on Zoom. By my third year, I invested in a MacBook Pro, aligning myself with the Apple ecosystem due to my preference for durable products that will last. Despite my affinity for technology, I still appreciate traditional tools. Sometimes, pen and paper are more effective—they never run out of battery. I also manage my month with what I call my “Big Ass Calendar” (BAC). It’s where I organize my class schedule, track upcoming assignments, and plan a study schedule for finals. Everything goes on the BAC.

When it’s time to get serious and tackle schoolwork, I have a straightforward approach: I do the work. I procrastinate just like everyone else, but I’ve never missed a deadline in my academic career. I attribute this discipline to maturity. If I were 21, I would probably have been just as distracted as everyone else by the latest gadgets and social media.

Outside of academics, I’m part of several Discord communities and participate in both online and tabletop gaming clubs. Interestingly, I’ve developed an appreciation for low-tech experiences and tangible items, which has led me to intentionally unplug from time to time. When it comes to maintaining a healthy relationship with technology, I’m mindful of when I’m “doom scrolling” and make a point not to use my phone in bed. Other than that, I try to follow a basic principle: if I’m hungry, I eat. It’s all about paying attention to my needs.

If I were to offer advice to my future students, I’d simply say: “Keep your head up, put the phone on silent, and experience the world with your eyes—not through the lens of your phone camera.”

Rob

 

Hi there folks!

I first had to rack my brain to think about what sort of experience with Educational Technology. Then I realized I grew up when the computer labs in school were packed full of Apple Macintosh II’s. This was the Era of Number Crunchers to “learn” math. This may be an example of how games aid in learning tasks, but that may be a post for another section.

I do not mind blogging, as a just about teacher (Final Semester in class) we are expected to reflect on our experiences of the day, and adapt those into our pedagogy. I find it as a form of meditation, and this is basically just an online journal of experiences. Another form of Meditation that I enjoy is the open road. It feels cliche, but you and the open road on a motorcycle is both relaxing and exhilerating all at the same time. I’ll attach an imagine of my old bike, and a link to a website where you too can play some number crunchers! https://classicreload.com/number-munchers.html

Thanks for the read

Rob