Tag: collaboration

Assessment 2 Part B Critical Reflection Blog Post

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Prior to participating in the course learning, I did not have a full understanding of what digital citizenship is or what it looks like in an elementary school system. I understood that digital citizenship did not get the attention or the focus of the other 6 C’s – collaboration, creativity, communication, critical thinking, character, and digital citizenship. I noticed over that digital citizenship resources were lacking in the school board and educators, including myself, did not truly understand digital citizenship. I am now confident that I understand digital citizenship practices and the next steps that are required to improve digital citizenship at the school board.

As the Technology Enabled Learning Teacher Contact for the school board, I am considered the leader who promotes the effective integration of technology into the classroom. Over the last three months, I have made great strides to create digital citizenship awareness among educators and students. During Catholic Education Week, I facilitated a Digital Citizenship poster contest connected to the Catholic Graduate Expectations. Students were asked to select one of the Catholic Graduate Expectations and interpret what that looked like as a Digital Citizen. Students also practiced their digital literacy skills that posters were completed using digital tools.

The week of May 24 – 28 was deemed Digital Literacy Awareness Week. To promote digital literacy skills across the school board I created a choice board that promotes digital citizenship resources and games. A live Youtube event was held May 20 with Cobblestone Collective to promote students promoting the skills they have within the Digital Learning Environment (DLE). Parents were invited to attend the event with their students to learn how to create a video tutorial. Students were challenged to create their own video tutorials to share with their parents and teachers about the favourite tool they use in Google. The video and slide deck is will be shared with teachers to share and promote in their classrooms the week of May 24 – 28th.

Another step forward was obtaining approval to purchase a collection of primary and junior books to be kept in each school’s library. As I was conducting research for both course assessments I learned that there are not many digital citizenship resources available for the primary division. I was able to collate a list of 15 picture books that support educators integrating digital citizenship practices into the primary classroom.

Where do I go from here, what is next and how do I continue to move forward promoting digital citizenship across the system. One large project that I will be undertaking is creating a digital citizenship course within D2L Brightspace, Ontario’s Virtual Learning Environment. I would like to develop a course that enrolls all educators within the school board will be enrolled as students. The course will include information about school board policies and procedures, teaching resources, digital citizenship lessons, best practices for digital citizenship, ministry resources, Catholic Graduate Expectations, and professional development opportunities. The course will appear on the SNCDSB Hub landing page. The benefits of developing the course will include teachers learning more about digital citizenship practices but it will also positively impact their ability to navigate with the VLE. Currently, the VLE is only used as a landing page and a curation tool for resources and digital artifacts of learning. Educators will experience firsthand the functionality and features of the VLE.

In my first blog post for the course, I indicated that I would become more active on Twitter to actively participate rather than solely being a consumer. I have increased the number of posts I have noticed an increase in participation with educators across the school board as well. I have begun to feel a sense of community through Twitter as my Professional Learning Network.

Finally, I will advocate for a dedicated professional development day for educators, centered on technology integration, digital citizenship, and digital literacy skills. I will work closely with the leads within the school board who have do have dedicated professional development days to collaborate about how I can work with teachers, offering technology integration sessions.

 

Module 6 Professional Responsibility

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What is my leadership approach to education? Am I a connected educator who strives to leverage technology to impact education globally in a flat environment? What is my next step as an educator in Ontario, what is my professional responsibility? These questions came to mind during my readings in Module 6. Many of the ideas are not new, as I have encountered these topics, ideas, and philosophies throughout my studies. However, nearing the end of my Master’s work, I find myself considering where am I and what is my next step in terms of professional responsibility.

Without a doubt, I would consider myself a leader within the board. I am one of six board-level leads. I am the only board-level employee who supports technology exclusively. However, I have been working with the board leads, so they are moving forward with their digital literacy skills within their roles. I see myself as a coach, I support my peers. I am open to learning from mistakes and others within the board. I look to classroom teachers to support my learning, as I do not have a classroom of students of my own to try new technology tools, resources, or software with. I have to lead the board through new models for professional development, student workshops and expanding technology access and functionality within the board. I do not have the ability to influence curriculum reform, however, I can advocate for programming and professional development initiatives.

I see my next step towards becoming a stronger global connected leader is to expand my professional learning network. I need to open my mindset to intentionally consider the global perspectives to issues affecting learning using digital tools and technology. I can do this by networking with others beyond my school district, province, country, and even continent. I appreciate reading articles about school systems overseas, however, I am reading it through the lens of an Ontario educator. I need to practice being more aware of others’ perspectives, barriers, and learning conditions.

Assessment 1 Proposal Digital Citizenship Guide

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Topic/Focus Point: Best Digital Citizenship Practices in a Digital Learning EnvironmentEducators in a K – 8 School Board

  1. What is a Digital Learning Environment and how to design it?
  • What is the real context of the digital learning environment?
  • How can learning spaces be personalized to learning needs?
  • How do you design and manage a digital learning environment?
  • What are the basics for setting up a digital learning environment?
    • Digital literacy and information fluency
    • Balance – opportunities and responsibilities, sense of community and wellbeing 
  • What are the best organizations globally to support the DLE and digital citizenship?
    • DLE
      • Google
      • Teachers Pay Teachers
      • Boom Cards
  • Networks (Wikis, Blogs)
    • Networking (PLN) and collaborating using social media
      • What does ‘networked and connected learning’ mean?
      • How can we effectively and safely harness social media for connected learning?
        • Twitter
        • Pinterest
        • Facebook Groups
    • PLE 
      • Curation
  • Communities
  1. What is responsible for Digital Citizenship in a Digital Learning Environment?
  2. Why does Digital Citizenship matter in a DLE?
  • Student learning styles and outcomes
    • New literacies (digital text is different)
  • 6 C’s
  • Validating Online Sources
  • Making Community Better
  • Filtering

  1. Digital Citizenship Teaching Focus in a DLE
  • Technology fluency
  • Communication/Collaboration
  • Research/Information Fluency
  • Problem Solving
  • ability to practice and advocate online behaviour that demonstrates legal, ethical, safe and responsible uses of information and communication technologies
  • Network awareness
  • Etiquette & Respect
  • Safety, privacy, copyright and legal
  • Habits of learning
  • Literacy and fluency
  1. Best practices for digital learning environments
  • What does responsible learning look like using digital tools?
    • What are the best organizations in Ontario to support DLE and digital citizenship?
      • eCommunity
  • Student-Centred, Experiential, Holistic, Authentic, Reflective, Expressive, Social, (Kemker, K. (2005). The digital learning environment: What the research tells us. Apple White Paper.)
  • Flipped Classroom
  • CoP
  • What are the best practices for encouraging responsible learning when using technology?
    • Internet safety/cybersafety
    • Creative commons and ethical use of the internet
    • Copyright and plagiarism (Free Use)
    • Personal reputation and digital footprint
  • Engage parents in digital citizenship learning expectations
  • Use digital textbooks ie. Edwin, Digital Subscriptions vs. photocopying
  • Citing images and information used in lessons
  • Content curation – Google Drive, Portfolio 
  1. Resources to Support Educators learning/practicing Digital Citizenship in a DLE
  • Digital Citizenship Resources for Educators in Ontario
    • Ontario VLE
    • Media Smarts
    • Digizen
    • Common Sense Media
    • ConnectED
    • Online Safety Guide

I am thinking that the web guide for elementary school educators, Kindergarten to Grade 8. The guild will promote educator digital citizenship in a digital learning environment. It will outline the components of digital citizenship to consider in the elementary classroom. The web guide will create awareness for educators’ to understand why a software request policy and the procedure need to be implemented and followed. I will be drafting a board-wide policy and procedure and include this as an appendix to the web guide.

The research and content will draw from Ontario Ministry of Education documents as well as Canadian publications. I will explore how each of the criteria listed below through the lens of Ontario and Canadian research, resources and interactive games.  

I am thinking that the artifact will be a video that outlines educator best practices and resources that can serve as a “best practice” sample tour. A virtual walk-through of a DLE that includes all the components and criteria outlined above.  

Module 3 The Digital Learning Environment

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I understand the digital learning environment (DLE) to be where and how learning takes place using technology and software platforms. The DLE for the school board I work for includes Google Apps for Education (GAFE). Students are able to collaborate using Google Docs and Slides. The student is assigned their lessons and submit their assessments through Google Classroom. Students communicate using the Stream on Google Classroom, Google Hangouts and meet synchronously when in Remote Learning through Google Meet.

The DLE also includes an accountability platform to monitor students’ digital activity. GoGuardian is a Chromebook management tool that allows educators to monitor where students visit, what work they do and control their device in real-time. Teachers can pull up a tab on students’ screens, close tabs, lock the device, block websites and manage students’ tabs. This supports educators teach digital citizenship. Without a platform such as this, students can be left to their own “devices” literally, without formal consequences. When students are learning remotely, taking away a student’s device is not an option.

The DLE for the school board also includes D2L Brightspace or Ontario’s VLE. The VLE holds curated resources for educators and students to learn from, digital games to interact and websites to serves as reference material for lessons, curriculum content, lessons and much more. Student’s digital portfolios are held within the SNCDSB Hub, the VLE. Students are loaded into classes through the student information system. This allows for seamless and secure access to upload artifacts of learning. Students are able to provide reflections, strengths and next steps for learning.

Support students being responsible digital citizens is not an easy task. I believe the biggest hurdle for educators is that digital citizenship not be a well-known concept. Students need to learn in a supportive environment that corrects behaviour but allows students the freedom to explore and engage in a way that provides them with an authentic learning experience. Students should not learn digital citizenship practices theoretically without the opportunity to apply the learning in a DLE.

A DLE can also include social media. I currently use Twitter to share my work in the classroom with the broader community. I also follow educators who inspire me, provide hands-on learning experiences through STEM, makerspaces, coding, robotics and 21st-century learning. I follow educators who will provide me with a spark, motivation, encouragement or inspiration. I learn from educators in the field. My next step in the social networking arena is to comment on others’ posts, rather than just retweeting or liking a post. However, my DLE does include social media.

Module 2: Digital Futures, Digital Scholarship

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Digital Futures
Digital futures encompasses how technology is shaping the future of education. Technology has a large role to play in student learning and teacher practice in both physical and virtual classrooms. Digital resources, educational games, cloud-based computing, online textbooks are key components of digital futures. Reading, writing and arithmetic as the primary means of education has developed to reading comprehension, information literacy skills and develop critical thinking skills to challenge crowdsourcing.

Technological advancements has lead to the evolution of mobile learning. Mobile handheld devices that are connected to the internet through a wireless connection to Web 2.0. Devices now have GPS tracking, the ability to immediately share informaiton on Web 2.0 through social media and create videos and annotate photos. These affordances have changed how actors within the education field learn and teach (Wright & Pachoma, 2011).

To prepare students for the future, students need learning opportunities that foster collaboration, active learning through participation, developing their online identity through networking, social media and digital citizenship. According to Siemens (2005), chaos is a new reality it is then necessary for actors to recognize patterns, make meaning and connections between data sets and networks.

New learning structures where students design their own learning path through self-organized learning environments. The teacher becomes a facilitator, prompting students and supporting students’ inquiry. Wegner (2011) has termed this learning environment peerology. Students practicing petrology create their own knowledge, complete missions rather than assessments, ask each other questions and are self-motivated.

Web 2.0 has amplified how students learn, access resources, tools and participate through the learning medium. The internet offers educators and students the ability to learn in ways that in past were not possible. The expanded learning community removes geographic barriers, to allow interaction and collaboration beyond the physical classroom or school walls. The internet holds and retains information for learners, actors are not required to memorize content, we just Google it. This frees up brain space or higher-order thinking, creativity and innovation.

Teacher practice influences the learning culture within the classroom. It is essential for teachers to co-learn with students. They are no longer the knowledge holder, keeper and disseminator. According to John Seeley Brown, teachers must foster curiosity to motivate students to pull information for Web 2.0, rather than stuff students with knowledge.

The ability for educators to participate in creating content and share it online is through a posture of openness. Sharing within a community of practice or through creative commons licencing, educators have the power to be innovative creators. Through communities of practice, educators solve problems and share resources through social media, blogs, wikis within their network. Power is disseminated to educators who have a different perspective than those who work for large proprietary businesses.

For educators to move from traditional practices to the digital future, educators need to consciously and intentionally decide to commit to sharing in a connected and open environment. Establishing an online identity to connect to professional learning networks and develop a community of practice through digital tools. Educators can then confidently model to students how to create their own online identity (Corneli, Danoff, Pierce, Ricurate & MacDonald, 2016).

Digital Scholarship
Educators and students can deepen and share learning blogging online. Blog links can be commented on and shared through social media platforms. Learners can challenge each other’s thinking through commenting and questioning other’s posts. The learning and collaboration are expanded through a wider community having access to learning and sharing. Digital networks are open and democratize learning and study. Rather than sharing knowledge through the formal traditional publishing process, scholars can immediately “publish their thinking”.

Digital scholarship can be viewed through Boyer’s four core components – discovery, integration, application and teaching. Through these ideas, scholars can enhance their learning and knowledge creation using digital platforms. Digital scholars are active participants and shift to a model of open practice. New policy developments have lead institutions to open up learning environments through open education resources and massive open online courses. Digital scholars develop a network identity that supports sharing and collaboration. Finally, teaching through online blended platforms that support digital and face to face learning (Weller, 2018).

References

Corneli, J., Danoff, C. J., Pierce, C., Ricuarte, P., & Snow MacDonald, L., Eds. (2016). The Peeragogy Handbook (3rd ed.). Chicago, IL./Somerville, MA.: PubDomEd/Pierce Press. Retrieved from http://peeragogy.org

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(10), 3-10. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm

Weller, M. (2011). The digital scholar: How technology is transforming scholarly practice. A&C Black. Available under Creative Commons through Bloomsbury Open Access, as well as print and Kindle https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is-transforming-scholarly-practice/ch1-digital-networked-and-open

Weller, M. (2018). The Digital Scholar Revisited. The Digital Scholar: Philosopher’s Lab, 1(2), 52-71. Retrieved from https://www.pdcnet.org/dspl/content/dspl_2018_0001_0002_0052_0071

Wenger, E. (2011). Communities of practice: A brief introduction. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/11736

Wright, S., Parchoma, G. (2011). Technologies for learning? An actor-network theory critique of ‘affordances’ in research on mobile learning. Research In Learning Technology, 19(3), 247-258. doi:10.1080/21567069.2011.624168

 

Module 5: Pedagogical affordances of digital games

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Prior to this course, I hadn’t considered how digital games support student learning. I noticed that students enjoyed playing educational and non-education digital games. The mechanics and features of digital games provide students with an interactive environment to learn. Students receive instant feedback, can learn through trial and error or collaborative problem-solving.

Through this module, I learned about how game design can hone different skills. I see parallels between the different game genres and the digital game implement in the school board where I work. Reflex math, for example, is a linear game that promotes drill and practice skills. Kahoot is a competitive game where students can play as individuals or on a team. The leader board, the timing music and count down as well as the race to get the correct answer in the quickest time make the game competitive.

Games foster a number of skillsets for the player. Students are able to learn academic knowledge while refining their fine motor skills and problem-solving abilities. Depending on the content area, digital games can facilitate learning through Bloom’s taxonomy of learning, beginning with knowledge and comprehension, application of knowledge, analysis, synthesis and evaluation of information and data.

As I begin to think about developing games for implementation in the Kindergarten to Grade 8 school board where I teach, I consider how do I meet the needs of all students learning styles, facilitate cooperation and teamwork. Games inherently motivate most students, but the students who may lack the confidence to engage, how do I motivate them to take a risk and enter into the arena of learning through play.

I wonder, what is my next step in terms of implementation game-based learning. How do I create a movement of students learning through play? I can see the engagement and excitement of students when I have the opportunity to facilitate a learning activity using digital mediums such as Kahoot, or code a game using Scratch. I understand educators’ concerns about how is student learning assessed through game-based tasks? Do educators need to be engaged in their practice to engage students? How is an educator’s curiosity sparked to consider adding new learning mediums and tools?

Module 3 The characteristics of effective digital game media

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Video games are so much more complex than I gave them credit for. I understood graphics and good gameplay were important features but didn’t notice how video games are an art form. Within video game design, rich meaning and parrels to literature and events occur. The player of the video game sees what they want to see from their prior knowledge and experiences – similar to an art piece. The game’s meaning and the player’s decisions are directed by the player’s view and connections to the game. https://www.youtube.com/watch?v=7S1SVkysIRw

Implementing gamification in the classroom can support students’ achievement and motivation. Changing the way grading is done, can provide students with an attitude of continuous improvement. Rather than starting with an A+ and losing points, if teachers started all students at 0 and gave them points for what they did achieve, it changes students’ work ethic. Providing students with agency in the class teaches students that they have control over their own learning journey. In games, there is a choice and result cycle, implement this cycle into the classroom provides students with immediate feedback and a safe environment to make mistakes and try again. To foster student engagement, teachers can implement games or challenges that will reward students with bonus opportunities for higher achievement. The extra credit challenges will provide students with the opportunity to complete self-directed learning outside of the school day. Challenges or problems will promote curiosity and contextual information to expand exposure to experiences and topic areas. https://www.youtube.com/watch?v=MuDLw1zIc94&list=PLhyKYa0YJ_5BIUqSDPmfBuKjTN2QBv9wI

Teachers can take game-based learning to the next level by challenging students to be digital game creators. Creating a game is a much more robust activity, than playing a game. Students will need to determine what the goals of their game are while they consider the player’s experience through the game mechanics. The students will need to illustrate the game environment and develop characters. These skills are rooted in literacy and utilize digital tools. Students will have the opportunity through game development to learn coding languages, persistently debug their game Additionally, students will be refining 21st-century learning skills- creativity, collaboration, communication and problem-solving skills. Using games to explore social justice issues is a deep and inviting way for students to learn.

I have learned through this module that games are a rich, robust medium to engage and motivate students in their education. Student learn by doing and participating. Any teacher can implement games into their classroom – board games to coding. I love the question posed in Mindshift guide to digital games “what if engagement was an absolute critical condition for learning?”

References

‘Extra Credits: Gamifying Education’ (YouTube | 6:27 mins) | https://www.youtube.com/watch?v=MuDLw1zIc94&list=PLhyKYa0YJ_5BIUqSDPmfBuKjTN2QBv9wI

‘Game Theory: Is Link Dead in Majora’s Mask?’ (YouTube | 12:41 mins) | https://www.youtube.com/watch?v=7S1SVkysIRw

Shapiro, J., SalenTekinbaş, K., Schwartz, K., & Darvasi, P. (2014). MindShift guide to digital games+ learning. Games and Learning Publishing Council. Retrieved from https://a.s.kqed.net/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf

Module 1 Principles and Theories of Game-Based Learning

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Game-based learning is not a new idea for me, I have witnessed the benefits of students learning through games such as Reflex Math, Kahoot and Prodigy. However, the idea of students learning through video games is a new concept. Prior to engaging with the readings through this first module, I hadn’t considered that video games could be a medium for students to learn through. My perception is that video games are an entertainment piece that can become addictive and a waste of time.

I am not a gamer, most of my gaming experience occurred during the first fifteen years of my life. I was given the original Nintendo and enjoyed playing Mario Brothers, Duck Hunt and Tetris. I played these games with my family and friends. During high school, I either lost interests or didn’t have time to play due to school, work and sports occupying most of my time. I remember the sound effects of the games bringing great joy to my heart as I different sounds signalled a “win” or being awarded a number of points. The sounds let the players know that victory or failure is been achieved.

I see the value in students playing a game such as Minecraft to support collaboration, problem-solving, critical thinking, organization, creativity and spatial sense. Students seem to be engaged in playing the game. My children don’t play video games, but they do enjoy playing educational games. My children have not had the opportunity to play video games, so they may enjoy them if provided with the experience.

I can also see the connection to how a video game based on the written text can extend a story. Video games include character development, setting creation, plot and diverse conflict or tension. I see how students are intrinsically motivated to play video games, may students talk about the video games they play at home often during the school day. How can we as educators create that spark for our students to engage in their education? Are video games the answer to motivate and reach today’s students?

Assessment 3 Topic Proposal

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I am proposing to create a journalistic feature article using the video creation program WeVideo. The purpose of the video is to capture the story of a school’s physical transition from a traditional learning environment to a 21st-century learning space with flexible seating.

The school board selected a remote Northern school to be the first of the nine schools within the board to transition. I would like to capture the principal, teacher and students’ voices about how they faired through the transition. Since the transition was board directed I would like to give those directly impacted a voice to share how it has impacted teaching practice and student learning. I believe that the video article will consolidate the transition and provide the school board with valuable information to inform future transitions. The impacted principal, teachers and students will also have closure to the project as they will have an avenue to voice their successes and struggles to the school board regarding physical classroom transitions.

The video article will be shared with senior administrators and school board trustees at the October board meeting. The video will support the leadership team planning and improvement in future school transitions from traditional learning environments to flexible learning spaces. The video will also be shared with schools within the board who are undertaking a similar project to support educators and students.

I would like to ask the school principal the following questions.

  • What were your initial thoughts and feelings when you learned about the flexible seating transition at your school?
  • What have you noticed about teaching practice as a result of the transition of the physical classroom space?
  • What have you noticed regarding student behaviour since it transitions to the physical learning environment? 
  • What have you noticed about student learning since the transition?
  • What were the challenges you encountered during the transition and what would have improved these challenges?
  • What needs to be done to support students and educators to fully benefit from the flexible seating in the school. 
  • Please share any final thoughts or ideas you may have regarding flexible seating transitions in schools.

I would like to ask the teachers the following questions.

  • What were your initial thoughts and feelings when you learned about the flexible seating transition at your school?
  • How has the classroom transition affected your teaching practice?
  • What have you noticed regarding student behaviour since it transitions to the physical learning environment? 
  • What have you noticed about student learning in the flexible seating classroom?
  • What were the challenges you encountered during the transition and what would have improved these challenges?
  • What needs to be done to support students and you as the educator to fully benefit from the flexible seating in the school. 
  • What is your goal or dream for your physical classroom?
  • Please share any final thoughts or ideas you may have regarding flexible seating transitions at school.

I would like to ask students the following questions.

  • Were you excited when you learned you were getting new furniture in your classroom? Why or why not?
  • Did you have an opportunity to share what furniture you wanted in your classroom?
  • Do you like your new learning space? Why or why not?
  • How has new furniture helped you learn?
  • What are your final thoughts or opinions about the flexibles seating in your classroom/school?

 

Module 4 Globalization of Learning

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Education and student learning needs are evolving as technology advances. The internet has changed how society accesses, searches, retrieves and shares knowledge. Knowledge is advancing more quickly than in the past due to the ease of accessing and sharing information online, Students today need to learn different skills than required in the past. Students must understand how to use cloud computing, search the internet, analyze data, determine if a source is credible as well as how to use different tools, Chromebook, tablet, Google, Microsoft 360 and social media platforms to name a few.

The question then becomes have education systems advanced to meet the needs of students and society to prepare students for the workforce? In addition, due to globalization and the internet, students and parents are demanding that students have access to their courses, assignments, lectures, grades and resources relevant to their classes 24/7 through online platforms such as Google Classroom, D2L Brightspace and other Learning Management Systems. Education and learning are no longer restricted to the teacher and the school building, globalization of learning has removed barriers to student learning.

Big data is the idea that whenever we hook up to the internet our browsing, purchasing history is stored. Predictions are made, marketing schemes are developed and the computer knows what we want before we even do. There are pros and cons to big data. Big data supports personalized learning through analyzing what students are looking at, reading and how they respond to course material. This information can be analyzed and programming can be developed to support each student learning needs. However, big data doesn’t consider the whole student as raw data is just that, raw.

Additionally, programs such as Google Earth and Google Hangouts expand students horizons literally to collaborate and learn with students from anywhere in the world where there is an internet connection. Virtual field trips, online amazing races and learning from experts have experienced students foster globalized learning through online mediums.