Blog #2

Lend me your ears – Here is my advice on teaching students’ digital citizenship

From steam powered cars to Tesla’s, from the first ENIAC machine to laptops, from rotary phones to iPhones, technology is continuing to progress at a rapid rate. In the 21^st century, there is no denying that students are going to be surrounded by technology and required to utilize it at some point. As a result, we must take into consideration, “…how best to prepare young people for the technological, social, cultural and political changes they face in a world that is increasingly characterised by local diversity and global connectedness.” (O’Rourke, 2005). This includes teaching individuals how to be digitally literate and teaching them digital citizenship. I believe there are four main areas to teaching students these life skills: Teaching them how to (a) “Actively read, reflect on and analyze texts (multimodal-visual, audio etc.) to uncover underlying meanings…” (Manning-Lewis, 2021), (b) protect themselves and their information online, (c) communicate and collaborate respectfully, and (d) balance their physical and digital lives.

The first thing that I think is important is to help students understand how to find credible sources and how to actively read and understand them. A study put out by Stanford stated that out of 7,804 individuals that were surveyed, “82% were unable to tell an ad marked as “sponsored content” apart from a real news story, and many said they judged the credibility of news based on how much detail was given or whether a large photo had been included, rather than on the source.” (Stenger, 2017). This statistic is quite scary when you think about all the fake news that is put out on the internet. My advice is to incorporate lesson(s) with your students explaining basic tips such as looking for quotes, going directly to the source, checking the date of an article, checking for source objectivity, and using a variety of sources, such as talking to experts, to ensure your information is correct. Simple lessons and practice with aspects like this can help ensure that students know how to sift through information and find credible sources. There are many programs and resources online that you can use to teach these skills such as Common Sense Education and MediaSmarts.

Next, I think it is extremely important to teach students how to protect themselves and their information online. From cyberbullying, to predators, to privacy issuess, there are countless concerns when it comes to protecting ourselves online. Research shows that, “82% of cyber stalkers use social media to find out information about their victims.” (SearchRPM, 2019). Threats like this stress how much we need to teach individuals how to be safe online, especially since we are beginning to use technology at much younger ages. Some tips for online safety include monitoring individuals while they are using technology, installing antivirus software, using kid friendly search engines, using parental controls, and talking to children about online safety (GCFGlobal.org, n.d.). One idea that I have taken from one of my mentor teachers was a lesson done on digital safety where she talked about what information is personal/unsafe to share and what information is ok to share. She did a little lesson with them explaining what type of information we should not share online and then had a game where each student got a piece of paper with some sort of information on it (ie: “my address is….” Or “my favourite book is…”) and then they worked together as a group to decide if belonged under the personal/unsafe heading or safe heading. This was really effective for the young students and got them thinking about which information they should not be sharing online.

Another important aspect concerning the internet is teaching individuals to be respectful while online. According to SearchRPM, “90% of children have seen cyber bullying in the last year.” (2019). This number is extremely high and according to Andrea Dudley, cyberbullying can cause a plethora of problems including low self-esteem, dropping grades, depression, stress that causes headaches, stomach pain, nausea etc., suicidal thoughts, and more (2020). This is just touching the surface of the negative impacts that come from cyberbullying. So how can we prevent this? First, you can work with students to develop their social emotional learning. “SEL is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” (Prodigy, 2021). I have included a link to a website that talks in depth about SEL. In addition to this, it is important to talk about digital citizenship with students before giving them access to technology. You may consider creating some sort of contract that the kids must sign or creating a visual poster, as a class, that has a list of the rules. Finally, ensuring that students know and understand that bullying will not be tolerated is very important.

My last piece of advice is to talk to individuals about creating a healthy balance between their digital and physical lives. Studies have shown that, “On average, children ages 8-12 in the United States spend 4-6 hours a day watching or using screens, and teens spend up to 9 hours.” (American Academy of Child and Adolescent Psychiatry, 2020). It has also been shown that too much screen time can cause issues such as sleep problems, lower grades, distancing oneself from family and friends, lack of outdoor time or physical activity, weight and mood problems, body image issues, and more (American Academy of Child and Adolescent Psychiatry, 2020). As a result, it is important that we talk to children about finding a healthy balance for their screen usage. One idea to get them thinking about this is to get individuals to track their screen time so they can see how much time they really spend online. After they have tangible data that shows them how much time they really spend online, explain to them the importance of being offline and being present. Get them thinking about how getting outside, reading a book, or hanging out with friends benefits them, and how spending countless hours in front of the screen can be harmful to them. Lastly, try and encourage and model a healthy balance in the classroom and at home. At school, encourage students to be active during free times and encourage creativity in class when possible. At home, set rules and follow them yourself. Lead by example by going out for a walk or reading the newspaper instead of watching the news for an hour every evening.

To end this blog off, I thought I would leave you with this fun and informative song you may want to share with your own students one day. It covers all the main points I discussed in the past few paragraphs. I hope you enjoy!

Resources

American Academy of Child and Adolescent Psychiatry. (2020, February). Screen Time and Children. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Watching-TV-054.aspx.

Common Sense Education. (2021, February 23). Digital Citizenship Curriculum. https://www.commonsense.org/education/digital-citizenship/curriculum?topic=news–media-literacy.

Common Sense Education. (2019, August 8). We The Digital Citizens. [Video file]. Retrieved from https://www.youtube.com/watch?v=-N7lRYMmbXU

Dudley, A. (2020, October 26). Effects of Cyberbullying On An Individual. CyberWise. https://www.cyberwise.org/post/effects-of-cyberbullying-on-an-individual.

GCFGlobal.org. (n.d.). Internet Safety for Kids: Teaching Kids About Internet Safety. https://edu.gcfglobal.org/en/internetsafetyforkids/teaching-kids-about-internet-safety/1/.

Manning-Lewis, T. (2021, July 16). Literacy in a Digital Age [PowerPoint]. https://bright.uvic.ca/d2l/le/content/128692/viewContent/1170805/View

MediaSmarts. (n.d.). https://mediasmarts.ca/.

O’Rourke, M. (2005). Multiliteracies for 21st Century Schools (Ser. 2). The Australian National Schools Network Ltd.

Prodigy. (2021, April 19). 25 Social Emotional Learning Activities & How They Promote Student Well-Being. Prodigy Education. https://www.prodigygame.com/main-en/blog/social-emotional-learning-activities/.

SearchRPM. (2019). Internet Safety for Kids. https://www.searchrpm.com/internet-safety-for-kids

Stenger, M. (2017, March 6). 8 Ways to Hone Your Fact-Checking Skills. informED. https://www.opencolleges.edu.au/informed/features/8-ways-to-hone-your-fact-checking-skills/.

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July 19, 2021July 21, 2021

“In the news…” What are public perceptions of changing literacies in our digital age?

In the past, literacy has been viewed in a traditional sense with the focus being on reading and writing skills. Over the years, this definition has developed and is now viewed as “…a set of supple, variable, communication strategies, ever-diverging according to the cultures and social languages of technologies, functional groups, types of organization and niche clienteles.” (Cope & Kalantzis, 2009). While this change is inevitable in our developing and progressing world, the responses from the public vary immensely. While some are accepting and excited about the changing literacies in our digital age, others are fearful, worried, and even disgusted.

Photo by ThisisEngineering RAEng on Unsplash

On one side of the spectrum, some individuals are excited about the digital age and the possibilities it brings. Dr. Caitlin Tucker states that, “Technology is increasingly woven into the fabric of our lives. It must also be woven into the fabric of education to help students hone the skills they need to be truly literate in today’s society.” In response to Tucker’s article, many comments were left agreeing with her stance and adding to discussion saying, “…the definition of literacy must evolve.” And “As a current (and future) educator, I see more benefits coming from having and using technology in the classroom.” (Carter, 2018). In another article written by Liana Loewus, she explains that “Just like we teach nonfiction and fiction at a very young age, I think we can talk to preschoolers and kindergartners about different kinds of texts…” (2016). She believes that there is no harm in exploring the changing literacies of our world, and that we should be developing all types of literacy “simultaneously” from the get-go. She leaves us with one final message that I think sums out the various articles and comments I read from people who are excited about the changing literacies and that is that “…reading isn’t just reading print text anymore. Reading is reading the world.” Those who accept and are excited about the changing literacies realize that the world has evolved, and we must evolve with it.

On the other side of the spectrum, some reactions towards changing literacies are not as positive as the ones viewed in the paragraph above. From beliefs that changing literacies have negative impacts, to the fear of not being proficient, to the sadness and resistance of change itself, some of the perceptions circling our changing literacies are adversative. The first common criticism we see from the public is their belief that the changing literacies have negative impacts on humanity. In an article written by Maria Yienger, she states that, “Overexposure to technology can adversely affect reading habits, and negatively impact development and personal interactions during a child’s formative years.” (2016). This is one of many who argue this viewpoint. Another common theme that arises from the public is their fear of not being proficient and/or equip to teach in our digital age. Wili Liberman stated that, “…a study in the United States, reported that 42% of teachers surveyed felt that students knew more about technology and its uses than they did. Factor in the lack of relevant professional development as well as a lack of access in certain regions, then it isn’t difficult to make the leap that some teachers are reluctant to move forward with technology integration in their classrooms.” (2018). Finally, we have the people who simply do not like change. They are comfortable in their ways and are happy to continue as is. A comment left on Dr. Tucker’s blog stated, “I kind of think it’s a little sad how our literacy can be judged by technology now instead of how well we read and write.” (Amanda, 2014). Whether this resistance comes from believing that new literacies are less important than our traditional literacies, or from the uncomfortableness that comes with change, many individuals simply just do not want to change despite the changing world around us.

After looking into many articles and reading the various opinions and perceptions around the changing literacies, I feel the knowledge I have gained in EDCI 410 taking shape and solidifying. The various readings and discussions we have done constantly popped up in my mind while reading other people’s thoughts. The thing that kept coming back to me was something from the Cope and Kalantzis reading. They stated that, “The kind of person who can live well in this world is someone who has acquired the capacity to navigate from one domain of social activity to another, who is resilient in their capacity to articulate and enact their own identities and who can find ways of entering into dialogue with and learning new and unfamiliar social languages” (2009). I think we need to teach all domains to an individual because none of them work independently of one another. As Cope and Kalantzis said, “…written language is not going away. It is just becoming more closely intertwined with the other modes…” (2009). The world is changing and there is no denying that we must be willing to adapt and change with it. Due to the changing nature of communication, we must become multiliterate and be able to comfortably move from one domain to another in order to succeed. I think the views of those who are hesitant are valid; however, I believe if we have a growth mindset and take to time to train ourselves in the areas we are not as comfortable, and if we provide a balance and incorporate all domains in our everyday learning and living, that our changing literacies can only benefit us.

The last thing I want to leave you with is this TedTalk. If you have time, and are interested, check out this TedTalk that looks at why and how we can reinvent education for our digital age, and the benefits it will have for individuals and society.

Photo Credits: Header photo by Markus Spiske on Unsplash

Resources

Amanda. (2014, October 14). I kind of think it’s a little sad how our literacy can be judged by technology now instead of how. [comment on the post “The Defintion of Literacy is changing”]. Dr. Catilin Tucker. https://catlintucker.com/2014/10/the-definition-of-literacy-is-changing/

Carter, B. (2018, September 29). As a current (and future) educator, I see more benefits coming from having and using technology in the classroom. [comment on the post “The Definition of Literacy is Changing”]. Dr. Catilin Tucker. https://catlintucker.com/2014/10/the-definition-of-literacy-is-changing/

Cope, B. & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning, Pedagogies: An International Journal, 4:3, 164-195, DOI: 10.1080/15544800903076044

Liberman, W. (2018, May 24). Are Teachers Afraid of Technology? Education for Today and Tomorrow | L’Education Aujourd’hui et Demain. https://teachmag.com/archives/8430.

Loewus, L. (2016, November 3). How Should Reading Be Taught in a Digital Era? Education Week. https://www.edweek.org/teaching-learning/how-should-reading-be-taught-in-a-digital-era/2016/11.

Middlebeck, D. (2019, October). Re-Inventing Education for the Digital Age. [Video]. TED. https://www.ted.com/talks/david_middelbeck_re_inventing_education_for_the_digital_age

Tucker, C. (2014, October 6). The Definition of Literacy is Changing. Dr Catlin Tucker. https://catlintucker.com/2014/10/the-definition-of-literacy-is-changing/.

Yienger, M. E. (2016, March 1). Too Much Tech Harms Reading Retention in Young Children. Inquiries Journal. http://www.inquiriesjournal.com/articles/1374/too-much-tech-harms-reading-retention-in-young-children.

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June 18, 2021June 18, 2021

Peer Review

In attempts to keep this organized and straightforward, I will go through your learning resource heading by heading and make my comments this way.

Overview of the Resource

Very clear description that explains what you will be covering in this unit and why
Good job incorporating multiple sources
Spelling suggestion: switch the “a” before vocabulary to “the” in this sentence – “Learning about perimeter gives students a vocabulary and problem-solving skills relevant to measurement that is valuable in life beyond the classroom.”

Learning Theory and Design

Great choice in going with constructivism for your lesson. I think this will be especially beneficial with a math lesson as the students will be able to construct a deep understanding of measurements and their relationships. With constructivism, students relate information to prior knowledge which will help them create a concrete understanding of these essential math concepts. In addition, I think your use of various learning styles will be beneficial to the students overall learning.
It seems to me that there may be a spelling error in this sentence. “Finally, we have used the experiential learning model promoting learning through reflecting and doing to design hands-on, “real world” activities for our students to complete.” The part that says “and doing to design hands-on” does not seem clear to me. Perhaps you could rephrase this sentence to say something like “Finally, we have used the experiential learning model to promote learning through hands-on activities and reflection.”
Finally, it may be worth considering a second source in this section but that is totally up to you guys!

Context

Grammar correction: there should be a comma after “To remove barriers that these students may experience”
I love that you are incorporating images, audio etc. This will definitely help students with dyslexia but will also improve understanding for everyone as a whole

Technology

I think your chosen technology makes perfect sense and your rational explains how it will benefit the class. Great job!

Examples of Topics

It seems to me that subtopics 2 and 3 have a run on sentence. I would recommend putting a period where the first semicolon is in both and start a new sentence as the two sentences can stand alone by themselves.

Misconceptions

In your explanation of perimeter there should be a comma after “When students are presented with objects that are irregular”
Great choices for misconceptions and I love the diagrams you included!

Curricular Connections

Good use of the BC curriculum!
No work needed here!!

Layout Plan

Essential Questions:

Your essential questions are very clear and well-articulated!

Learning Outcomes:

It seems to me that many of your learning outcome have multiple verbs that they are assessing. As we talked about in week 3, each objective should have one verb. You may want to consider switching your outcomes so that you are only assessing one aspect in each. For example, in your lesson 3 outcome, you say student will be able to define and demonstrate. What happens if a student can define, but not demonstrate? Are they demonstrating mastery if they can only do one or the other? This makes the assessment aspect tricky.
Another example of how you can make your outcomes more concise would be by changing your outcome for lesson 5 so it only includes one’s verb, preferably one from the highest level of Bloom’s taxonomy as it is your biggest assessment piece. Perhaps you could reword this objective to say something like, “Using the various knowledge gained throughout the unit, students will formulate answers to real world problems.”. Using the word formulate allows you to assess the highest level in blooms taxonomy while keeping it concise and only assessing one variable.

For further reading and guidance on these comments, I encourage you to take another look at this resource from week 3! https://tips.uark.edu/using-blooms-taxonomy/

Activities/Assessment:

Great work on the activities and assessment everyone! Your activities clearly relate to, and assess, your learning outcomes. I appreciate that you incorporated a lot of formative assessment before doing a final summative assessment piece. In addition, I can see various forms of interaction taking place throughout you plan which include student-student interaction, student-teacher interaction, and interaction with both materials and technology. Your use of technology is concise and shows clear benefits including the advantages it has for inclusive learning. I think your activities and assessment are very strong!

Spelling and Grammar Corrections:

– Lesson 1 activity (a) description: comma after “When the student’s demonstration of measurement is correct”

– Lesson 1 activity (b) description: “In the same groups of 3-4 students will each find four items that will fit into a pencil box” – perhaps consider rewording? You could switch this to say, “each will” instead of “will each”.

-Lesson 1 activity (b) description: comma after “Once the students have their list”

-Lesson 2 activity (a) description: remove the “a” before teacher-led slides in the first sentence Lesson 2 activity (a) description: In the last sentence, add in “the” before saying Nearpod cork board feature

-Lesson 3 assessment: “Throughout the lesson there are a number of formative assessment tools, such as answering prompts on a corkboard and answering questions on short quizzes in the app.” – comma after lesson, no comma after tools

Final Comments

I love the template you guys used! Is there any way you could share the blank template with me for future reference?

This is a really great lesson plan. Your activities are fun and hands-on which I think will really draw the students in. I particularly like the creating a zoo activity. I think you guys made really good use of technology and made sure to address inclusion every step along the way. I think if you touch up your learning outcomes your resource will be full proof and ready for use!

Photo Credits: Header photo by Icons8 Team on Unsplash

April 2, 2021

This week we skipped are regular class on Tuesday in order to partake in an EdCamp on the Wednesday. This was such a cool experience! There was people from all over the place that attended from students to experts in specific topic areas. It was quite intimidating as it was my first time doing something like this but it was super cool and I would love to do it again. Now that I have done one, I think I would be more prepared and less nervous if I did another one.

Originally, I started by joining the inquiry based learning room as this is something I am super interested in. This room was full of people that I did not know and was extremely intimidating. Everyone else in this room seemed to know each other and were chatting and I was kind of off in the corner by myself just listening. The others in this room all seemed to be older than me and were talking about their upcoming practicum. Their conversation was pretty focused on this and inquiry based learning in terms of their approaching practicum which was not really the conversation I was looking for; so, I decided to utilize the hopping rooms to my advantage and switch to a different room.

The next room I joined was the “how to survive your first practicum” room. I came into this room in the middle of a conversation so I just listened but the one piece of information that really stood out to me was a tip that an educator shared. She said the when you are on practicum you should do whatever you can to get involved in the school community. She recommends doing things like coaching, chaperoning a dance etc. Anything you can do to get involved in the community, make connections, and get your name out there. I thought this was genius and really took this tip to heart for future reference. After this tip, there was a call out for some people in the overflow room to join the original room. Since I had shown up late and was not super immersed in the conversation yet, I decided I would jump to the other room so some of the people that were more involved in that conversation could stay. I switched over and one of the ladies immediately engaged me in conversation. It was kind of intimidating but she was super awesome. We talked about a spread of things before more people began to joint the room from what I talked about in the other rooms to first impressions with teachers and students to some of our personal interests to simple things like what to wear to practicums. Once a few others had joined, we began talking about first impression strategies with students. Some of the ideas shared about how to make a good first connection with students included creating a video about yourself to share, creating a quiz about yourself that students would take etc. Basically, you need to establish a relationship in that first day with students and let them see that you are human too.

Lastly, I jumped over to the indigenization of curriculum room before I had to take off a couple of minutes early to make it to an appointment. I did not have much time in this room but in the time that I did have I got a couple of useful tips. One woman suggested really utilizing the FPPL. She said that when using these principles, it is important to make reference to where they are showing up and how for students. This gets them familiar with the language and principles and allows them to see how we are actually utilizing the principles in learning. She also mentioned that including FPPL of every lesson when you are creating should be something we do. Overall, the FPPL can not just be “a poster on the” and as long as we are trying and have humility, people will answer you questions and respond to you trying your best.

In conclusion, what a crazy experience. It was not at all what I expected but it exceeded my expectations. I would definitely do this again and consider running one one day. I think the benefits are undeniable. As one final note, the resource documents that we now have are also a perk. Such a great tool for us to have in the future! I have linked the doc for future reference and so I can dive into some of the topics I did not get to make it to deeper!