“We often see what is possible by being forced to do something”
Paraphrased by Micheal, with respect to online learning
When I was in highschool, there were certain specialty courses that were offered online through a provincial online teaching department: L’École Victuelle. I remember taking a biology course with them because it was not offered at my school (not enough student interest or lack of a teacher? I cant remember…). I was not about to take chemistry and I did not want a free block either (super weird, go figure) I appreciated the time to reflect on the pros and cons of online learning, and hearing the perspective of my peers. It can be easy to attach ourselves to the negative aspects, but this has been a roller-coaster that certainly has us feeling all the emotions. When it comes to accessibility, it is two fold. It can create enhancements to the learning experience, or create limitations. There is a glimpse into private spaces that could be deemed as inappropriate. We have families and individuals who are not familiar with today’s technology, or do not have devices.
I really enjoyed the 5Rs for indigenizing online learning! I found a case study online and a short Ted Talk!
RELATIONSHIP
RESPECT
RELEVANCE
RESPONSIBILITY
RECIPROCITY
Who is in control here? As I reflect and ponder this metaverse and various classroom styles… I wonder, is there a future where classrooms are hybrid? Can that be possible?
The first time I understood what this meant was during my permaculture course. They emphasized that it is not a prescription, but more like guidelines that one can follow for best practices.
I do appreciate having a framework to guide my reasoning and future course of action with respect to student teachings. These are especially crucial when it comes to education and thinking about how we can guide learners down the path of sound knowledge and critical thinking.
SAMR
Created by Dr. Ruben Puentedura How do we integrate technology in the classroom? Dr proposes several ways : – Substitution – Augmentation – Modification – Redefinition
Jo Harris presents this model with further consideration: Blooms Taxonomy!
TPACK
Loved the joke, “this is not a famous rapper!” The integration of Technological, Pedagogical And Content Knowledge “The knowledge you have in teaching concepts and skills in your subject area AND the technology that is used to facilitate meaningful learning” This is about creating self-confidence in our knowledge and practice!
IMGBIN.com All that we are missing is the T !
With respect to what I am aware of, and what I want students to be aware of, how can we authentically use technology as a means to get students to comprehend and explore the learning content in various subjects!?!
I feel very fortunate with my experience substituting in the francophone district. As a linguistic minority, there are special privileges, and this includes a device for EVERY student, from kindergarten to grade 12. I feel like there is an acceptance in the older grades to “often” be on their computers, working on various tasks, assignments and researching for projects. But when we are working with the younger grades (grade 7 and under I’d say) I feel like teachers are more mindful of how much screen time students get in a day.
Most of the course content will get presented without technology. But perhaps a students’ final project on a unit might incorporate some technological component, or there will be a technology station set up during center times.
I have seen teachers in grade 1 going over the various functions of Scratch with their students.
I have seen teachers in grade 4 using scratch to demonstrate student understanding of residential schools and their impacts. (Yes, assessment!)
I have seen teachers in grade 5 allowing students to take pictures of their work to continually supplement their Freshgrade, if the student desired so.
Technology has many uses in the classroom. As teachers, it is crucial that we model good technological behaviour, from the physical use of the device to staying socially aware of our surroundings on the net and in the shared space, along with recognizing the power that can behold a user.
Students are no longer tricked into playing educational games. They know so.
As an educator, it is important to stress the privilege of having these devices, and how they are sussed as tools for learning in the classroom. But I get it, I was there, as a young learner, thinking I was so sneaky playing games while the teacher walks around the classroom helping other students.
Again, how can I encourage students to not turn into zombies, or worse… ?
Oh sweet, bitter-sweet technology. It has certainly come a long way, constantly evolving at an increasing speed ever since I was a child. This has inevitably changed how our society functions and how we interact with one another… for better or for worse, I will let you decide that for yourself.
Technology was created to make our lives easier, to make processes more efficient and connect the globe. When it works and the connections are solid, it can perform wonders that enable all walks of people to further their activities, business, inquiries… This flow of bandwidth, mega bites, and serotonin can be crucial in some cases. For business or for pleasure, whenever technology fails to function and operate as we desired, I am reminded that we are simply animals running around on a spinning rock.
Why is it that the students are so calm when you put them in front of a screen? Why are students are often more engaged in the material when it’s coming from a video. Why do they appear to listen more attentively?
Technology is here to stay. How can we educate the future citizens of this planet to regard their personal devices (that often get thrown in their faces) as a tool for their future development, to encourage curiosity and wonder?
