Category: Weekly Reflections (Page 1 of 2)

We did it! Twelve weeks of dedicated effort poured into crafting insightful blog posts and engaging in weekly reflections, and here we stand, having completed yet another significant chapter in this whirlwind of a teaching journey. Undoubtedly, this course has taken us through a rollercoaster of highs and lows, but as I look back, I am filled with satisfaction knowing that we came out stronger and more knowledgeable than we were before.

In this reflective piece, I aim to shed light on some of the standout moments in Edtech – both the ones that brought joy and those that posed as learning challenges. Let’s embark on this journey of introspection together, reminiscing about the experiences that have shaped us:

Favorite Moments:

1. Collaborative Learning Styles: Witnessing the power of technology to foster collaboration among students was undeniably one of the highlights. Having the learning pods was a really interesting way to keep us engaged with each other and having an ongoing tech inquiry in the back of our brains. Whether it was through online group meetings or virtual brainstorming sessions, seeing each other come together and create something remarkable (AKA our Brady Bunch Song Piece) was incredibly gratifying.
2. Innovative Teaching Approaches: Exploring new teaching methods and incorporating innovative Edtech tools into the curriculum brought a sense of excitement and freshness to the idea of teaching. From our first guest speaker to the last, these moments sparked curiosity and engagement among students like never before.
3. Student Success Stories: Celebrating the achievements for eachother, especially those who flourished in the final weeks with our Edtech inquiry posts and collaborating with colleagues to share final thoughts on the semester. Witnessing their growth, both academically and personally, reaffirmed the transformative impact of Edtech on education.

Not-So-Favorite Moments:

1. Technical Glitches and Hiccups: Despite our best efforts, navigating the complexities of technology sometimes led to unexpected challenges. From connectivity issues during online lectures to glitches in learning platforms – google drive and uploading videos OR screen-casting nightmares, these moments tested my patience and adaptability.
2. At Times*** Overwhelming Workload: Balancing the demands of integrating technology into the semester as long with the weekly blog posts with other responsibilities often felt overwhelming. Finding the right balance between embracing innovation and managing workload became a recurring theme throughout the course. BUT we got there – the beginning and end of the semester felt a little more manageable but the middle part got very hectic.

As we happily say goodbye to this chapter of our journey through the teaching program I will say that Edtech was one that always left me filled with new ideas. Here’s to the memories we’ve created, the challenges we’ve overcome, and the growth that lies ahead. Cheers to the future of Edtech and the endless possibilities it holds for transforming education!

THANKS ANDREW

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*DISCLAIMER* ChatGPT was used for grammar and spelling correction along with writing flow 🙂

If I’m being completely honest, this week was a tough one to stay engaged with. Parts of the content were super foreign to me especially in the realm of video games and Minecraft (also can I just take a second to appreciate that until this moment I thought it was MINDcraft not MINEcraft….). Growing up my brother and I were rarely allowed to play video games and when we did get a chance to go on it was either Tony Hawk or Super Mario galaxy (and that was 10+ years ago when I actually lived at home).

The content did focus on the key characteristics on gamification which I appreciated as someone who didn’t really understand/ hear about this idea before. I believe as a future educator games are an essential part of the learning process as it helps young kiddos grasp concepts easier and make it more accessible to digest ideas within a real world context (in some cases).

HOWEVER, growing up with the demonizing look into video games it is a bit difficult to switch the standpoint and to open my mind up to using this method frequently in a classroom. I guess as much as I’d like to be on the side of teacher as partner and equal part of the learning process I am still struggling with the balance of control and perfectionism within a classroom setting (and games kinda just throw things for a loop).

The coding part of the lecture is actually something I have seen in classrooms before when I was an EA. I remember students learning how to code and their task was to make a baseball player throw a baseball a certain way. It was a really cool thing to watch! Was I super confused? YUP. But I think now that I have had some exposure to it, coding is something I’d definitely want to incorporate in my classroom as something fun, educational AND engaging!!

A little homework I have set out for myself is HOW TO MINECRAFT !! I wanna be that COOL teacher that stays in the lingo and up to date with what the kids are up to outside of the classroom so here’s to my journey of learning how to Minecraft 🙂

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This past week’s lecture was an absolute whirlwind, cramming an abundance of information into a mere three-hour session. As I delved back into my class notes and sifted through the slides, I stumbled upon a particular image (see below) that triggered a flood of memories. It brought me back to the intense flurry of comments, questions, and the meticulous organization required to fit everything into those tiny, cramped boxes. Instantly, I was reminded of the immense stress that accompanied that activity—a stress that I readily acknowledge as my own, so no need for concern on anyone else’s part!

One aspect of this activity that truly resonated with me was the opportunity to break off into smaller groups and engage in discussions with individuals who shared an equal, if not greater, level of enthusiasm for the topics at hand. It was incredibly rewarding to delve into meaningful conversations with like-minded peers, each bringing their unique perspectives to the table. We explored a range of topics, from allowing students to gauge their own roughhousing/play abilities to discussing more intricate educational methodologies like incorporating Indigenous practices into our own classroom and inclusive education as a whole. This collaborative environment fostered a sense of camaraderie and intellectual stimulation, enriching the overall learning experience.

A youtube video I’ll keep in my back pocket for later in order to explain an Edcamp to peers, friends, family members!

Edcamp Youtube

As future educators, we find ourselves grappling with the complex dynamics of inclusive education, recognizing the pressing need to navigate its challenges within a system that frequently falls short of true inclusivity. Despite the existence of regulatory frameworks that may appear to promote equality on the surface, we are acutely aware of the stark contrast between these performative measures and the genuine inclusivity we strive to cultivate within our classrooms. In this journey, we are confronted with the task of not only understanding the principles of inclusion but also actively working to embed them into the fabric of our educational institutions, thereby fostering environments where every student feels valued, supported, and empowered to thrive. This weeks lecture focused heavily on the idea of inclusivity vs equality and I believe Simone hit some major points when discussing inclusive ed and how she aids in structuring learning at VISII.

Using Technologies to Support Diverse Learning Needs is a youtube video that we watched in this lecture and something that really stuck with me. As technology use within classrooms are on the rise there still is a ton of questions and uncertainties that surround this topic. However, after watching this video you can see how helpful tools like this can remove barriers for students which at the end of the day is so important in providing a healthy climate within the class and school community.

Something that we are battling now throughout this program has been similar concepts. There’s a large group (including me) that have felt this program in particular has differing standards when it comes to student teacher expectations and the expectations we should have of our future students. While I know that post secondary institutions are a vastly different environment than elementary schools I do still believe that the type of care, patience and flexibility should be embedded into any culture of teaching or learning. This idea of burnout and scrambling for 4 months trying to stay on top of assignments and sometimes exams is just so outdated that I am surprised that it is still a useable platform in education practices. As much as I KNOW systems take an eternity to change and that there have been major progressions with teaching and school systems itself it is still hard to balance what we’re expected to teach and how we’re expected to learn all at once.

As someone who completed most of their post-secondary education during the years of COVID, I am quite familiar with both the positives and negatives of online learning. As an older student enrolled in first and second-year courses, I found online classes to be perfect. I could remain in bed with coffee while my camera was off and pretend to listen to the hour-and-a-half to three-hour lectures happening in the background. At that time, however, I hadn’t yet learned about ADHD and how my brain worked. I was simply coasting through courses with Google as my best friend, and what was supposed to be individual online work often turned into group efforts with my roommates (who were not in school).

One thing that proved to be extremely helpful for me was having lectures recorded. Although I spent little time paying attention during the scheduled class meetings, I was able to go back and rewatch lectures at my own speed (1.5x, to be exact). This allowed me to stay engaged and actually grasp the lessons being taught.

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– Looking back now, as a future teacher, I realize that in the older years, students (like my past self) have ample opportunity to disengage and lose that sense of community that school is meant to foster.

Revisiting class notes from this day I found a Distributed Learning Discussion that pinpoints my classmates (and my own) thoughts and discussions about learning online and the pros v cons that go along with it.

One particular thing that I valued is learning about this week is The Five R’s For Indigenizing Online Learning . I got ChatGPT to summarize the abstract for this article for a short snipit of what we learning:

“The article discusses the creation and implementation of the First Nations Schools’ Principals Course (FNSPC), the first online professional development course for principals of First Nations schools in Canada. It covers the contexts, goals, and design of the FNSPC, as well as the complexities of integrating Indigenous values into online education. The article also explores how utilizing the Five R’s (respect, relevance, reciprocity, responsibility, and relationships) transforms challenges of Indigenizing online education into opportunities for both traditional and non-traditional Indigenous learning within the FNSPC.”

As future educators its our duty to follow in respect to Indigenizing learning and making our lessons about more than a checklist from the curriculum and incorporating a more community and relationship based environment for students to thrive in.

The Great Debate: Content Creators vs. Content Curators – Who Rules the Classroom?

Hey there, fellow education enthusiasts! Today, we’re diving headfirst into the ultimate showdown: Content Creators vs. Content Curators. It’s the clash of the titans in the world of teaching and learning, and we’re here to bring you all the juicy details in our fun-filled, blog-tastic style!

Round 1: Content Creators – The Original Gangsters

In the red corner, we have the Content Creators! These folks are the pioneers, the trailblazers, the Picasso’s of the pedagogical world. They’re the masterminds behind those mind-blowing lesson plans, those awe-inspiring instructional videos, and those textbooks that make you actually want to crack them open.

Picture this: A content creator sitting at their desk, fueled by nothing but caffeine and a passion for education, crafting the next big thing in learning materials. They’re like modern-day wizards, conjuring up spells of knowledge to cast upon eager minds.

Round 2: Content Curators – The Jedi Masters of the Educational Galaxy

But wait, don’t count out the Content Curators just yet! In the blue corner, we have the unsung heroes of the educational realm. These savvy sleuths spend their days scouring the vast expanse of the internet, hunting down the hidden gems of educational content.

Imagine this: A content curator, donning their virtual fedora and wielding their trusty mouse, navigating the labyrinth of online resources with the finesse of a seasoned explorer. They’re like Indiana Jones, but instead of hunting for ancient artifacts, they’re uncovering the best TED Talks and Khan Academy videos.

Round 3: The Ultimate Showdown

So, who reigns supreme in this epic battle of brains and brawn? Is it the Content Creators, with their innovative creations and boundless creativity? Or is it the Content Curators, with their keen eye for quality and knack for organization?

Well, truth be told, there’s no clear winner here. In the world of education, Content Creators and Content Curators are like peanut butter and jelly – they’re just better together. After all, what good is a brilliant lesson plan if no one can find it? And what good is a curated list of resources if they’re all outdated and irrelevant?

Conclusion: A Match Made in Educational Heaven

In the end, it’s not about choosing sides; it’s about recognizing the unique strengths that both Content Creators and Content Curators bring to the table. Whether you’re crafting original content or curating existing resources, you’re contributing to the wonderful tapestry of education.

So here’s to the Content Creators and Content Curators of the world – may your lesson plans be inspired and your resource lists be evergreen. And remember, when it comes to education, there’s always room for both creativity and curation. Cheers to that! 🎉✨

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from google

Hey hey, fellow colleagues! Are you getting ready to embark on a journey filled with anticipation, AI antics, and a longing for sunshine? Get ready because we’re about to dive into the wild ride that is the world of our (future) education selves!

Picture this: You’re on the edge of your seat, eagerly awaiting that email or letter revealing your school placement (fingers crossed you get what you’re hoping for!!). The anticipation is real! Will you end up in a bustling city school or a cozy countryside classroom? OR will you be stuck with a bunch of pre teens for 6 weeks vs snotty nose kiddos and desperately avoiding the illness that goes around every week? The possibilities are endless, and the excitement is contagious. Get ready to pack your bags because the adventure is about to begin!

Now, let’s talk about AI – Artificial Intelligence or Academic Inspiration – something to consider!? It’s both! From virtual study buddies to interactive learning platforms, AI is REALLY shaking things up in the classroom. But hey, let’s make sure it’s working for us, not the other way around. We’re the masters of our academic destiny (or so we try to be), and AI is just along for the ride (for now). So, buckle up, AI, because we’re about to take you on a rollercoaster of learning!

We know that staying engaged in courses can sometimes feel like trying to catch a firefly with oven mitts or like hearding cats – its TOUGH. But fear not! We’ve got a few tricks up our sleeves…. Think study groups that turn into impromptu dance parties, or post Friday beverages at Fels that spark some creative conversations. This part of the program might be my favourite part. The key you ask? Keep it fun, keep it fresh, and keep the people in your community close to you for support!

Ah, finding sunshine in the winter months on Vancouver island….. Our old friend that we’ve been seeing more and more! Amidst all the textbooks and lectures, don’t forget to take a moment to soak up some rays – even if they are in short spurts. Whether it’s a quick outdoor adventure or simply basking in the warmth of a sunny day, let’s recharge those batteries and infuse our 8:30am lectures with a little Vitamin D.

As we navigate the twists and turns of school placements, AI shenanigans, and staying engaged, let’s not forget to sprinkle a little sunshine into our lives and into the lives of our friends. After all, education is not just about filling our heads with knowledge; it’s about embracing the joy of learning and the beauty of the world around us. So, grab your backpacks, put on your shades, and let’s embark on this sunlit adventure together! 🌞✨

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Cult of Pedagogy – ChatGPT: How to Use

In the ever-evolving world of education, the last few decades have witnessed a transformative journey, not just in curriculum and teaching methods, but also in the understanding and approach towards mental health. Over 25 years ago, mental health was often stigmatized, and discussions surrounding it were limited. Today, we find ourselves in an era where mental health awareness is not only accepted but actively encouraged.

A significant shift has also occurred in the realm of technology in the classroom. Once considered an intrusion, devices are now integral tools for learning. However, concerns persist about their impact on students’ attention spans and engagement levels. Striking a balance between utilizing technology as an educational asset and avoiding potential pitfalls remains an ongoing challenge for educators.

Enter the perplexing world of teacher burnout and occupational fatigue (OF). The issue raises eyebrows, prompting questions about the demands placed on educators. What are the root causes of burnout, and how can the teaching profession address these challenges effectively? It’s a topic that demands exploration and thoughtful solutions.

On the topic of technology, a hotly debated issue is the supposed addiction young people have to their devices, especially social media. Surprisingly, there’s a lack of concrete scientific evidence to support the existence of social media addiction. As we grapple with concerns over screen time, it becomes imperative to approach the issue with nuance, acknowledging the benefits of technology while addressing potential drawbacks.

In the realm of digital spaces and identity, universities like the University of Victoria are pioneering the concept of network identity. Students are encouraged to develop a robust digital literacy skill set and understand their digital rights and identity. This prepares them for a world where online presence is not just a personal choice but an essential aspect of navigating the digital landscape.

The teaching profession, however, faces challenges beyond the classroom. Professional encroachment raises questions about the expanding roles and responsibilities of educators. Striking a balance between providing holistic support to students and maintaining professional boundaries is an ongoing discussion within the teaching community.

In conclusion, the landscape of education is continually shifting. Mental health discussions are now at the forefront, devices are both a tool and a potential distraction in the classroom, and the teaching profession is evolving in response to societal changes. As we navigate these complex issues, it is crucial to remain open to new ideas, embrace change, and continue the dialogue that shapes the future of education.

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5 PROS V 5 CONS OF SOCIAL MEDIA IN THE CLASSROOM

Alright, so here’s the scoop – copyrights are like a maze (literally), Live It Earth is like having the world at your fingertips (with helpful tools and resources for teachers?) , and watching yourself on video? Well, that’s just plain weird (nothings changed here).

First off, copyrights are like the strict parents of the tech world. You want to jazz up your lessons with cool videos and stuff, but then you’re stuck wondering, “Is this legal?” It’s a fine line between being an edutainment wizard and accidentally breaking some copyright laws. Creative commons? But what if I wanted the CUTE pictures on my lesson slides….

Now, let’s talk about Live It Earth – exploring the world via technology- I believe is what I grasped from the guest speaker…. (I could be wrong I was very mesmerized in free swag from all the BC school districts) Imagine teaching geography with relevant videos, challenges, and communities to keep students engaged and interested in school materials. Students get to hone in on specific areas that interest them and allows them to live it through videos that offer more insight than a silly textbook can making lessons way more exciting. The catch? We’ve got to be on our toes, making sure we use it responsibly. It’s like giving a kid a super cool toy but making sure they don’t break it or, in this case, the rules (but I mean, how hard can it be…)

And then there’s the cringe-worthy part of this week– watching yourself on screen. Seriously, who came up with that idea? (Sorry Andrew) Recording your lessons or presentations might be helpful for the ones watching it and needing to gain something from it but for me.. blah, can say I am NOT a fan. It’s like listening to your own voicemail – slightly cringy. But hey, it’s all about growth, right? Embracing the awkwardness and learning from it is what makes us better and more fun at our jobs.

So, there you have it – the wild ride of this weeks tech education. Copyrights to dodge, Live Earth to explore, and a dash of awkward self-reflection. It’s like trying to juggle three flaming torches, but hey, at least it keeps things interesting in the classroom!

ps. don’t forget to listen to the podcast at the beginning of this blog to get some more insight on teaching copyright and creativity in a classroom!

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• google WITHOUT worrying about copyright…. (so cute)

• google WITH creative common licensing … (ahhhh)

It’s not uncommon for the initial enthusiasm and energy at the beginning of a semester to wane as time progresses. The first month of any academic program often brings a sense of novelty and excitement, but as the weeks go by, the demands and challenges of coursework can sometimes lead to feelings of fatigue or disengagement. For me being able to recognize and address this shift in my own mindset is an important step towards maintaining a positive and productive academic experience. As we know that various factors such as a growing workload, the adjustment to a new learning environment, or personal stressors could be influencing this change. As I write this post I realize it might be helpful to reflect on what aspects of the coursework and interactions with peers and professors initially sparked my interest and engagement. Identifying these elements could provide insight into how to rekindle the enthusiasm and overcome the current sense of withdrawal. Additionally, reaching out to friends or instructors for support and discussing this feeling might help in finding strategies to manage the evolving demands of the semester.

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