#UWinDig

After reading and analyzing eCampus Ontario’s open PD modules, I decided to create an infographic using Piktochart, a medium I have yet to use. I personally find infographics to be the most appealing and well-read due to its organized layout, thus I wanted to create something of my own to interest readers. Being it my first time using Piktochart, I found it easy to navigate and manipulate. I was presented with the option of whether I wanted to use a template or not and found it effortless to put my thoughts and findings into words by use of a template. The medium offers its users access to graphics similar to clipart, as well as the option to upload photos from external sources. In addition to this, the site also enables for customization through different background colours and patterns, and multiple font options. Though I created an infographic with ease and without running into any drawback, I quickly noticed a small icon that states, “Level Up”, wherever an upgrade payment is needed to access premium features. These features included colour schemes, additional templates, password protection and watermark removal – all things that honestly did not interest me in this particular assignment.

Prior to exploring the modules, I believed I was well aware of technology integration as I have done so in my previous placements, and experiences supply teaching. My knowledge on this subject has quickly changed from adding in a video, or an interactive activity to my lessons, to now using technology to benefit my learners and their needs. The technologist module of design thinking follows the steps of Empathize, Define, Ideate, Prototype, and Connect. In outlining the Technologist modules for my infographic, I became excited to use the steps in my future classroom. Something I particularly enjoyed about the modules was its use of examples on how to facilitate the activities provided. When thinking of the SAMR model while perusing the Technologist modules, I thought of a way in which I have both enhanced through substitution and augmentation in my personal teaching experience. During an English Language task, I offered my students the option of hand writing or typing their assignment via Chromebook. In addition to this, I can also recall a scenario in which I provided a student with access to a voice-to-text programme to aid them in a written piece.

This module has provided me with the understanding that technology can implement differentiation in the classroom. In future, I will incorporate technology into my lesson plans by referencing the SECTIONS model. I plan to focus on the needs of my students when choosing a tool, and always.

Below you’ll find my summarization of eCampus’ modules by form of an infographic.

I chose to respond to the Tackling Tech article by Nadine Yousif. The article focuses on how technology affects students in Canadian classrooms. While technological devices can be great teaching tools in the classroom, they can also have a strong negative effect on students, causing them to become distracted.

The Globe and Mail article involves Yousif focusing on a couple of teachers at St. Mary’s High School in Kitchener, Ontario. Matthew Acheson, who teaches Grade 11 and 12, and Sean Zister, who teaches Grade 9 geography and religion. The two each use an invention created to prevent students from using their device in the classroom, thus resulting in becoming distracted. While the technological era continues to evolve, Canadian schools and school boards have each adopted their own device policies, exemplifying that technology is seen as more of a hinderance, rather than as help. In hopes of managing this issue, teachers have tried many methods of separating students from their devices including having students place their smartphones in clear boxes at the beginning of class, at the front of the room. While this option is more traditional, there are two new alternatives that can be used to regulate cellphone usage in classroom; the Yondr and Resistor Case.

The Yondr Case, created by Graham Dugoni, is a “specialized pouch that then locks, blocking any access to WiFi and social media apps” (Yousif, 2018) . In order to unlock the case, the student must visit an unlocking base that is controlled by their teacher. Similarly, the Resistor Case, created by University of Waterloo’s Critical Media Lab director Marcel O’Gorman, was created to achieve the same results. The Resistor Case “is designed to hold the students’ devices at their desk for the duration of the class, however it does not lock” (Yousif, 2018). It comes as a Do-It-Yourself kit that includes vinyl, Velcro, nails and duct tape. Since the sound of Velcro is loud and noticeable when ripped apart, its purpose is to make students think a bit harder about reaching for their device, making them understand the idea of self-regulation. Acheson and Zister both found each case to have positive impacts on their students. The Yondr Case caused Acheson’s class average to increase by eight percentage points.

Before engaging with Yousif’s article, I already had a strong sense of annoyance whenever I saw students in my placement trying to hide their cellphones in their lap or desk. After reading this article, I decided to research each case to learn more about how to purchase them. Both brands actually offer packages for schools where the pouches are available in bulk. I personally would like to see these products in more schools across Ontario, as I have noticed technology to be a drawback and distraction in previous placements. If schools across Canada implemented these cases into each classroom the element of distraction could be eliminated, resulting in student success. The article states that Premier Doug Ford has suggest an outright ban on cellphones in schools to “maximize learning time”, similar to the French movement of banning cellphones on school property entirely. I believe a line should be drawn as there are both many pros and cons to having devices in the classroom. While I do not completely agree with a ban altogether, I do believe educators, schools and school boards collectively should have better control on personal devices. To some, I believe they could think cases like Yondr and Resistor are extreme. To me, I believe they are necessary. Educators through the years, and even I in my placements have tried time and time again to separate students from their phones. Traditional methods do not work, these cases are next level inventions that are the answers to our prayers. I am thankful I have been introduced to both the Yonder and Resistor cases, as I had never heard of them prior to reading this article. Yousif’s article got me thinking of introducing the idea of protective device cases in my future classroom, should traditional methods be unsuccessful.

With that in mind, I decided to create an infographic. I wanted to capture the attention of educators and school administration by presenting them with facts and testimonials about each phone case, much like an advertisement would. To create this, I used the infographic template on Canva, and manipulated it to fit my personal liking and design.

I chose to respond to the podcast HybridPod – Questioning Learning by Chris Friend and Amy Collier. The podcast included the ideology of the push to inquire more in the classroom, and that students should not only extend and deepen their learning by doing this but feel comfortable in doing so. The podcast also touched upon the importance of the relationship between teachers and students. In personal experience, I’ve had teachers who have impacted me both in and outside of the classroom. Chris and Amy analyzed the result of removing the teacher-to-learner and learner-to-teacher relationship, and how it would not be beneficial to either of the two parties involved. As future educators, I believe we should empower our students to inquire. To inquire themselves, and further understand their thoughts, and to question us moreover. Students should be aware of their thoughts and should be able to uncover the complexity of them by making connections, considering different viewpoints, and building reasoning. While it is constantly reiterated that we are the change, I believe it is difficult to make change. We sit in desks longer than we are before them, and while in those desks, are faced with expectations of our own that mirror the methods of old teaching.

I knew I wanted to create some sort of video after listening to the Friend/Collier podcast. As I was listening, my mind began racing to the fact that everything sounds great on paper, and how things are often easier said than done. With this, I decided to put my thoughts into a rant and explain how I feel in that we have yet to change as much as we say we want to. Biteable is a medium I haven’t used before, and while using it I found myself confused and frustrated. While I am happy I pushed myself to try something new, I wanted to be free from limitations and decided to opt-out of using a template. I created my video from scratch, and found I could be more creative in doing so. Along the way, I noticed many of the options I wanted to incorporate required a fee. After I accepted the fact that I was limited to free options, I ran into another obstacle when trying to sync my audio recording to the video clips I had selected. Biteable did not allow me to view the audio clip while in editing mode. To see if the audio synced, the video needed to be ‘published’, and I had to physically sit and listen to whether the idea I stated, matched the video clips I selected. This process was quite tedious and timely, as it took about twenty minutes each time. All in all, though I wish the system ran smoother, I am pleased with my final piece. I’m thankful I had the opportunity to listen to this podcast, and was thankful for the text that was provided with it. I was able to revisit ideas in the text by use of Command + F, rather than trying to find the timestamp in which it was said in the podcast.

Below you’ll find my interpretation of the Friend/Collier podcast, mixed with my opinion on how we have yet to shift from standardized education.

Carla