ETL523: Assessment 2 Part B Critical Reflection blog post

At the time of writing this final reflection, our school returns to virtual learning at a 2/3 capacity. I believe that one day I will look back on this time, the time of the COVID-19 pandemic, and see it as a true factor in speeding up an already ever-changing technological and interconnected world (OECD, 2020). Something that stood out to me during this course, interacting with my fellow students, and during Assessment 2, was how lucky I am to be teaching in a context that is so well equipped with technology and has access to Read More …

ETL402 Assessment 2 Part B: Final Critical Reflection

This course gave me the foundation of literary learning pedagogy, that in retrospect, was lacking from the literature in the digital environment course. I feel more confident in my pedagogies using literary texts to promote student learning and advocate for their use to teachers and colleagues I work with. The learning outlined in this course has given me more of a powerful overview of different genres of texts and their capabilities for learning across many different subject areas, as well as extended learning about social issues, culture, and global issues. I have learned about the Read More …

Experiencing Digital Literature Part B: Critical Reflection of Digital Literature Experiences

“We find these digital picture books to be the most exciting innovation in literature for children in a long time—and also the scariest” (Yokota, & Teale, 2014, p. 577). What makes a good digital text, what counts as one, and what purpose do digital texts serve? During this assignment my idea of what counts as digital literature has expanded drastically. A main point I found was that there are blurred lines between defining modes of digital literature. Biancarosa and Griffiths (2012) confirm that terms such as e-book and e-reader are not always used, and that Read More …

INF541: Game based learning Part C Reflection

Part C: Reflection When I first posted the Assessment 1 blog task for this course I never would have expected to be sitting here in my study on a Monday (instead of teaching in my classroom), undertaking my 10th week of online teaching and learning for my first-grade class. Google Meet and online platforms have become our new educational normal. If we are ever to have an opportunity to reshape what education means and can look like in the 21st century the time is now. The use of games for the development of 21st-century skills Read More …

Assessment 7B: Critical Reflection. Self-awareness and a need for change.

My mindset in regards to technology, while as passionate as ever, has expanded dramatically over the course of this subject. With my background in Early Childhood Education, I began to make connections from the videos and readings on 21st-century learning (John Seely Brown, still an awe-inspiring favorite) to Play-based curriculum methods. One such method is the teacher in the role of a coach or a facilitator of play (Frances Hanline, 2010). Starkey (2011) also mentions the moving away from “teacher talk” to the role of coach so the teacher is readily available to help aid Read More …

Reflection 1

Module 1- The Information Environment has taken me on a roller coaster of emotion, related tangents and rabbit holes whilst also allowing me a good amount of connections to my own life and experiences so far. Beginning with the history of the web was interesting because for me as it was not a story I knew and Tim Berners-Lee was not a name I knew. As someone who was born after the inception of the World Wide Web, to me the internet and the use of it felt sudden. Perhaps this is because I was Read More …