Category: Weekly Reflections

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.

For this week we explored multimedia learning and tools to use as a teacher and for students for graphic creation. We discussed the multimedia learning hypothesis, which suggests that people understand concepts better when presented with both words and images rather than just text alone. To me initially this seemed obvious in a sense as this is the way I have always found I learn best. However in class we were shown demonstrations of how when multimedia is used effectively, that means it is more than just adding pictures. For example a simple photo helped with comprehension more than the text alone, but having detailed photos or diagrams were far more effective. In a sense it breaks up the text, aligning visuals with the text further enhances understanding.

This idea is rooted in the idea that humans process information through different channels such as visual and auditory. By utilizing both teachers can enhance student learning. To apply this concept, we explored various teaching tools, however in class we mainly focused on PowerPoint. I often used this software in high school but haven’t used it in many years. It was so interesting to see how it has changed as I now mainly use Canva. I was surprised to explore all of the new features such as the 3D images, how to add interactive videos, and text reveal boxes that are used to help engage students in discussions.

In class, I experimented with PowerPoint to see what I could create. While I enjoyed the experience, I found very quickly there were certain aspects I felt awkward or uncomfortable using, or I felt other software I have used works better. That being said I think it is a great software for students to learn and experiment with. It began to spark ideas of activities or exercises that could be done within the class.

This software is a great free alternative to a software like Canva that I mainly use presently. That being said I felt limited on PowerPoint, whether that was a combination of my lack of knowledge using the software or that when looking for specific features there was a large sense of uncomfortability. In result, after class I continued to explore the teaching from class to produce and design a logo for my website

For week 2 we were first asked to review a couple of resources on our Professors website. The first one I looked at was the discussion of Privacy and Safety, more specifically FIPPA, Privacy, and Consent Resources. After reading this resource and brushing through the suggested links I was able to put together a brief summary. As a public school teacher in B.C., you must comply with the Freedom of Information and Protection of Privacy Act(FIPPA) and guidelines set by the B.C. Office of Information and Privacy Commissioner (OIPC) when handling student information. This includes obtaining informed consent before using digital tools, especially those hosted outside of Canada.

Here are some key points I took away from the readings:

• School district policies vary: some school districts may prohibit or require the use of online learning tools hosted outside of Canada. Teachers should understand and follow their districts policies.
• Informed Consent is Essential: When using cloud based or online tools teachers must:
  • Name each tool specifically ( “Flipgrid” instead of just “blogging )
  • Ensure parents and students understand data privacy risks, including how data may be accessed outside of Canada
  • Document when consent takes effect and when it expires
• Legal Responsibilities:
  • Teachers act as public officials and must protect student and family privacy.
  • Privacy must always be respected, regardless of the reason ( legal protection or personal preference )
  • Even though the U.S. Patriot Act poses a minimal risk of accessing Canadian student data, educators must still prioritize data security
• Understanding Digital Privacy:
  • Be aware of how data moves through the U.S. based services ( Dropbox, Google, Apple, et. )
  • Use alternative methods if consent is not obtained to ensure student can still participate in learning.
• Digital Literacy & Online Citizenship
  • Teachers should model responsible online behavior for students
  • They should integrate privacy and digital literacy concepts into their teaching, as outlined in Section 4(b) of the B.C. Digital Literacy Framework

By following these guidelines, educators can integrate technology into teaching while protecting student privacy and complying with provincial laws. I found that while some of this information we were introduced to, I was partially aware of, most of it was new or more detailed information. I found the readings and additional links on this topic very informative as other than this class, the topic is only brushed on. I feel as though the biggest thing to keep in mind is the teachers responsibilities: Making sure to stay informed about OIPC, FIPPA, and Computing Guidelines, Recognize the importance of informed consent when using digital tools, Respect individual privacy choices and understand legal implications, Educate students about privacy and responsible online behaviour, and to Be aware of how digital information is stored and processed when using network tools.

In addition here is a brief summary of the key resources related to FIPPA, Privacy and Consent for educators in B.C.:

• OIPC B.C. – Privacy Guidelines: The official website of the B.C. Office of the Information and Privacy Commissioner, which provides guidance on privacy laws, including how educators should handle student data.
• FIPPA Legislation: The full text of the Freedom of Information and Protection of Privacy Act (FIPPA), outlining the legal obligations of public bodies, including schools, in managing personal information.
• BC Digital Literacy Framework: A framework that helps educators integrate digital literacy and privacy awareness into their teaching. It includes strategies for online safety, responsible internet use, and informed consent.
• Privacy Education for Kids: A resource from the Office of the Privacy Commissioner of Canada that provides materials for teaching students about online privacy and digital citizenship.
• Information Security Awareness – BC Government: A government resource offering best practices for protecting personal information, preventing data breaches, and understanding cybersecurity risks.
• Victoria School District Consent Process: An example of how a B.C. school district manages informed consent for using cloud-based learning tools, ensuring compliance with FIPPA regulations.

By looking through these resources I was able to gain valuable guidance for teachers in understanding privacy laws, protecting student information and integrating digital literacy into the classroom.

Additionally, after class I wanted to reflect on our visit from Jesse Miller. In class the main topic he discussed with us was the impact of social media and mobile technology and its impact on education. I found his lecture incredibly engaging and insightful. He emphasized on the significant role teachers play in teaching about the digital world. I found his points on AI in education very interesting. He explained how AI can be both a support tool for students and teachers. He highlighted its potential for lesson planning and student learning supports. I found this so fascinating to hear this perspective as most Professors I have experienced thus far are very against AI. I personally love using it to support my planning for work activities. For my job I work in a before and after school care facility and as part of my job, I plan our monthly calendar. It is great for assisting with creating themes, supply lists and even craft or activity ideas based on what I ask of it. I find it is a great starting point that I can further customize to fit the needs of our group. From what I have found, AI when used appropriately has the potential to be a useful and time saving tool. While many still view AI as a shortcut or a sign of laziness, I believe it is a smart and efficient way to enhance teaching. I believe that this could be a great tool to help curve the risk of burnout so common among teachers.

To read and learn more about Jesse Miller’s teachings, here is the link to his website: https://www.mediatedreality.com/

This week we were asked to first start by reviewing the ISTE Standards. I found that it provides a framework for effectively integrating technology into education to create high impact, sustainable, and equitable learning experiences. These standards are grounded in learning science research and practitioner experience, ensuring they reflect best practices in educational technology. For students these standards outline the skills and knowledge students need to thrive in a digital world, emphasizing competencies such as creative problem solving, critical thinking, innovation, and effective collaboration. For educators it provides a roadmap to design and implement technology enhanced learning experiences, fostering an environment where students can achieve these competencies. The ISTE Standards have been adopted by all U.S. states and many countries worldwide, noting its global relevance and applicability. It is available in 9 languages and are aligned with UNESCO’s Sustainable Development Goals, highlighting their commitment to advancing global educational objectives. My main takeaway was that by adhering to the ISTE Standards, educators can ensure technology is being used to create engaging, inclusive, and effective learning environments that prepare students for success in the digital age.

To read more about ISTE Standards you can go to their website here: https://iste.org/standards

To read more about UNESCO you can go to their website here: https://www.unesco.org/en

We then learned how to set up our websites and began personalizing them. Which is how you are here now, on my website, that will continue to grow and develop as the term goes on.

The final piece I want to reflect on is the film we were asked to watch, Most Likely to Succeed. This was a documentary filmed in 2015, directed by Greg Whiteley. It explored the shortcomings of the traditional education system and proposes innovative approaches to better prepare students for the modern workforce. The film specifically focused on High Tech High, a project based learning school in San Diego. In the school students engage in collaborative, hands on projects rather than traditional lectures and standardized testing. The documentary critiqued the conventional education model, which has remained largely unchanged and argues that it no longer meets the needs of a rapidly evolving job market. It highlighted hoe skills like critical thinking, creativity, and problem solving are more valuable than memorization. By showcasing the successes and challenges of students and teachers I found it truly sparks the discussion of reimagining education and encourages schools to adopt more student centered, experiential learning methods. The film served as a call to action for educators, parents, but overall policymakers to rethink how schools should be preparing students for the future. I found the film fascinating because it introduced a school model unlike anything I have ever experienced before. I found that it grossly highlighted the fact that the traditional school curriculum was designed for a past society and no longer aligns with today’s workforce needs, especially as technology eliminates many jobs. I agree that shifting education to focus on critical thinking, creativity, teamwork, leadership skills, resilience, learning from trial and error and develop GRIT would better prepare students for modern society. A key moment that reinforced this idea was seeing students’ test scores drop drastically after three months, emphasizing the need for meaningful, lasting learning rather than memorization of facts they will soon forget