My Learning Portfolio

This week, we explored the intersection of technology and outdoor education, something I hadn’t previously considered as a natural pairing. Typically, I associate outdoor education with stepping away from technology, but this class challenged that perspective. Kristen Pierce introduced us to various ways technology can enhance outdoor learning, making it more interactive and engaging for students.

During the first half of the class, Kristen shared different digital tools that can be used to support outdoor education. One that stood out to me was the use of Google Earth to introduce students to the places they will be exploring. This approach can provide context before an outdoor excursion, helping students visualize landscapes, ecosystems, and cultural landmarks. I also found it interesting how historical videos can be used to show how land has changed over time, sparking discussions about environmental changes, urban development, and sustainability. Additionally, I really liked learning about websites that provide wordlists for Indigenous languages, allowing students to connect with the land through its traditional language and history.

For the second half of the class, we visited Finnerty Gardens and took part in a QR code scavenger hunt. While I’ve done scavenger hunts before, I had never used QR codes in this way, and I found it to be a simple but effective way to engage students with their surroundings. Even though I was able to find all of the QR codes quickly, we still enjoyed taking our time exploring the gardens and observing the different plant species. The signs providing information about each plant were especially interesting, as I often see these plants in my daily life but have never known their names. This activity made me think about how technology can be used to help students develop curiosity about their environment while still allowing them to be physically present in nature.

Overall, this class helped me see how technology can enhance outdoor education rather than take away from it. I can see myself using activities like the QR code scavenger hunt in my future teaching, possibly incorporating mindfulness exercises or subject specific challenges along the way. This experience reminded me of the importance of balance technology can be a valuable educational tool, but it’s just as important to step back and appreciate the natural world around us.

This week, our class had the opportunity to engage in discussions about technology and inclusion with guest speakers Kaori and Neesha. One of the most impactful moments for me was an activity at the beginning of the session. Each of us received a piece of paper in one of three colours green, blue, or yellow without any explanation. When the activity began, Kaori asked those with blue papers to raise their hands and announced that they would only be able to listen to half of the presentation before leaving. Then, she had the students with yellow papers raise theirs and told them they were fortunate to stay for the entire session. Finally, those with green papers were told they would not be allowed to participate at all. At first, I was confused and even a little relieved when I realized I had a yellow paper, meaning I was part of the “lucky” group. However, my relief quickly turned to discomfort when I noticed that many of my peers were being excluded through no fault of their own. Kaori then explained that this was meant to simulate what discrimination and exclusion feel like.

What stood out to me most was how easy it was to detach from those I didn’t know personally. However, as soon as I saw my friends being excluded, the reality of the situation hit harder. It made me realize how important it is to foster empathy in students by allowing them to experience, even in small ways, what exclusion feels like. This activity could be a great tool in the classroom to introduce discussions about discrimination, privilege, and fairness. It also highlighted how people do not choose to be excluded just like we didn’t choose our paper color, many individuals don’t choose the circumstances that lead to their marginalization.

I found this presentation very meaningful from BCEdAccess, which focused on inclusive and accessible education. This discussion resonated with me because I have firsthand experience with the IEP process. As someone with dyslexia, I went through the process of being assessed and receiving accommodations but was not formally informed that I had dyslexia until I was in grade 12. Looking back, I realize how confusing it was to receive extra support without fully understanding why. I believe teachers should consider checking in with families to ensure students are aware of their learning needs and the purpose of their accommodations. I was always paired with the students who had EA’s instead of getting to choose my partners. I went through reading programs all through elementary but never understood why I had to but no one else in my class did. These kinds of situations kept happening till about grade 9 when my parents and I started the process of getting me assessed. There is such a negative stigma behind the acknowledgement of learning difficulties or disabilities that even my parents were in the dark about my situation until we went outside of the school for help. In all my years of school no one ever suggested to my parents that this could be a possibility until I started seeing a counselor in high school.

One challenge for many students with IEPs is the social stigma associated with receiving accommodations. I remember struggling to explain why I got extra time on tests when my peers questioned me about it. It felt disheartening that most of my teachers never hinted at it or supported me and even after being diagnosed a lot of teachers still struggled to understand my accomodations or how to shift their lesson plans to support them. Additionally I feel that if teachers helped students develop simple explanations for their accommodations, it might reduce some of the anxiety and resistance around using them. I also find there is often a misconception that students with IEPs are less capable academically. Some of my high school teachers questioned why I had accommodations since I seemed to understand the content but was at most receiving around a B, but as the BCEdAccess speakers pointed out, accommodations don’t mean a student is less intelligent they simply provide the necessary support to help them succeed. This point really resonated with me because as my school became aware of the efforts we were taking outside of school, and started implementing them in school there was a noticeable difference. I went from around a C+ average to honor roll and honorary distinction in several subjects.

A new concept I learned during the presentation was intersectional identity. It was eye opening to consider how different aspects of a student’s identity such as race, gender, and disability can overlap to create unique experiences of privilege or marginalization. This is something I want to be more mindful of as a future educator, ensuring that my approach to inclusion acknowledges the complexities of each student’s background.

I found this discussion reinforced the importance of fostering inclusive classrooms where all students feel valued and supported. Through activities that build empathy and by ensuring students understand their own learning needs, we can create a learning environment that not only accommodates differences but celebrates them.

This week, our lecture focused on the role of AI in education, a topic that I have mixed feelings about. While I recognize the potential benefits AI offers in the classroom, I also have significant concerns, particularly regarding its environmental impact and ethical implications. I appreciated that the lecture did not simply promote AI usage but instead provided a balanced perspective on both the advantages and challenges it presents.

One of the most thought provoking discussions was on AI’s accessibility and efficiency. AI can serve as a powerful tool for both students and educators, providing quick information, assisting with lesson planning, and even helping generate reports or emails. These aspects of AI could potentially save educators time, allowing them to focus more on student engagement and instruction. Additionally, AI generated images can be useful when specific visuals are needed but cannot be easily found elsewhere.

However, despite these advantages, I find myself hesitant to integrate AI into my personal and professional life. One major concern is AI’s environmental footprint. AI requires a vast amount of energy and water to function, and its reliance on rare metals raises sustainability issues. As someone who actively tries to reduce their environmental impact in daily life, I struggle with the idea of using AI when I know it contributes to these issues. I believe that more research and innovation should be directed toward reducing AI’s carbon footprint before we fully embrace it as an everyday tool.

Beyond the environmental impact, AI also raises ethical concerns. The issue of plagiarism is particularly relevant in education AI generated content often lacks proper citation, making it difficult to verify sources. Additionally, AI has been developed primarily from a Western perspective, which can result in biased or incomplete information about non Western cultures and histories. This bias can lead to misinformation or reinforce existing inequalities, making it essential for educators to critically evaluate AI generated content before using it in the classroom.

Another concern is the potential for AI to replace human jobs. While AI can streamline tasks, there is a fine line between using AI as a tool and allowing it to diminish opportunities for professionals, such as artists, writers, and educators. For example, AI generated art has become increasingly sophisticated, leading some companies to rely on AI rather than hiring human artists. This shift raises questions about the value of human creativity and the ethics of replacing skilled professionals with technology.

Ultimately, while I see AI’s potential benefits, I am not comfortable using it in its current state due to its environmental impact and ethical concerns. I do, however, acknowledge that AI is becoming an integral part of modern society, and as a future educator, I will need to guide students in its responsible use. I hope to see advancements in AI that address these challenges, making it a more sustainable and ethical tool. If AI technology evolves in a way that minimizes harm to the environment and ensures ethical integrity, I may reconsider my stance and incorporate it into my teaching practice. Until then, I will remain cautious and critical of its use.