#UWinDig

The Extend Technologist Module was a great resource to help educators not simply use technological tools in their class, but also consider why they are using them. The module proposes a scenario of a teacher who has taught the same class for a long period of time and is seeking for a new way to integrate technology which his learners will enjoy. As future educators, I think the most relatable part of this scenario is integrating technology in a way our learners will enjoy. It is easy as educators to use simple technological mediums when teaching, however this module emphasize the need to use technology to enhance learning. This module has a goal of using technology to help addresses specific learner challenges; while also encompassing how to build that challenge for your learners. Early in the module the question is posed regarding how to define digital literacy. Personally, I would define this term as the ability of one to use technology to optimize multiple aspects of everyday life. I think it is important for the module to address this topic very early, because our students will always have varying levels of digital literacy. When creating challenges, and strategies to overcome these challenges that are centred around technology, we need to constantly consider the digital literacy level of our students and strive to create something that fits as many learner’s needs as possible. For example, if someone were to be teaching a class with many new Canadian immigrants that have not worked extensively with technology, slow steps would have to be taken throughout the year to build these student’s digital literacy in order for technology to truly enhance their learning.

Next the module introduces the Design-Thinking Approach.  This concept is a human centred approach to solving problems, which involves the learner creating and experimenting, while also using feedback to find a solution. Ultimately the module recommends this strategy when trying to integrate technology into your teaching. This approach is broken down into 5 key elements. The first element is to empathize. This means that in order to create something for a learner, you need to first consider the learners needs. I think this is relatable to all teachers.  Personally, when integrating technology into my teaching practices, I always try to ask myself, “will this be benifitial for the students?”   When planning as educators, the student should always be the centre of using technology in the classroom. The second element is definition, which involves taking the information you gathered about the students and narrowing it to a challenge. I personally think this element was great and something I will strive to improve on in the future. Often as teachers it is easy to find a technological tool and attempt to find ways to integrate it in your class room. The Design-Thinking Approach however does the opposite, having educators think about the learner first and creating a challenge, before even considering technology. Two elements into the approach and technology has not been mention, which I think will ultimately create a better learning experience for the students.

The third element is to ideate, meaning creating ideas regarding how technology can address the challenge you created. Again, I think it is great to have this as the third element.  At this point a learning goal centred around the student has been created, and now technology is being used to enhance this. The fourth element is prototype, meaning using the technology in a scaled down form to test the platform. This is an important step that many teachers forget. Technology can be fidgety and slow down the classroom when the teacher is not proficient in it. When using technology in the classroom the teacher must first become comfortable with the medium, in order to ensure a smooth delivery and be able to assist students.  The final element is to connect, meaning connect what you created to curriculum.  Personally, I believe this element is placed out of order, and I would make connections in the first stage of this approach.  Curriculum and learning goals should come first, and ideas should be branched off of this.  Centring learning around curriculum is key, followed by using technology to enhance the delivery of curriculum.

For my artifact I have created a Pow-Toon.  My Pow-Toon presented the Design-Thinking Approach to integrating technology into the classroom, however it is re-ordered in a way that I believe will ultimately create a better result for students and teachers.  Check it through the link below and let me know what you think, I bet you’ll #UWinDIG it!

https://www.powtoon.com/c/bhAqpooDYHM/1/m

-Joey Power

#UWinDig

In the article Privacy Concerns for ClassDojo and Other Tracking Apps for Schoolchildrenby Natasha Singer, the controversial behaviour monitoring app ClassDojo is analyzed. This app allows teachers to add or subtract points from their students based on good or bad behaviours.  The article looks closely at a third-grade teacher Mr. Fletcher, who is a big supporter of the app. ClassDojo is being used by one teacher in every third school in the United States, however its many benefits are in opposition with some potential risk. The app makes recording behaviour simpler for teachers by automating the process and directly conveying it to parents. The teacher also chooses what behaviours are monitored, and the software will give student’s feedback with goals of developing skills like leadership and teamwork. However, some of the negatives are frightening to many parents. There is an issue of data security, whereas ClassDojo says they are committed to never selling data, many parents fear what could happen if sensitive data about their child is ever leaked. The software requires consent from the principal, but does not require direct consent from the parent, which has many parents upset.  Perhaps the biggest issue with the app is the potential social implications. Many feel this type of “carrot and stick method,” is outdated and treats the students like animals. Teachers also decide whether points are displayed for the entire class to see, something the Mr. Fletcher does.  This could potentially lead to bullying or confidence issues in some students. Lastly, some parents fear this type of software will place labels on their children, such as a “problem child,” that would have an effect on them in future years.

This issue is one that I find very tough to form an opinion on either side of the argument.  My first time hearing about behaviour monitoring software as a teacher, I was skeptical.  I wondered how well a computer can we really help you manage students behaviours.  I see the benefits of ClassDojo for teachers, and in a busy day this software could really assist with behaviour management. However, I believe that displaying points for the entire class to see is an absolute no. Students don’t need to be centred out for bad behaviour, because as teachers we can’t be sure what the underlying issues causing behaviour issues is. I have a sister who teachers at the JK/SK level, and has worked with teachers that have used ClassDojo. She’s seen teachers both display the points and keep them private, and was a huge fan of the app. Much like Mr. Fletcher, she said when displaying the points the app is used almost entirely a reward system opposed to subtracting points. The biggest benefit she saw was communication with parents, as it can be extremely difficult at times to get in contact with a parent via phone or in person. I think these types of apps have a ton of potential benefits, but I believe more research needs to be done. ClassDojo only researches via surveying current users. I feel a lot more comprehensive studies need to be done that analyze the benefits as well as social implications of such softwares. Personally, I can’t see myself using these types of apps. Classroom management can be difficult, but there is many strategies and resources that can be used. I feel that having a mutual respect between teacher and student can be a lot more effective than grading behaviour via a software. However, I do think there Is potential if further developed, for software’s like ClassDojo to be more widely used in schools, specifically at the PJ levels.

For my artifict I made a mind map on Canva, outlining the pros and cons of this issue, feel free to have a look!

-Joseph Power

#UWinDig

Classroom Behaviour Tracking Apps

The Need for a Critical Digital Pedagogy- A Commentary on https://t.co/BuujrBlRtO #UWinDig

— CriticalDigitalPedagogy-AnEssay (@CriticalDigita2) September 29, 2018

For my digital artifact I created a twitter essay discussing the article Digital Ghost in the Modern Classroom by Ashley Hinck.  Hinck felt that template based digital media platforms have shaped the minds of the youth who have grew up using them.  Similar to many aspects of the education system, these platforms are linear.  They follow steps, theres always a working product or a “right answer,”  and the simplicity has made students shy away from the trial and error process.  It is important for for educators to encourage students to use platforms such as HTML, where you don’t follow steps but instead create.  Students need to learn the value of failing in the learning process.  Students need to learn that trial and error are important aspects of growing.  Critical digital pedagogy will use platforms like HTML to help students grow into creators and develop a voice.  Many aspects of this will benefit students cross-curricular, as they are not just simply learning technology.  Creativity and being able to learn from failures our great qualities that will help students develop into well-rounded learners.

Here are some highlights from my twitter essay, please use the link at the top of the post to view the essay in its entirety.

Thanks,

Joseph Power