Category: Course Work

 

One thing that I enjoyed about this class was the amount of social interaction we were able to engage in via an online class. This post will summarize how I have contributed to the learning of others via the ways I have engaged online up until this post.

One of the main applications I used throughout this semester was Canva. This program allowed me to create a variety of aesthetically pleasing informational posters. I ended up using Canva to create a lesson plan for a different class I am enrolled in this semester.

Terrarium Updates

9 Common Species of Moss

wah-wicihtowin Between Beings in Little Bird’s Day

At the time of writing this, I have posted 26 comments  on both my own and my peers blog posts. I enjoy the comment feature on blogs as it allows you to engage with your audience and work together to broaden both individuals understanding or knowledge. Even supportive blog posts are important as they can help motivate people to keep posting.

Overall, I feel that I have been fairly successful with my blogs as I had a rather skeleton blog before starting this class. As of present I have 20 blog posts and various pages related to my ePortfolio. My blog will continue to serve as an important resource for me in the future now that I have a better understanding of how to use  it.

Next I would like to show my participation in our online discussion via Discord. Discord was not a program that I was familiar with, but I appreciated how it gave us a place to ask and answer questions.

 

I found Twitter to be the primary program I used to engage with this class. Surprisingly, only seven of my Twitter posts were dated before the start of class. This shows how little I posted on this program even while having had an account for around eight years. I have included a short screencast to document my contributions on Twitter during this semester.

If you’ve made it this far, I would like to take the time to acknowledge a couple peers who contributed to my own learning this semester. I will be referring to these individuals using initials as to respect their privacy but still acknowledge them within this post.

At the start of the semester, J.S. helped me brainstorm ideas for my learning project. D.G. introduced me to Canva via a Twitter post. Their Twitter feed is very resourceful and shows hands-on in class learning which I appreciate as a pre-service teacher. E.R. is a friend of mine and we consistently talked about this class throughout the semester. We had a FaceTime study session where we both spent the call working on our blog posts. J.H. encouraged me to be an active participant in class. They also showed me the benefit of inviting and engaging the audience with a question. S.B. consistently interacted with my online posts making me feel seen and heard. M.Z. inspired me to be more creative with my projects than I am as well as the importance of engaging the audience. I am certain I have missed individuals as each and everyone of my peers from EDTC300 have aided in my learning journey throughout this course. So to those of you I have not specifically mentioned above, know that you have also contributed to my learning in some way whether via your Twitter or blog posts, discord discussions, or our breakout room discussions. Thank you all for a wonderful semester.

 

Teach students about some of the different kinds of ‘misleading news’ such as click bait, sponsored content, and conspiracy theories and what motivates them as depicted in the Beyond Fake News Factsheet.

Break the Fake is an online quiz that challenges the audience to identify whether or not a headline is real. After each question the correct answer is explained. This online quiz would be useful in the classroom to introduce students to digital literacy while teaching them critical thinking skills about the materials they view.

Dr. Alec Couros and Dr. Katia Hildebrandt recommend four strategies to help teach students identify fake news. The strategies are:

1. Moving beyond traditional and often ineffective information evaluation checklists.

2. Prioritizing helping students develop investigative techniques.

3. Teaching students to identify bias.

4. Bringing real-world fake news examples that we encounter everyday into the classroom.

The aforementioned strategies can be used by educators alongside the Break the Fake quiz to help students develop their digital literacy and critical thinking skills. Additionally, by introducing students to the different kinds of fake news there is, they will be better able to recognize, identify, and apply their learning using real-world examples.

For EDTC300, we were asked to partner up and cyber sleuth one of our classmates.

I started my sleuth by simply googling my partner’s name. A bunch of different online profiles came up, meaning I had to sift through a couple of different users to see if any of them was my peer.  I was able to find my partner’s blog, Instagram, and TikTok by googling their name. I then switched my sleuthing technique and began searching their name on specific social media platforms and was able to find them on Twitter and Facebook as well.

From the various platforms they use, I was able to learn information about where they’re from, their relationship status, and their family. Although certain platforms had more privacy settings such as Instagram, I was still able to learn more about my partner via their bio.

After this exercise, I believe our digital identity does play a larger role in how we interact and socialize with one another as well as how we choose to portray ourself. Based on what I could see of my partner’s digital footprint, they use different platforms for different reasons. Their blog is education related, offering examples of my partner’s course work as well as personal learning and beliefs. Their Twitter was also very educational, and one could easily tell that my partner was a real person and not a troll. In contrast, their TikTok shows way more of their family than any of the other platforms I had full access to. It was cool to get to know my partner better by looking at majority of the platforms they use rather  just the platforms we use for class including blogs, Twitter and Discord. This aspect of digital identity allows one to gain a more rounded understanding of the individual behind the screen similar to how one gets to know another better in person.

This week we were tasked to explore some online coding software. I decided to check out Mario’s Secret Adventure: Build Your Own 3D Mario Game on Hour of Code. I found the program really easy to follow along with. One feature I appreciated was the small excerpt at the top explaining the objective of each level.

Although my coding experience was successful, my technology experience this week was far from ideal. While working on different codes, my browser would randomly refresh. I found that I could get around this issue by going back into ‘my courses’ and then back into the program after creating an account. Then I had the issue of my screencast program not wanting to process my video after I had recorded it. It took me much longer than I had anticipated to be able to export the screen recording to my camera roll. From there technology decided to cooperate with me a bit better than it had been. I uploaded the screencast to iMovie to shorten the 45 minute video down to 5 minutes before posting it on Youtube.

Overall, I feel that coding can be beneficial for students to work on their problem-solving skills while being able to express their creative side. Furthermore, students can also learn about educational topics via what appears to be the format of a game. This can foster engagement with students as it may feel more like fun than actual work.

Digital Citizenship

In class, we have been recently discussing digital citizenship. Specifically, we have examined Ribble’s definition and understanding of what it means to be a digital citizen.  Ribble categorizes digital citizenship using three guiding principles and nine different elements.

Ribble’s Three Guiding Principles (S3)
1. Safety: Protecting yourself and others.
2. Savvy: Educating yourself and others.
3. Social: Respecting yourself and others.

Ribble’s Nine Elements of Digital Citizenship
1. Digital Access: Equitable distribution of technology and online resources.
2. Digital Commerce: Electronic buying and selling of goods focusing on the tools to assist those using money within a digital space.
3. Digital Communication & Collaboration: Electronic exchange of information.
4. Digital Etiquette: Conduct standards or procedures when thinking about others during technology use. 
5. Digital Fluency: Process of understanding technology and its use.
6. Digital Health & Welfare: Physical and psychological well-being in a digital world. 
7. Digital Law: Electronic responsibility for actions related to online actions and the creation of rules and policy to address such online issues.
8. Digital Rights & Responsibilities: Requirements and freedoms extended to all in the digital world.
9. Digital Security & Privacy: Electronic precautions to guarantee safety.

Integrating Digital Citizenship with the Curriculum

The Digital Citizenship Continuum for Kindergarten to Grade 12 outlines outcomes and indicators for each of Ribble’s nine elements of digital citizenship. The nine elements are broken down into three groups based off of the guiding principles. This document serves as a good starting point to plan integrated lessons on digital citizenship. Below, I outline two goals of digital citizenship for students based off of Ribble’s social and safety principle. I explore digital citizenship in Kindergarten to Grade 2 using the social  respect principle. The three elements associated with respect based on the continuum are digital etiquette, digital access, and digital law. Additionally, I explore digital citizenship in Grades 3-5 using Ribble’s safety principle. The three elements associated with safety based on the continuum are digital rights and responsibilities; digital safety and security; as well as digital health and wellness.

Digital Respect – Kindergarten to Grade 2

Digital Etiquette (p. 1)

Understand

• • • • • We must treat others the way we wish to be treated, both in real life and when using technology.
        • I communicate with actual people both in person and online.

Do

• • • • • Demonstrate that they are aware of others around them when using technology and control the volume of their devices.
        • Always ask permission before taking photos or videos of others.
        • Exchange appropriate messages either online or in person, to recognize that they are communicating with actual people in both instances.

Digital Access (p. 2)

Understand

• • • • • Not all people have access to or utilize technology in the same way.
        • There are limits to the use of digital technology.

Do

• • • • • Demonstrate that they know when and where to use technology appropriately.

Digital Law (p. 3)

Understand

• • • • • Adult permission is required to sign up for accounts or for purchasing anything.
        • Other people created and own the content that is posted online.

Do

• • • • • Search for copyright free images on appropriate websites and name their source.

Digital Protection – Grades 3 to 5

Digital Rights & Responsibilities (p. 7)

Understand

• • • • • Using technology is not a right but is actually a privilege that is earned by demonstrating responsibility.

Do

• • • • • Co-create a “Responsible Use Policy” for their use of technology in the classroom.

Digital Safety & Security (p. 8)

Understand

• • • • • If I am approached by someone online that I don’t know or trust, I need to tell an adult.
        • Not everything in my life needs to be shared online and sometimes I should keep things private.
        • There are different reasons we have passwords and I need to learn how to manage them to keep myself safe and secure.

Do

• • • • • Discuss the idea of protecting privacy by not answering questions or giving out personal information online.
        • Be introduced to what spam is and what forms it takes.
        • Learn when and how to get help if they encounter an unsafe situation online.

Digital Health & Wellness (p. 9)

Understand

• • • • • Viewing inappropriate online content may be harmful to my mental health.
        • Taking ‘tech breaks’ are necessary for my mental and physical health.

Do

• • • • • Discuss what content is appropriate and inappropriate to view online.
        • Identify ways of protecting their hearing and sight while using different digital devices.
        • Determine a healthy balance between technology usage and an active lifestyle.

Integrated & Cross-Curricular Lesson Plan Ideas

The aforementioned ‘outcomes and indicators’ for six of Ribble’s elements of digital citizenship can easily be integrated into diverse lesson plans related to various subjects for the different grades. Below, I briefly discuss unique lesson plans that could be used for students in Kindergarten up to Grade 5 to teach them about digital citizenship. Please note that these are not fully developed lesson plans and thus not all of the listed curricular connections have been fully hashed out nor explained. Instead, they offer a structure for where the project could lead and the connections that could be made.

Kindergarten – Camera Shy

Invite students to participate in a photo-taking opportunity. Students may use actual technology for this activity or design their own camera using various craft materials. Then, students will be randomly assigned a role using for example, shapes. If they are a triangle, they need to answer ‘yes’ when asked if they can have their picture taken. If they are a circle, they must say ‘no’ to their picture being took. Take the time to alternate the groups so everyone has a chance to accept or decline their photo being taken as well as being a photographer. After the activity ask students to verbally reflect on their experience (ex: How did you feel when…)

SK Curricular Connections

Arts Education:  CPK.2 (e, f, g, h)

English Language Arts:  CCK.3 (a, c, d), ARK.2

Health Education:  USCK.1 (c, d, f, k, l), USCK.2 (a, b, f, h), APK.1 (a, b, c)

Physical Education:  PEK.5 (d, h), PEK.7 (b, c, e, g, n, o)

Social Studies: PAK.1 (a, c, d)

Grade 1 – Marco Polo Pals

At the start of the project determine partners or groups by random selection. Students will then be expected to communicate twice weekly with their partner or group members using the Marco Polo app on a classroom device. Each student will have an account created for them using their school email. Teachers will be expected to review the students video communications regularly to ensure students are using the technology appropriately. The first communication of the week will be a sharing opportunity for the students. Here you may provide a prompt that you want them to respond to or invite them to free share with their partner. The second communication will be a response to the video their partner records and shares with them. The goal of this project is to help students identify that they are communicating with other people while developing respect when engaging in sharing and listening behaviours.

SK Curricular Connections

English Language Arts:  CR1.3 (b, f, g, h), CC1.1 (a, b, e), CC1.2 (f), CC1.3 (a, b, c, d, e, f, h, i), AR1.1 (a, b), AR1.2

Health Education:  USC1.3 (a, c, f, g, h, k, l, m), USC1.5 (a, b, d, e, f, g, h, i)

Social Studies:  IN1.1 (a, b, d, e), IN1.2 (b, c, d, e), PA1.1 (b), PA1.2 (a, b, d), RW1.2 (d, e)

Treaty Education: SI1

Grade 2 – Animal Search

Invite students to search for copyright free images of different animals on appropriate websites, documenting their sources. Use the images the children find to determine which animals the class will learn more about. Challenge kids to find different types of images that can be used within the classroom (real, cartoon, sketches, etc). Invite students to wonder about who created or uploaded the image; take the time to explore the importance of knowing who produced the image so that we can give them credit as a source. The real pictures will serve as a guide for students identification of the animal while sketches can be used for them to colour. Furthermore, cartoon images may be used for them to create their own comic strips about animals.

SK Curricular Connections

Arts Education:  CP2.8 (a, b, e, f, g, i), CR2.2 (a, c, e)

English Language Arts: CC2.2 (a, b, c, d, f)

Science:  AN2.1 (a, c, d, e, f, g, h), AN2.3 (a, b, c, d, e, f, g)

Social Studies: RW2.2 (a, b, c, d, e)

Grade 3 – Technology Code of COnduct or “Responsible Use Policy”

As a class, discuss expectations for online use and work together to create a ‘code of conduct’ for online use. This discussion includes topics such as technology use is a privilege; appropriate and inappropriate content to view online; protecting one’s privacy and personal information including importance of passwords; stranger danger; and spam. Student voice is critical, so follow the lead of student discussion; however, make sure to redirect where necessary and that all points mentioned above are covered in an age appropriate manner. To summarize learning, have students work together to create written and illustrated posters that represent each agreed upon code. Respond to each other’s visual representations of the codes.

SK Curricular Connections

Arts Education:  CP3.7 (e, f)

English Language Arts:  CP3.2 (a, e, g), CC3.1 (a, b, c, d, f), CC3.2 (b, c, d, e), CC3.3 (a, b, c, d, e)

Health Education:  USC3.6

Social Studies:  PA3.2 (a, b, d, e, g), RW3.3

Grade 4 – Technology & Health Posters

In groups, invite students to create posters about mental and physical health in relation to digital use. Important components that posters should include are: screen time limits (why they’re important, methods to limit, etc.); technology, hearing and sight (how technology can affect them, ways to protect, etc.); as well as technology pros/cons for mental and physical health. Students will display their posters in the classroom and take turns viewing each one in their original group. Students will then be prompted reflect on their experience of the viewing activity.

SK Curricular Connections

Arts Education:  CR4.1 (c)

English Language Arts:  CC4.2 (a, b, c, d, e, f), AR4.1 (a)

Health Education:  DM4.1 (d, e, f)

Physical Education: PE4.1 (b, d, h), PE4.12 (a, b, c, d, e, f, f)

Science: LI4.1 (a, e, f), LI4.3 (b, e, f, j), S04.1 (, b, c, g, h, j), SO4.2 (a, d, e, f), S04.3 (a, d, f, h, i, j)

Grade 5 – Unsafe Encounters Video

In student-selected groups, invite students to create an infomercial, news broadcast, radio broadcast, etc., to explain how to get help if you or someone you know encounters an unsafe situation online. Students are to write a skit about a fictional individual who had an unsafe encounter online, how they got help, and why getting help is important.

SK Curricular Connections

Arts Education:  CP5.3 (a, b, c, f, g, h, i), CP5.4 (c, d, e, f, g)

English Language Arts:  CR5.1 (c), CR5.2 (e, f, h), CC5.1, CC5.3 (a, b, c, d, e, f, i, j)

Health Education:  USC5.5 (a, b, c, e, f, h, i, j, i), USC5.6 (c, d, e, f), DM5.1 (a)

Considering the Role & Influence of Character Education

Character Education focuses on fostering moral or ethical values that have been deemed important for students to develop. Various sources focus on different values. For example, in Jason Ohler’s article, “Character Education for the Digital Age” he introduces two different value sets. The first value set is a list of 12 guiding principles for exceptional character provided by the International Center for Leadership in Education. The guiding values listed are adaptability, compassion, contemplation, courage, honesty, initiative, loyalty, optimism, perseverance, respect, responsibility and trust-worthiness. The second set of values,  provided by the Heartwood Institute, focus on courage, loyalty, justice, respect, hope, honesty, and love. It is important to adapt the values for digital use as it creates an opportunity for important offline values to intersect and shape students digital interactions with integrity.  These values may also be used when developing multidisciplinary lesson plans as one can focus on learning a particular value across all content areas, including within digital citizenship.

I was introduced to cyber safety in school through a couple different formats, but most commonly I remember it being taught alongside anti-bullying campaigns. I remember listening to various guest speakers who came to the school to discuss anti-bullying mentioning the impacts of cyber safety in regards to bullying. Many shared personal stories and explained the consequences. Furthermore, we had dramatic-theatre companies such as  Persephone’s Theatre come and perform different skits for us related to the topic as well. Bringing in guests to cover the topics we were learning in class was beneficial as it gave us more understanding of the importance of being a cyber safe digital citizen.

Furthermore, students participated in video viewing assignments that made us think about why certain behaviours were unsafe online (ex: sharing your address or personal information). We also examined current events related to media use and how regardless of when we posted, we are accountable for what the post contains. A particular example of this was a discussion based on a current event referencing a tweet by Donald Trump.

I found this approach to be fairly successful, based on the impact it has had on myself and my classmates. Before we engaged in these learning opportunities several of us were using Snapchat, Instagram and Twitter. I’m not saying that we necessarily behaved in unsafe ways, we just weren’t aware of the expectations and responsibilities assigned to us when participating in digital citizenship. Once we were, our posts became more ‘professional’ as we understood future employers may decide to not hire us based on our digital footprint and behaviours online. Overall, I feel my school tried to approach cyber safety in an informed manner, even if they used some minor scare tactics along the way.

Although this  appraoch was beneficial, I beleive it is also important to know the spaces and places where it can be very unsafe for children to be. Get to know the apps and sites your students talk about. Do some digging, engage with and explore some of the add-ons such as friend adding options. Try using different filters within the program to see what comes up. Take the time to create cyber-safety lessons surrounding the apps that the students do use based on your own research. By presenting the information in format or on a topic that matters to students, they are more likely to engage in a more positive manner.

In conclusion, engaging with cyber safety should not be approached in a singular way. The more diversity one can bring into the discussion of cyber safety, the better equipped one is to participating in safe online practises.