#UWinDig

eCampus Ontario published an article on Design Thinking https://extend.ecampusontario.ca/technologist-scenario/. Upon reading, one might think that this pertains only to creating a technology tool. I did too. But in fact, this is a fantastic model to follow when you are thinking about how to integrate technology into your lesson/classroom/assignment. In order to integrate technology, you need to ensure you are meeting the needs of your students. On top of that, you need to ensure that you are comfortable with the technology itself and are aware of any problems that could arise and how to guide your students. This means playing around with the platform before actually using it in the classroom so you know how it all works and if it truly meets the needs of your student(s). 

Although you may not think you need to integrate technology into your classroom, there are probably a fair amount of students that can benefit from the proper tool. This is called Differentiated Learning. Differentiated learning is important in meeting the needs of all your students by designing responsive instruction to all learners. You may think that differentiated learning is just for students who have IEP’s, but in reality, offering varying strategies can actually benefit many other students! You might be surprised. Often times, you can differentiate learning by adding in a new technology platform – there are many options. eCampusOntario has a resource to show all different types of platforms you can try and how they may suit the needs of students!

Trying a new platform can be rather daunting, but far less daunting if you follow the Design Thinking Model. Check out this Twitter Essay that summarizes what Digital Thinking is and how to do it: https://twitter.com/lexiaimevoyager/status/109614454892353153. I chose a Twitter Essay because it was a very easy way to synthesize and summarize all the key points (you only have so many characters per tweet anyways!). The use of GIF’s aids in engaging the reader as it is a rather heavy reading material.

The Technologist Module on eCampusOntario outlines the process for determining what technology you should/can integrate into your classroom and what would be the best option. This is really important for me because as someone who is not very literate with technology, I especially struggle with the idea/thought of having to integrate it into the classroom. This procedure makes me far confident that I will be able to choose the proper platform that will best suit the needs of my student. I actually learned about many platforms that I had never heard of previously, and I am really excited to try some of them such as Trello! I will absolutely use this model in my classroom to ensure I am not wasting my time or my students time with the wrong platforms – I want to reach them the best I possibly can. I will follow this outline to choose platforms that allow for differentiated instruction. I want to give my students choices when it comes to doing their work and how they learn.

I have chosen to look at the article by Chris Gilliard and Hugh Culik called “Digital Redlining, Access, and Privacy.” https://www.commonsense.org/education/privacy/blog/digital-redlining-access-privacy

We always joke that our little “FBI friend” is watching our every move on the Internet. They know what sites you frequent, they make advertisements pop up after looking at something just once, and some of us are SO paranoid we cover the camera on our laptops (me). Have you ever considered that information could be blocked from you? Well, you should.

The article argues that the data being complied about us through algorithms creates a portrait of us. They then alter what information we see and what we can access; we call this Digital Redlining. This is when someone/ a group of people are imposing limits on what can be searched and what is shown. It is a systematic denial of services and information to certain people. The algorithms being used are created by people like us – so therefore, there is an incredibly large amount of bias present.

Digital Redlining comes into play with post-secondary institutions when they have policies (Acceptable Use Policies (AUPS)) that allow for the regulation and tracking of students online.

For example, I learned that JSTOR (where I got almost all my research for my undergraduate) is a small journal storage that actually offers far less journals than others! My knowledge and education is being limited because post-secondary elites are choosing what information I can access. This is very scary to me. This made me realize that my education is being impacted in ways I never thought about before; students are redlined because certain Web sites and even pedagogies are blocked from them.

On one hand I can see why there is digital redlining when it comes to post-secondary education. It allows students to follow the set out educational policies, ensures investments and allows IT workers to help transmit information that could be useful to the schools. On the other hand, no one’s search log, choice to educate themselves personally, and questions should be monitored. That information is private and there is no reason for it to be shared with third parties and/or having that information blocked and chosen for us.

This is especially pertinent in today’s day in age when technology is so prevalent and is highly encouraged to be used in classrooms. We need to become conscientious of the fact we are being watched and our data is being logged. This is where as a future educator, when I implement technology into my classrooms I want to ensure that my schools policies are opening up the world to my students (within reason, no inappropriate websites), and not blocking parts of it they feel they do not want them to see. This forces a certain social structure, and again, we see the danger in Digital Redlining. In order to help my student’s reach their educational goals, my role as an educator is to constantly question the policies put into place by asking what data is being collected and how it is going to be used. I want to encourage FULL access to information.

I am someone who is scared of the Internet. The thought that not only is my data being collected for third parties to use, this data collection is then impacting what information I am allowed to see. No one should be able to choose what information I can and cannot access. There needs to be equal opportunities to access information. For me though, the scariest aspect is that my University is limiting my education (HELLO I AM NOT PAYING THIS MUCH MONEY TO NOT HAVE ALL THE INFORMATION IN THE WORLD – okay rant over). The dangers that lie in Digital Redlining has lasting impacts that can change the way we view the world and how information is portrayed to us.

The reason that this article stuck with me as strongly as it did, is that I would have never thought that I do not have full access to information on the Internet. I always assumed that the Internet was a giant digital library that had no restrictions, and to find out it does, it really makes me question how this has not only impacted me. I question how it has impacted me personally by shaping who I am becoming and my beliefs, but also academically.

Overall, this article was incredibly eye opening and really has me thinking about the implications that technology has not only on my own life and education, but on my future students’ life and education.

If the image does not work, check out this link! https://create.piktochart.com/output/33585936-dig-tech-2

The article, “Digital Ghosts in the Modern Classroom” by Ashley Hinck, some incredible points about expanding students horizons when it comes to digital technology were made. There are various template programs out there for just about any sort of digital making that are fairly simple to use. I believe that these can be detrimental when trying to have students create their proper technological identity! They are not seen as the “creator” when using template programs. Though, time and time again students quickly turn to these pre-made templates because they are trying to find the easiest way that is within their comfort zone! This is not a good situation as they only scratch the surface of what is possible. This is why I am asking you, ARE YOU UNCOMFORTABLE YET? One of the problems with our modern education is that we need to create more open and broad lessons and assignments so that students are forced to step out of their comfort zone. Enough of the “worksheet” type of work!

I think that as a new teacher it is imperative I learn how to not only step out of my comfort zone when it comes to technology, but as well as help my students’ step out of their own comfort zones! Technology is a great tool I look forward to using when it comes to teaching Geography. This will aid in showing visuals and using different tools, websites, and applications to get different perspectives on Canadian and international Geography! The idea that you are creating programs from the bare bones and you will be frustrated will be an important concept to teach my students when it comes to  Geographic Information Systems (GIS). This is a new computer program they will need to learn how to use (and is very frustrating to learn!) – I have experience with this!

The idea that there is always a right and wrong answer is what fails us in trying to teach our students about creation with digital media. This is what causes the majority of people to feel uncomfortable, vulnerable and incredibly frustrated. I believe we need to encourage students to feel uncomfortable and vulnerable when it comes to creating digital media by not allowing the use of these template programs as a creative crutch! Digital media should be giving everyone creative freedom.

By not using pre-made templates I am allowing students to become more critical thinkers, expand their creativity, and become masters of their own thought! They are learning to create a program from the bare bones that can also be used as a platform of expression! Although these platforms have many benefits, in a society that is becoming ever more digital and technological, we need to help our students become more digitally literate. This allows the students to look past the idea of having just “one right answer” or “one right way to do something.” This also teaches them how to properly participate in a healthy and collaborative online group discussion. Through complete authenticity, we are able to connect to a massive network of people and share our ideas, beliefs, thoughts, and values.

It is time to embrace the uncomfortable so we can expand our creativity and digital literacies by STOPPING the use of pre-made templates. Teachers and students alike, it is time to change our pedagogies, how we are taught and how we learn! I believe practice makes perfect and it is time we start making changes (and mistakes) by stepping out of our comfort zones! IT IS TIME TO GET UNCOMFORTABLE!

LEGEND:

Purple – how are you teaching

Red – the implications and the benefits of using pre-made template programs

Green – the implications and benefits of creating templates and programs from the bare bones

Orange – how being uncomfortable and failure leads to success

Memes were used to help relate to the students as they are viral and all students have seen them/can relate to them!

Click on the link below to see the full Coggle mind map!

HOW_TO_EDUCATE_STUDENTS_IN_DIGITAL_TECHNOLOGIES

-Lexi