#UWinDig

I chose to analyze a TedTalk entitled “Data-driven Education” by Khurram Virani (https://www.youtube.com/watch?v=L3eO8gYmWCc) . He states that teaching is hard and that the curriculum is even harder but that improving the curriculum is the hardest of the three. He draws an important parallel between technology and education by pointing out that they both serve other industries and pushing these industries forward by giving them the right tools and people to push forward. He believes that there is a divide in technology between the way people learn and the way they work. There is no right answer with teaching. It is not a straightforward science. However, technology and education are not on the same path. In the technology field there is a constant change and it is propelling these industries forward at a rapid rate whereas education is stagnant which leaves a gap between the academic world and the working world. Just like educators are constantly trying to make a connection between science and art, the same is being done with education and technology. One way this is being done is by data-driven education. It is believed that data should be collected in order to improve our education system and make changes to the curriculum based on this data. However, he believes that in the end teachers should make these changes because technology can gather this information, but it cannot analyze or implement it in a classroom setting.

I agree with Virani because I too think that our education system does not teach for today let alone for the future. While we have added technology in the classroom, it has been used at a very basic level. While most of us know the basics of Microsoft Word, Powerpoint, etc., we have not been taught to use these programs in dept for potential future careers that require things such as excel. Also, instead of pushing students to pursue careers in the technology field, we encourage them to pick more traditional fields even though technology is ever changing and booming. He also points out that even though technology is present in the classroom, it is often overused. I remember as a child teachers playing a whole movie in class and then simply asking us what we learned even though it had no real educational value. Having technology in a classroom does not fill the gap between technology and education. Teaching our students how to code or how to use excel would be one way that could fill this gap and give our students tools for the real world. This would not only make our content more diverse but would prepare our students for the industries they may work in one day.

When the idea of data-driven education was brought up, I immediately thought of standardized testing but this is not what is meant by data-driven education. The difference is that unlike standardized testing, this information is analyzed in order to make changes in the education system. If we are not acting upon this information we have gathered, it is pointless. I like the idea of using this idea to compare our education on a yearly basis. Comparing how certain classes work and also to track a students progress. It can also help teachers to collaborate because this information can be passed on and teachers can use this to focus on problem areas for students.

Twitter Thread : https://twitter.com/vedrana_sarenac/status/1056393797469380608

Cellphones. These are the rulers over people in today’s society. Everyone is always on their phones reading text messages, looking at Facebook or Instagram, taking pictures, checking email. This is especially prevalent in today’s youth. Yousif’s article entitled Tackling tech: How some Ontario teachers are attempting to limit students cellphone use discusses this issue among student’s in the classroom setting. The article starts off by saying that students are allowed to take their phone to their desks with them but only on one condition: they are required to place them in a special pouch before they put them in their desk. These specials pouches are called Yondr cases which lock once the phone is placed in it and can only be released when the teacher unlocks it. It has been found to create a positive impact in the classroom setting. I would love to use these pouches in my future classroom. I believe everyone would benefit from these cases including the teacher and students. In my first placement, I found that all of my students were constantly trying to hide their cellphones in their desk and I found it very distracting as the teacher. I was always telling students to put their phones away or to go put them in their lockers. If every school had these cases I think that it would eliminate the distractions for students. I believe that school boards need to look into investing into these cases because their current methods of no cellphones are not really working.

I chose this medium because I thought that it would be a great opportunity to practice my movie making skills. I used iMovie for my last project and wanted to continue to practice my skills by creating another type of video. I used the website www.promo.com to create my video. I was able to use some clips and pictures from their website but I was also able to import my own as well. I did enjoy using this site because I found it to be very user-friendly and easy to use. My only issue with the website was that you could only use five of their clips to create a video unless you wanted to pay for it. Even though I experienced this, I would still recommend the site to anyone who is not familiar with the video making process.

https://slide.ly/promo/share/5bd0c2f2f8bb6e58207b24bd

After reading the Facebook Exodus article. I have decided to do a twitter style essay response to the idea. I believe, that we the users must critically ask ourselves questions when we choose to consume a product. Much like when read the nutrition labels on food, we should research the concerns of a social media platform. With Facebook, we should ask ourselves “Is my data safe” , or “Is my privacy valued.” Sometimes we should even asking more practical questions such as: Will this effect my mood?, Will this effect my self worth?, Am I likely to get addicted to this?. As a consumer, you can choose which media you subscribe to. That being said, young Facebook users, are deleting the app. They are subscribing to other social media platforms, or dieting from social media all-together. This is due to a number factors; many of which borderline : mental health, privacy concerns, and lack of online safety. In this article and my twitter essay, it discusses various issues with Facebook. I have posted a screenshot, and then a link to the essay incase anyone wants to further discussions there. I believe that our society has become more expectant of having things instantly. Although digressing back to previous communications is not a popular opinion, we sometimes find things that are recycled back to the for front. In the recent years in music, vinyl records have made their way back. Imagine a society, that kept cellphones, but the only way to contact people was to call them. Sometimes, we need to go to far, to realize a healthier medium was already discovered. I believe that with facebook, the social media platform has given it’s users “trust issues.”

Before this article, I was mostly engaged with the idea of dieting on social media. However, Facebook, would be what was what I was thinking of keeping. After this article, I realize, that it is the social media platform I need to diet from the most. I am looking at reasons why users are removing facebook. I realize now, it is for various reasons that I would like to as well. News feed is mainly programmed media, which is a waste of my time and brain cells. Gazing at my facebook newsfeed, would be like eating Junk Food everyday, then wondering why I am unhappy with myself.

Twitter Essay 

Natasha Singer’s article “Privacy Concerns for ClassDojo and Other Tracking Apps for Schoolchildren”, discusses the controversial behavior-tracking applications that are available for teachers to use for free in their classrooms. ClassDojo is the most popular of many applications that award students points for good behavior and subtract points for poor behavior. The app displays each student’s name, an avatar and their behavior score for that week. Singer gives a great overview of the many benefits and drawbacks of using apps of this nature, which really helped me to reflect on this topic and make an informed decision about whether or not I agree that these type of software programs should be used in classrooms.

The primary concern about applications like ClassDojo among parents, teachers and privacy law scholars is how the data being collected is used. Although the app’s terms and conditions state that teachers who are signing up are confirming that their schools have given them authorization, it can easily be used without permission from administrators. Therefore, parents are not giving their explicit consent before teachers begin to log their students’ data, and must ask the teacher or email the company directly in order to remove their child’s data from the app. So where and how is this data being used? Although the co-founder of ClassDojo assures that their company is committed to never selling the data, there is a clause in the privacy policy that indicates that they may show the user advertisements “based in part on [their] identifiable information”. Moving past the privacy concerns, there are several other problems associated with behavior tracking software. They encourage compliance based on bribes and threats, which the author compared to a “carrot and stick” method of classroom discipline and the treatment of children like pets. Publicly displaying behavior scores is also concerning because it shames students in front of their peers. ClassDojo emits an audible, disappointed pong sound to the class when a student is penalized. These types of applications are also critiqued for being too subjective, since teachers are adding or removing points based on arbitrary behaviors such as disrespect or leadership – which could look different for each individual student. Finally, critics argue that behaviour databases promote labelling students as a “problem child”, which could harm their interactions with teachers and students throughout their education.

Despite many drawbacks associate with behavior-tracking applications, they can be an effective classroom management strategy to help regulate students’ conduct in class. Not only could they help reduce undesirable behaviors, but they could also help to promote positive behaviors, such as leadership and teamwork, to create a healthier classroom environment. Beyond the classroom, it is an effective tool for keeping up on communicating directly with parents. Some parents really enjoy the fact that they are able to monitor their child’s progress and receive reports from teachers on a regular basis, without a formal interaction. Teachers say the application encourages them to record classroom conduct, which might otherwise get pushed to the sideline, although it is useful data to have come time for parent-teacher interviews and writing report cards or progress reports. Special education teachers have expressed the functionality of such applications to help them set individualized goals with students and their parents. To counter the criticism about shaming students by displaying their behavior scores to their classmates, the application does allow teachers to select whether points are shown publicly or privately, to accommodate the needs of each individual classroom. One teacher has said that he prefers to display points publicly, and awards many more points for good behavior than he subtracts for bad behavior, in an effort to illustrate that the good outweighs the bad. Keeping students aware of their scores could also promote self-awareness.  Some teachers have asked students to award themselves points for teamwork, for example, which encourages them to reflect on their own conduct and contributions.

After much deliberation about my own thoughts regarding behavior tracking applications, I have decided that I would not use them in my own teaching practice. I personally prefer to log data in an analogue fashion, and maintaining students’ dignity is a big priority for me, which is believed is compromised when a student’s peers witness them being awarded, or deducted points. I also do not personally believe in negative punishment as a classroom management strategy, as studies have proven positive reinforcement to be much more effective. Drawing on the SAMR technology integration model, I would consider ClassDojo to be an example of augmentation at best; it is a step above substitution since the information can be transferred to parents. Before I read Singer’s article, I had been exposed to ClassDojo from a classmate who presented it for a “Technology in the Classroom” assignment. My classmate highlighted all of the benefits of using the program, but did not offer any of the concerns that were outlined in the article. I felt a lot more favourably about using ClassDojo in my own classroom as a teacher, before reading the article and getting a well rounded outline of the application. For these reasons, I am opposed to the use of behavior-reward software programs.

I decided to do a stop motion video for my multimedia piece, because I saw it used in another class and I thought it was an engaging way to summarize important information. This is the first time I have ever created something like this, and it did not turn out the way that I had hoped. I created a rough draft for my project before writing the good copy on a Bristol board, but I had not practiced taking photos, which would have helped me realize that it is important to take them from the exact same angle every time. When I went to edit my photos, I was not able to take out some of the edges, because I had not taken the pictures from the exact same position each time. I should have tried editing some photos during the process, instead of waiting until the end because I might have realized how I could improve the quality of the pictures. I also realized during the conception of the project that there was a lot of writing that was moving quickly, which might make it difficult for viewers to read. During the editing process, I felt discouraged and wondered if I should scrap my idea and try something else. I put myself in the shoes of the teacher, and asked myself what I would think if my student submitted the product that I have created. I decided that I would applaud the effort, and recognize that the student tried something new and out of their comfort zone to produce a multimedia artifact that still encompassed all of the requirements of the assignment. In a future assignment, I would definitely give this type of multimedia production another try, now that I have learned more about how to create a better product.

The article that I chose to focus on this week was: Tackling Tech: How some Ontario teachers are attempting to limit students’ cellphone use by Nadine Yousif.

This time around, I decided not to go with a Template or Drag-n-Drop platform and decided to physically draw out my article summary/reflection by hand. I have never made a sketchnote before (and I’m not the greatest artist around), but I found this method to be kind of freeing as I was able to do literally whatever I wanted to do. At the same time, I feel like there were some restrictions, but more-or-less due to my inability to art well.

I have never done a sketchnote before, so now I can say that I have! 

Below you will find the sketchnote of my summarization:

   (Forgive my awful drawings! It’s the thought the counts!)

This article discusses the topic of allowing students to have their cellphones with them at their desks, but only with the utilization of the Yondr Case (a case that locks students’ phones away until the teacher unlocks it), or the more lenient, DIY Resistor Case (a similar idea but with Velcro instead of a lock to deter students from opening due to the loud sound).

These cases were created as a sure way to make sure that students would not be distracted by their cellular devices during class. According to the article, there are benefits of using either of that case with claims made from multiple Ontarian teachers who state that they have noticed a difference in the performance of their students. These teachers find that with the removed distraction of smartphones and devices, students seem to be more focused and are getting better scores than they had before.

The article also makes claims that these phone cases are seemingly more effective than having an outright ban of devices in the classroom (a ban that even Ontario Premier Doug Ford has proposed).

Personally, I have never heard of these cases before, and I can definitely see and understand how they can work and be of use in the classroom, but I also feel like you shouldn’t rule out technology in the classroom altogether.

I have both witnessed and experienced the distracting nature of cellphones in the classroom; however, I have also both witnessed and experienced the benefits of utilizing them in the classroom as well.

I have been the student in the room that has tried to escape from a boring lecture by scrolling through social media, and I have also been the student that pays extra attention when Kahoot! comes into play, or if we are exploring something digitally as a class that keeps me engaged on the topic at hand.

The same thing goes for the students that I have had the opportunity to teach thus far. I can see when they are disengaging and often times this turns into reaching into their pockets for their devices to stimulate their interests and escape from something they find to be boring. At the same time, these same students absolutely love and completely engage when Quizziz, Kahoot!, Gizmo, or the iPads in general come out.

In regards to these cases, it seems as though with the Yondr case, teachers are essentially locking away students’ phones until the students leave the classrooms. This leaves little to no opportunity to utilize technology in the class altogether.

So, with that being said, if I really had to choose between the two cases, I would definitely go with the more lenient DIY version that is the Resistor Case. Although students are still “locking away their devices”, they are doing so with Velcro. This is supposed to deter them from wanting to open their phones during class (because of the loud sounds the Velcro makes) which is apparently supposed to help teach students self-regulation when using their devices.

Another reason that I like the Velcro option more is that even though students are still putting their phones away, they are not physically locked out of the cases which allows opportunities for students to utilize their cellphones in class when it is appropriate to do so (i.e when the teacher has permitted it in class and a lesson requires its use).

As a teacher and a student, I understand the frustration that technology can have in the classroom, and I can understand why teachers may want to ban it all together; however, at the end of the day, I truly believe that technology can be a powerful tool in the classroom if utilized properly. Honestly, it seems absolutely ludicrous to me that there are conversations of banning cellphones in the classroom. Technology is always advancing and as educators we need to keep up with it and find ways to utilize them in the education of our students. Yes, students may be tempted to stray from their tasks with their devices, but it is a good idea to help them learn how to self-regulate and be responsible with their devices so that they may do great things.

But, that’s just my opinion. I would love to hear yours!

I read the article, Privacy Concerns for ClassDojo and Other Tracking Apps for Schoolchildren and it was very interesting to read. First and foremost, I never heard of this application and never thought one existed. While reading the opening few paragraphs, when it is discussing how a teacher can give points for treating others well, bringing supplies in to share for the class, and completing your homework, I thought, “well that is a neat idea on how to give points to a student. It is motivating the students and in return they are receiving points for their work.” Then it continued on saying, if you take your cellphone out you will get docked points, or if you do not finish your homework when it is due, you will also get docked points. As well, I thought, “well that is a great system on how to award points and take them away.” Right then and there, I was sold on using this app in my future classroom, but only with my principal’s and/or my school’s permission to use it. Teacher’s today have to be safe on sharing any confidential information online about their student. I would like to watch over my back and be safe if I ever work with this site. Your job is (always) on the line.

Continuing to read the article, I began to change my mind on the possibility of using this application. First off, I have to believe companies that make applications for school’s to use or just in general, make long ‘Privacy Acts’ that most of the time, the customer will just scroll through to the bottom and hit “Agree.” When I read that it was 18 pages long, I immediately thought, “no one is going to read every single word. They do this on purpose because they’re smart enough to know that not one teacher will read this agreement.” You may have a few teachers that will read a few paragraphs and give up because it is too long of a read, or you may have teachers that read the whole agreement. 

Relating this article, to our classroom and what we have learned about how social media works, is that I will not use this application in my classroom. There is always tweaks in the ‘Privacy Act’ that will get you. The company will know how to work around their terms because they will write them so vague, that they will leak students’ information to the world. But who knows, they might not do that. They say the teacher owns 100% of the rights on their profile. And again, no one knows because companies can figure out ways to outsmart the user. 

After reviewing Tackling tech: How some Ontario teachers are attempting to limit students’ cellphone use by Nadine Yousif I thought back to my times as a student in the classroom at the elementary, secondary, and post-secondary levels and saw a strong connection and correlation to my memories and this article. Matthew Acheson, a high school teacher in Kitchener, ON at St. Mary’s has seen how distracted his students are from their cellphones. In a way to fight the distraction, he used a phone pouch that blocks wifi and social media apps, and the students can’t open the pouches unless he unlocks them. Mr Acheson found positive results with these pouches. 

After reflecting about distraction in the classroom via cellphones and laptops during my time as a student, I realized that the issues I observed during university lectures are trickling down into the high school and elementary school levels.

After being in placement at both levels, I find that as the years go on and our technology makes strides forward, the age of those with cell phones at school is drastically getting younger and younger. A number of my students in grades 5 and 6 had their own cell phones… Back in my time, it was almost unheard of. I personally didn’t get my first cell phone until grade 8 graduation.

As much as these devices are a distraction, they have a multitude of benefits. Technology, when used properly can help enrich classes and learning. However, the problem stems with those who have little to no self-regulation. 

The article mentioned an alternative pouch that Marcel O’Gorman, the individual who runs the Critical Media Lab at the University of Waterloo, used and enclosed the pouches with velcro, making it impossible for the students to get their phones without making a distraction and having all eyes on them. This method at least tackles and improves the notion of self-regulation to students.

Personally, I am not against technology in the classroom. But as an educator, I’m going to ask my students to partake in the use of technology and using pen & paper, allowing them to have exposure to both worlds and get experience for their digital literacy and fine motor skils.

After partaking in a Twitter chat around #unboundeq, my fondness for this application took over. It is a great medium to express yourself, convey information & messages and interact with followers & those interested in the hashtag.

Throughout the blog there are a few screenshots from my Twitter thread, and a link to the thread can be found here: https://twitter.com/guchimane1/status/1056342532039327745

At the rate our technology seems to move forward, fighting this issue is a tough battle. Some even say “they’re fighting a losing battle” (Mr Acheson said that, it’s in the article). I think as educators, this issue could be worked around by teaching our students the ideals of right time and place for everything.