#UWinDig

I chose to take into consideration the article by Dr. Michele Jacobsen entitled “Teaching in a Participatory Digital World” and the video by Henry Jenkins called “The Influence of Participatory Culture on Education”.

The article and the video really informs future teachers about how the digital world can be used beneficially. Social media is often looked at negatively lately because of the posts that are being put up. The article talks about that social media platforms are 24/7. This is very true because it is not open certain hours of the day. Whenever something happens, social media is always the number one thing to go to because it will always be there. News broadcasters air certain hours. That being said, an event happens later at night, people post it to social media right away because the news broadcasters have a chance to give the true story. It is all posted online and people see it pop up on their phone and read it. This has happened numerous times with different occasions.

I must say that schools can have a certain control over what is allowed to be viewed at school. They have banned certain social media sites such as Instagram, Facebook, Snapchat etc. but that only comes into play while they are connected to the school Wi-Fi. If they are using their data, then they can be posting about the day all day long. During the first placement that we had, a parent had come up to my associate teacher and discussed that there should be an app for parents to control what can be accessed during the school day. I thought to myself that it would be very beneficial for students if that could be implemented. They are always so distracted throughout the school day that if they could only access certain apps, they would be more focused because they could not get the games or social media apps they want to.

It is always said to have social media used in a positive way and I believe that it can easily be done. Having the Twitter chats in class really opened my eyes on how it can help a classroom. Though some people may not like social media, it is a great way to interact a classroom. It causes the teaching to have to be flexible for the learners that may not want to participate in these activities. You have to be flexible with all learners to be able for them all to benefit from social media.

The ideas and beliefs that made me react to this issue is that is in fact a 24/7 platform and the ways it could be used for teachers. Having it be used positively only is an aspect that needs to change in today’s society. Before engaging with this text, I always believed that teachers did not like using social media for positive aspects. I learned that it can be beneficial for the class but the teacher has to understand the students in order for it to work effectively. The whole text really had something to offer. The beginning really captivated me because again it is 24/7. I never thought about it but that is how social media is always the first to have post about a certain topic because people can post whenever.

The sketchnote that I have created demonstrates the important aspects I have drawn from the article and from the video. Technology has evolved very quickly and has come a long way since it first started. Facebook was very important to teens at one time and that evolved to snapchat and Instagram in the 21^st century. What do you think the future has in store for technology and the digital world? As stated above, teachers can definitely benefit from the digital world but in order to do so, they must stay up to date with the updates. Assuring that they only stay on secure networks is very important while introducing the digital world to the students. The one important thing I can add is to always be aware. When you read something, look it up, listen to the news or even search it up to find a more reliable source.

Data is always collected during the searches. Not only then but when you are speaking to your friends, the phone will hear you and provide you ads that coincide your conversation. The last thing I can leave you with that I put on my sketchnote is to make sure you only put up positive posts. Make social media what it is supposed to be used for such as connecting with distant family, making blogs for school, using it as a class, and informing others of positive news.

The experience of creating this artifact connected me to the text because as I was doing the sketchnote, and throughout it, everything I was putting down made me reflect on my social media and what I want it to be used for. I recently changed my Twitter for it to be used to reflect my teaching practices and experience throughout teachers college. This made me more cautious of how I want my social media to reflect me. How do you use your social media?

This week the assignment was to read about digital redlining  through the voice of Chris Gilliard.  He presents information about why digital media is a topic that students should be educated on, and why not finding the information you are looking for doesn’t mean it’s not there.  I decided a fun way to display my opinion and the opinion of others would be as an online magazine.  The magazine is traditional in the sense that there are ads, top lists, articles, a Q & A column, and much more.  You can find my opinion of digital redlining and accessibility on page 7 & 8.

I had never heard of the concept of digital redlining before, but I knew about restrictions imposed by schools.  My school for undergrad had weird websites that would become blocked on occasion, such as the schools own website.  When I am at placement social media websites are blocked, which can make it very hard to message others if you are using messenger to communicate.  At Windsor I have not experienced digital redlining, which I am thankful for.  Seeing as my internet at my apartment has been down during this project I was glad to not have any restricted access while I would work at Windsor.

In Gillard’s article I was intrigued that this issue seems to stem from money.  This does not surprise me, but people making the conscious decision to restrict someones access because they can’t afford the more expensive schooling is unfair.  Employers might miss out on great candidates simply because they didn’t have all of the tools they needed to make them stand out.  The more Gillard discussed digital redlining the more of a problem I had with this concept.  My problem was that I was understanding this for the first time and I knew how wrong this was.  Another major problem I had with digital redlining was that sometimes people don’t know it is happening.  People may be informed they are missing out on information by getting an access denied message, while others will just never know.  Sure, we can try and change digital redlining, but how can some if they don’t even know that it is happening.

I decided to create a free online magazine, because that is something that is accessible to everyone.  If I made people pay to read my magazine I would be creating my own digital redlining on a project about how bad digital redlining is.  Rather then restrict something because someone can’t afford the product, I wanted to combat digital redlining the one way I thought I could.  By creating a free resource for all.

In my classroom I will educate students about this concept.  If they know about this concept maybe they will try and combat digital redlining.  I want to create students that are passionate for change and creating equal opportunities.  I will educate my students about the importance of not letting others hold them back because of restrictions they may have put on them.  I want my students to see their ability in the tech world and real world, and make connections between the two. 

Click on the link below to check out the first edition of Teacher Tech Monthly!

https://www.flipsnack.com/9E5C7F7D75E/teacher-tech-monthly.html

Thanks,

Steph

Hello,

I decided to create a ‘Powtoon‘ based on the article titled ‘Digital Redlining, Access, and Privacy‘ by Chris Gilliard and Hugh Culik.

This was my first ‘Powtoon’ attempt and so I ran into a few problems along the way. As with anything, it took a bit of time to get the hang of the program. I still have not explored all of the templates that the program has to offer, but I became quite familiar with the ‘student’ option which I used in my creation.

I began by clicking around on the slides, trying to figure out what my options were. I saw that I could click on the character and customize their identity and emotions. I also had no problem clicking on the text and customizing it to fit my lesson. I found this to be very similar with other typing programs that I have used such as ‘Microsoft Word’ or ‘Notepad’. I adjusted the font, text colour, size, and placement of text boxes to create the desired aesthetic of my slide show.

What I was really interested in was adjusting the animations, their placement, speed of my slides, and other effects that ‘Powtoon’ has to offer. To do this, I needed to google my questions and read a short blip on the proper ‘Powtoon’ commands required to perform these maneuvers. It really was quite simple. I thought afterwards that it would have been faster to click around some more until I figured it out for myself. Once I understood how the timing bar along the bottom of the slideshow functioned, I went to work and created my so-called masterpiece.

In their article, the authors describe the history of redlining, explain digital redlining and discuss the implications that it can have on a student’s future. I found it interesting to read about redlining because it’s something that I didn’t even know existed until reading this article. Since the implications of redlining have been laid out so clearly, I’m glad that I have a chance to reflect on the issue myself.

This article makes me wonder about how often I have been affected by redlining in the past without realizing it. How has digital redlining affected my decision making? These are questions that I will never have the answer to, but will have caused permanent changes in my life and thinking process. Going back to the article, the filtering of search results will essentially hinder a student’s learning potential. They will be unable to research undesirable or taboo subjects which will give students a false understanding of the world around them. Also, who decides what should be filtered? This arbitrary policy leaves room for political or other hidden agendas to manifest themselves into the institution’s framework.

As for the discrepancy of digital redlining between R1 and community colleges, there must be an underlying reason for it. As the authors explained, the digital redlining imposed upon working class students will deter them from open-ended inquiry, which is supported by the more elite institutions. Assuming that every college wants their students to be successful—to graduate and obtain a job in their respective field—a different approach to teaching will be required for different career choices.  Some jobs require more cognition and innovation from their employees than others. These jobs will generally be sought after through R1 schools. Community colleges probably have more success if they limit their student’s research to relevant material.

However, just because digital redlining may better prepare students for certain jobs, does that make it ethical to implement? Probably not.

Moving forward, into a classroom of my own, I want to make my students aware of digital redlining. There really isn’t anything that I can do about it, but the concept is important for students to understand. Perhaps as part of an assignment, I could have students gather research on a topic of their choosing, using different search engines, with and without the influence of Acceptable use Policies (AUPs). As a follow up, a class discussion on the issue would be interesting to see how the students feel about digital redlining encroaching on their freedom.

In conclusion, I am feeling violated, knowing that my digital freedom has been censored beyond my knowledge for all these years. It really makes me wonder how my thoughts have been affected by the covert barrier known as digital redlining.

David Meloche

I chose to read the article “Digital Redlining, Access, and Privacy” by Chris Gilliard and Hugh Culik. Within this article, Gillard discusses the term ‘Digital Redlining’ and the restrictions it can place on a students education. Gilliard basically suggests that when researching topics or certain information on the internet your search may be restricted. Digital redlining walls off certain information based on the I.T policies of the institution or organization which is providing the internet service. Gillard continues to suggest that this can put implications on student learning because most researchers are unaware of these restrictions; therefore, they may believe certain information does not exist when it fact it may just be invisible to them depending on their internet source. For multiple students who come from varying socioeconomic backgrounds this can place significant limitations on their education. Some students rely solely on the internet from their school since they can not access internet any where else; however, digital redlining can be restricting their access to certain information. Digital redlining can limit what kind of access students have to certain information, which can ultimately place them at a disadvantage compared to those who have been using internet services without restrictions.

Prior to reading this article I was unaware of the term redlining, let alone the term digital redlining. It seems in today’s generation there is already so much concern regarding technology that digital redlining just seems to be adding fuel to the fire. I personally believe that it is unfair for an organization or institution to make decisions about what they believe is appropriate for their students to be researching. If I was a student attending a university or college that was redlining what information I had access to, I would be furious. First of all, we are paying customers and invest into our education through the price of tuition, which is already expensive enough, therefore if I found out my research information was being restriction I would not be a happy customer.

For my Multimedia Reflection I decided to attempt a Powtoon. When I began the Powtoon video it took me approximately 2 hours to finish 2 slides. I was super close to giving up and going back into my comfort zone to do a sketch note but I decided to push through and attempt a couple more slides. After playing around with the site for a bit, I began to get the hang of it and ended up completing a full Powtoon video. I’m super proud of myself for completing this and I’m happy I went outside my comfort zone for this particular assignment. While I was completing my video, I found an ironic connection to Gillard’s article. Within Powtoon there are certain restrictions placed on users depending on whether you have paid for a ‘pro’ account or not. Since I was using the site under free terms, I was restricted with various animations that I could place into my video (there were less available to me compared to those who have pro) and my video was required to be under 3 minutes long. It was very similar to the article written by Gillard since I was being restricted to information that was present on the site based on their policies and procedures. If I was compare my Powtoon video to someone who pays for Powtoon Pro, I’m sure there would be significant differences. This would be a very similar situation for two students who complete a research article but one student is being digitally redlined and the other student has complete freedom!

Below is a link to my Powtoon video, I hope you guys like it and I really hope the link works!

Enjoy!

https://www.powtoon.com/c/g94E5llwtoO/1/m

Alaina Mancina 🙂

After participating in the Open Hashtag Chat on Twitter in class the other day, I decided to try my hand at a Twitter Essay to reflect on Chris Gillard’s article Digital Redlining, Access, and Privacy. It turned out better than I had anticipated, after having failed miserably several times at making a sketchnote. I, basically, learned that I shouldn’t choose anything that involves drawing or planning or really anything too creative.

Now onto more serious business! Before reading Gillard’s article, I didn’t realize redlining was a thing, or maybe more specifically, I didn’t realize it was a term that went farther than schools blocking social media on the school’s network. Redlining wasn’t in my vocabulary at all, not even when it came to neighbourhood segregation. It was definitely an interesting read and a topic that students should know about. As I said in my Twitter essay, I wonder how many times I’ve been redlined from accessing information?

I’m not quite sure I agree with Gillard completely when it comes to redlining being discriminatory (which I go into more detail on Twitter) but new policies should be created to get rid of redlining for good. It shouldn’t matter where you go to school, you should have access to everything. It shouldn’t even matter if you’re in school or not. How many articles are there out there that cost money just to read without access from the University? Are the author’s redlining us? Where is the line drawn?

Anyway, to read my full thoughts on the subject, click the thumbs up below, it’ll take you to my Twitter thread! Hope you all enjoy!

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

Visual Explanation:

The picture attached is a fun way to explain the article “Digital Ghosts in the Modern Classroom” by Ashley Hinck. The illustration starts with a fun ghost busters logo and the first orange arrow (MAIN ISSUE) guides you to Hinck’s central issue about how students are accustom to the simplicity of digital media that allows students to use templates and themes that typically has few errors. This has led students to rely on these platforms, so when they use programs that require coding and the programming presents errors and challenges, the students feel like failures.

The second arrow (EFFECTS) shows how the students get frustrated (as illustrated by the student’s red face). The pictures show bugs and errors presented to the students, and then the student feeling fed-up .

The last arrow (BANISHING THE GHOSTS) is how Hinick suggests we combat these issues. Hinck suggests that we must change the student’s mindsets and approach their failures as challenges and turn them into successes once they have overcome these challenges. This is illustrated by an arm coming out of the graveyard and coming back to life (which is creepy… but represents the student coming back to life, so they are no longer a digital ghost).

Reflection:

I have used many different template websites like Weebly, Wix, Canva… and I have experienced the ease of using these templates to make a visually appealing digital assignment. If I were to create a website or design by myself, I know I would be frustrated and feel like a failure because every time something did not work look beautiful immediately or something did not work I would get frustrated. Knowing this is the way I am as a learner, I will approach digital media for my students as Hinck suggests. I will not take away these sites that allow us to create using templates and themes, but rather help my students to look beyond these platforms and let them experiment without fear of failure to try out different digital platforms. This will increase their comfort, and help them realize that when there are challenges and errors, it does not mean that they have failed.

Enjoy!

Caroline Voyer

Hinck’s Article:

Digital Ghosts in the Modern Classroom

This post will provide a detailed response to the article Digital Ghost in the Modern Classroom by Ashley Hinck. I have decided to share my response in the form of an info graphic using Piktochart. Please follow the link below to check out my response to the article, as well as a short summary of the main ideas Hinck focuses on in her article.

While completing this multimedia response, I felt like I was directly going against what Hinck talks about in her article because of the fact that I used a template to create my Piktochart. However, this experience enforced the part of my reflection that mentions the importance of starting students off with template based websites when they are learning to create because if I was forced to create a multimedia response without being able to use Piktochart or another template/shortcut based website I would have been ten times more anxious going into it then I was.

Piktochart: https://create.piktochart.com/output/32889791-new-piktochart