Author Archives: Hool

Technologist Teaching

As I read through the Technologist modules, I was reminded of the SAMR concept. Teachers tend to incorporate technology with no real reasoning. By following the five steps of design thinking, educators are able to use technology purposefully enriching the learning of the student in their classrooms. Technology has come so far and shows no signs of slowing down. As teachers, there is no escaping digital literacy. The more we expose our students to technology, the better. There is no telling what kind of digital work they will face after school and it is up to us to prepare them for a world that does not yet exist. Good teachers will not shy away from technology that intimidates them, but embrace all the positive uses that can be implemented into the classroom. The design thinking process ensures educators make good use of technological tools by enriching education. By empathizing with the learner, the teacher will understand the struggle they face. Then by defining the real issue and really taking the time to understand the problem can we hope to get somewhere with a solution. The teacher would ideate characteristics around the problem before sharing a prototype with the classroom and being open to feedback. Finally, the teacher will implement the technology in their own way and connect it with the curriculum. These five steps are what makes up design thinking and encourages digital literacy among students and teachers alike.

I had not yet created an infographic and was eager to explore this tool on canva. I found it intimidating at first because the infographics my peers have made were impressive and so professional looking. After reading the modules and taking notes, I tackled canva. Once I started, it really became easy. I had issues with finding a template, positioning the text boxes, finding the perfect images, etc. Then I found myself focused on tedious small details for far too long – sizing my graphics just right and lining them up perfectly. After seeing the finished product, I am happy with the outcome and would most definitely create an other if an opportunity arose.

For a bigger view of my infographic, click here.

 

Tagged ,

ClassDojo Confidentiality

I was lucky enough to be paired with an associate teacher who completely embraced ClassDojo in his classroom. I immediately saw the motivation on the part of the students to acquire dojo points as soon as possible and I quickly took notes. After experiencing this for five weeks, I became committed to technology in the classroom – even after being surprised by a day long power outage. However, after reading Privacy Concerns for ClassDojo and Other Tracking Apps for Schoolchildren by Natasha Singer I feel completely blindsided. I assumed the choice to set a classroom to private was the extent of confidentiality required to protect students. It had never occurred to me that tracking behavioural habits could create marketable data for ClassDojo. Who does read through the 18 pages of a privacy agreement anyhow? We can not be completely confident in the privacy of our students being protected. To be honest, I’m currently on the fence about using ClassDojo in my future classroom. I was sold on it only a few days ago and now with this realization of media monitoring, I’m suddenly very uncomfortable with it.

I chose to create a storyboardthat.com comic strip for my multimedia reflection. I depicted a student who did not complete their math homework and a teacher who docked ClassDojo points because of it. Then, at home, mom knew about it and confronted him immediately. Also, because ClassDojo isn’t completely private, the neighbour knew about it as well!

Tagged

If one door closes and an other one opens, your house is probably haunted.

After reading Ashley Hinck’s Digital Ghosts in the Modern Classroom, I am enlightened about an issue I had never been aware of. She talks about how students are accustomed to a template based technological world. She argues that we need to move away from these types of platforms and teach students from the ground up – like having them code a website instead of using aides like Wix or GoDaddy. She encourages students to be creators instead of imitators and recognizes that failure is part of the process. She refers to digital ghosts when students become disappointed or frustrated when technology challenges them in ways a drag and drop platform may not.

In the spirit of this article, I chose to try something without a template as my first multimedia reflection. I highlighted some important words and sentences from the article and had many different people read them aloud for me to film. I then put it all together into a quick video summarizing the article. Unintentionally, it also tells the story of my day from school, to work, the gym, then home later that night. Please enjoy by following this link: https://youtu.be/aVi2EDgG9u4

In all honesty, I haven’t yet figured out how I feel about this publication. I agree with Hinck on many levels, but am not sure we need to change everything about the way technology is taught. I do not see the issue in embracing technology and the ease that template based platforms allow as long as we also incorporate template free platforms as well. Students are fascinated by their instant fabrications which develops a quick interest that may potentially lead to a deeper desire to learn – I would hate to take this away from them. Also, we as teachers would be so limited due to time constraints if all technological expressions were made from scratch throughout the semester. However, I understand the merit of allowing for some truly original work and the appreciation that comes from learning about how things operate in the background. I wonder then if there is a balance. If we can explore template based technology as well as original work from the ground up, I feel a student’s education would be maximized.

Tagged