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February 11th, we participated in a coding workshop that introduced us to the online hosted SCRATCH program. This program is geared towards introducing learners to the world of “coding,” although the extent to which we interacted with it could not rightly be defined as coding in the general meaning; as we were simply playing with predetermined, or pre-coded, functions. This is not to detract from the legitimacy of the program itself, and in fact I do believe after exploring other areas of the website that there are introductory programming language lessons one can participate in if they choose.

SCRATCH, in the capacity we interacted with it, does introduce learners to certain concepts which affiliate with coding. Concepts such as loops, conditions, and syntax build a portfolio of processes integral to coding which set learners in an ideal position once they start learning the actual language which makes coding possible. For these reasons, I think that SCRATCH is without question a very versatile program that provides many learning opportunities for learners of any age dependant on their interests and inclinations. I think it is also worth noting that the KCJ website which hosts SCRATCH, also has several other options under the Projects and Activities section including HTML, Python, and a section on AI and Algorithms. Personally, I found myself much more excited upon finding these sections.

If coding is a passion for a learner, and something they wish to pursue for either career or mastery reasons, Python is arguably the best entry point for beginners. It has the most accessible language, and according to several programming experts is quite easy to learn (Kolakowski). HTML is one of the leading markup languages for web-based scripting, and while incredibly difficult to learn due to its constantly shifting and adapting language, is more or less integral to developing any sort of coded project which accesses the internet. The fact that this website offers learners access to training in this capacity is, I think, truly remarkable and should be disseminated as wide as possible.

As far as my own use in the classroom; I can see a few potential options, however I am still up in the air for several reasons. I can see myself creating graphic and visual representations using the SCRATCH program; however in my own editing capacity I am much more familiar with other programs that suite my purposes completely. I can also see applications within the English and Social Studies respective curricula, however I question whether the introduction of learning a relatively complex program for the purpose of loosely playing with concepts is a productive use of time. Certainly, it could be made available as an option for students to use in projects they are participating in; but I feel like as far as my own lesson planning; I owe it to my students to be a bit more creative.

One thing that I absolutely intend to bring to my classroom from this resource is the section on understanding AI and Algorithmic functions. Personally, with the rapid and exponential shift/emphasis to digital “connectivity,” I think it is imperative that as an educator I practice due diligence in making sure that students understand both the overt, and passive functions of the algorithms and artificial intelligence they interact with almost daily. Immediately I begin to consider how units in both Social Studies, and English could be developed around internet security, privacy, manipulation, and the potential avenues for social justice. Content such as The Social Dilemma, a movie produced by Larissa Rhodes, could be interwoven with practical and hands on activities; learning the realities behind the Social Media movement.

I think in these times, well informed learners are learners with the tool set to defend themselves from a space of social discourse where law, security, and safety have distances to close, in orders of magnitude, until they catch up with the bestially progressive and expansive nature of the digital enterprise. I owe it to any individual I interact with while claiming the role of educator, to express my belief in, and my concern for, the frivolity we are expressing in our continuous lust for shiny digital trinkets. How many individuals who have taken it on themselves to create spaces that expose children to the online world, and all the risks associated with it, have also taken it on themselves to become learned in cyber security, in understanding the networks of AI, of algorithmic manipulation behind the companies that make their platforms accessible? I just don’t know. What I do know is that for every person striving to encapsulate, and intertwine the learning experience within the realm of the digital; there needs to be an equal and opposite voice reminding us all to go outside. I choose to be the latter.

Thank you.

Kolakowski, N. (2021, January 12). Python Training: 4 Big Things to Know About the Programming Language. DICE. https://insights.dice.com/2021/01/12/python-training-4-big-things-to-know-about-the-programming-language/#:%7E:text=Is%20Python%20worth%20learning?%20Yes;%20and%20not%20only,,%20CTO%20at%20Pixolution,%20recently%20told%20Dice%20.

Resources For Educators | KidsCodeJeunesse.org. (n.d.). Kids Code Jeunesse. Retrieved February 14, 2021, from https://kidscodejeunesse.org/resources-for-educators

The Film. (2020, September 9). The Social Dilemma. https://www.thesocialdilemma.com/the-film/

The term “digital footprint” refers to the trail of data we leave behind in the various ways we interact with a computer which is connected to the internet in any capacity (Christensson). This includes keystrokes, and mouse clicks; but it can also include more covert and intrusive connections such as cameras and microphones. From the moment we have chosen to personally engage with a device connected to the internet, we have agreed to both a physical, as well as an unacknowledged contract which forfeits any and all privacy to some entity or mechanism of the web.

My position on the subject is extreme, granted, but I personally believe digital security to be numbered among the most pertinent and dangerous issues facing today’s youth, and one which goes largely unacknowledged while continuing to spiral further out of control.  Promises of security convince children and adults to feel safe divulging the most personal of information to friends, family, even potential employers. The thing is that almost daily it seems there is another massive security breach leaving hundreds, thousands, sometimes millions of people completely unsure to what extent their personal information has been compromised. Facebook is just one example of a massively used platform which has been sued multiple times for lapses in its security measures. Twitter, another widely used platform, is facing multiple class action lawsuits for marketing users personal data to advertising agencies, including personal phone numbers. These are just two examples among many, with security breaches ranging from personal content, to financial information, resulting in extortion, identity theft, and worse in some cases.

Despite facing charges numbered in the hundreds of millions, the reality is that the massive amount of wealth generated by these corporations to simply filter through the couches for loose change to pay the fines. Computer literacy, in all of its facets, and the amount of knowledge needed to be fluent in it is growing in orders of magnitude, such that the majority of users save for those directly invested in understanding and contributing to these industries can not be expected to understand the encyclopedic set of information pertaining to their personal security online. With little to no ramifications for the companies claiming responsibility over our security, and the entirety of the consequences of failure falling upon the user, there is a rapidly growing importance to ensure that as educators we are doing out part in protecting students under our supervision, or that we share space with. Countless sources of data sit waiting to be compiled, showcasing rapidly rising rates of teen depression, anxiety, and suicide in parallel with the expansion of Social Media, and economic influence will do its very best to dissuade consumers to break stride from its addictive influence. We, as educators, need to educate; digital footprints are no exception.

Thank you.

Christensson, P. (2014, May 26). Digital Footprint Definition. Retrieved 2021, Jan 29, from https://techterms.com

Criddle, C. (2020, October 28). Facebook sued over Cambridge Analytica data scandal. Retrieved January 29, 2021, from https://www.bbc.com/news/technology-54722362#:~:text=Facebook%20is%20being%20sued%20for,used%20for%20advertising%20during%20elections.

Heid, M. (2019, March 14). Depression and Suicide Rates Are Rising Sharply in Young Americans, New Report Says. Retrieved January 29, 2021, from https://time.com/5550803/depression-suicide-rates-youth/

Ng, A. (2020, September 22). Twitter faces class-action privacy lawsuit for sharing security info with advertisers. Retrieved January 29, 2021, from https://www.cnet.com/news/twitter-faces-class-action-privacy-lawsuit-for-sharing-security-info-with-advertisers/#:~:text=Twitter%20faces%20a%20class-action,people’s%20phone%20numbers%20without%20consent.&text=The%20lawsuit%20alleges%20that%20Twitter,users’%20civil%20rights%20to%20privacy.

 

Digital Citizenship, as the name implies, speaks to the digital equivalent of social etiquette, the behaviors displayed by an individual, and how they represent themselves in the various communities they affiliate with online. With virtual interaction growing exponentially as access to the internet becomes easier and easier, a wider variety of platforms through which users interact becomes available, and various circumstances which prompt social exchange to happen online rather than in person, digital citizenship is becoming an increasingly relevant topic of awareness and discussion. Directly witnessing the impacts and nuances of digital citizenship is as simple as looking at the current political climate in the United States, where one of the worlds most prominent countries is divided in belief of the integrity of their own election; despite no factual basis for believing so. This misinformation is wildly propagated by the digital world, and is seen everywhere from organizations threatening national security owning public domains, to the president himself lying to the public (more than 20,000 times in fact) through Twitter and other social media platforms (Kessler et al. 2020). More locally, the Canadian response to the Covid-19 pandemic has been wildly influenced by alternative thinking individuals claiming the safety measures are a means by which to turn Canada in to a dictatorship; demonizing medical science and conflating a political agenda to basic human decency (Linden, 2020).

The socio-cultural ramifications of adhering to responsible digital citizenship go far beyond losing or gaining a few followers, and it is paramount that students (and educators) understand that. There are so many layers involved that I personally could see it becoming its own portion of the BC curriculum in the near future. It is easy to grasp how an individual subscribing to false narratives and propagating them to others is problematic, but the potential consequences go so far beyond that. The algorithms involved in scripting social media platforms have been drafted and reworked to the point that they are currently one of the worlds leading forms of artificial intelligence. That means that, at the end of the day, watching a video to the end be it on snapchat, Facebook, YouTube, etc.; Retweeting, sharing, or commenting on anything online: all of these actions contribute to the overall popularity of the item and its posting user. The old adage, “any press is good press” resonates into the realm of the digital, because whether you react negatively to the content or not, the algorithms interpret it as a view when calculating the frequency by which it is redistributed. Realistically, when it comes to being an active bystander in the digital world, it is not enough to react negatively to the content or the user; because that will not impact it’s popularity on a mathematical scale (Cooper, 2020). Certainly, there is room for discussion related to the content, but typically these spaces are so emotionally charged that any constructive criticism is lost in the crossfire.

So, how do we as educators and as learners ourselves, prepare for the ever growing relevance of digital citizenship in our daily lives? I believe the answer can be found in a holistic presentation of digital literacy, developing a toolset for adequate to advanced online usage, and a strong focus on social justice in all of its manifestations every chance we get within the learning environment. People need to recognize that they too have the right to an online presence, that their voice can be heard, and that they can contribute to the counter-narrative against the wildly destructive misinformation spreading online. I fully intend to do my part as a classroom teacher to make resources available for students interested in learning how to create a stronger digital presence, will do my best to keep my own understanding of online workings up to date, and will continue to pursue my passion for instruction through a truthful, and humanity focused lens.

Thank you.

Paige Cooper. (2020, August 18). How Does the YouTube Algorithm Work? A Guide to Getting More Views. Hootsuite Social Media Management. https://blog.hootsuite.com/how-the-youtube-algorithm-works/

 

Kessler, G., Rizzo, S., & Kelly, M. (2020, July 13). Analysis | President Trump has made more than 20,000 false or misleading claims. Washington Post. https://www.washingtonpost.com/politics/2020/07/13/president-trump-has-made-more-than-20000-false-or-misleading-claims/

 

Linden, C. van der. (2020, August 12). Canada is not immune to the politics of coronavirus masks. The Conversation. https://theconversation.com/canada-is-not-immune-to-the-politics-of-coronavirus-masks-144110

Today, we as a cohort participated in an EdCamp along with the UVIC cohort, and other professionals. This was my first time ever hearing about an EdCamp, and because we were given very little notice about the change in schedule I did not have the time I would have liked to prepare myself for something like this. However, thanks to some help from classmates, and the welcoming nature of the UVIC cohort I was able to temporarily place anxiety on the back-burner for the time being and really engage in observing how something like this went.

The group I was in was discussing “How to Use Group Work in the Classroom in an Effective Way,” and it was predominantly populated by members of the two cohorts. The depth of conversation generated by the ideas of everyone in our group was truly impressive. There was a large focus on maintaining the balance between individual responsibility and group collaboration. Specifically, we discussed how to ensure there is a fair amount of onus placed on each individual in the group, rather than being opaquely shifted towards members of the group striving to achieve a higher mark.

We all discussed experiences we have had in the past where we have been made to work with individuals whom were uninterested in contributing to the project, or simply do not mesh with the group. We acknowledged that while it is certainly true that a certain level of developing the skillset to work with others whom you may not necessarily like on a professional level, however we thought that it was also important to recognize that at the end of the day certain people just can not work productively together when under the pressures of academic success. Therefore, as teachers we need to be hyper-aware of the dynamics that exist or are created in the groups we assign or allow to form.

We also spoke as a group about our respective experiences in shifting from physical group settings to the digital world in our current programs. We noted that while in person conversations can often include layers, inferences, and polite interruptions, however while discussing on Zoom, it takes a certain additional level of discipline in the progression of the conversation in order to make sure that everyone has a turn to speak. Similarly, we found it interesting that while it may sound more time consuming to meet in person and work on a group project, it often ends up being more difficult to organize a schedule by which everyone can meet online.

My observations from today certainly operated in layers. First, I enjoyed an exceptionally well spoken conversation about the merits, potential risks, and ideas for promoting positive group work. We were also able to bring that conversation to the present, and discuss our experiences while going through our respective teaching programs. Finally, I was able to personally observe what it looks like when a large group of like minded individuals gets together as a group for a discussion. The fluidity, respect, patience, and encouragement were such a day brightener, and it was these specific things that I want to take to my practice.

Thank you.

As part of a synchronous assignment during class time, we participated in an activity that involved selecting a specific skill or learning objective and contextualising it within a specific age range/developmental period. Working backwards and forwards from a starting point, we were to discuss the various skills, abilities, and associated learning which would have needed to achieved prior to becoming proficient in the selected topic, as well as what opportunities for future growth it creates. My group chose playing the musical recorder as a starting point, with a focus on grades 3 through 8.

What really resonated with me about this activity, is that learning, and therefore lesson planning does not happen in a vacuum. There needs to be ample and appropriate consideration given to the learning that the individual has previously done, and what the lesson or activity they are participating in does to enrich future learning. This of course is easier said than done, given that the further one hypothesises potentials and consequences away from the initial learning activity the more obscure and variable the implications become. The idea, at least for me though, is that by acknowledging the previous experiences of students and learners, we enrich the quality of present learning. When we enrich present learning, we provide more avenues of potential for the individuals learning from us.

The concept of enriching the learning experience via the consideration of past and future experiences is shockingly new to me. It has certainly had an onion effect, whereby I am still continuing to unpack layers of implications. On a community level, it is paramount that as professionals we establish positive channels of communication between other professionals, as well as students. It is clear in this regard that emphasis needs to be placed not only on the individual or the community; one or the other. Rather, we need to place equal emphasis on both, so that we maintain open and positive communications regarding the past, but also take into consideration individual drives and desires which inspire learners on an individual level.

In the end, this activity imparted on me a new understanding of the dire importance in considering multiple angles and factors when designing lesson plans, pursuing learning outcomes, and preparing students for future learning. Taken alone, the more I consider it the more it seems to be an impossible task, and that is why I feel that collegiality and community are such important factors of teaching. I look forward to continuing to unpack the layers of thinking and diving into the implications and effects it will have on my praxis.

Thank you.

My observations from the professional development C2C 2020 Conference tied in largely with First Peoples Principles of Learning number One; Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. After some initial hiccups with my internet connection, I was fortunate enough to be present for most of “Empowering Students to Meet today’s Eco-Social Issues through Authentic Learning” presented by Maureen Jack-LaCroix, and Jake Hubley, and was in attendance for all of “Environmental Stewardship in our Urban Forest: Walking the Talk” presented by Bree Greve, “Place-Based Mental Health: Context Responsive Teacher Intervision Groups” by Shirley Giroux, and finally “Learning in the 4 Directions: Why Ceremony is Important For Right Relationship” by Imani Miller.

While each of these presentations stood out in their own way, I found that Bree Greve’s, and Shirley Giroux’s presentations resonated with, and sparked the most questioning for myself. Environmental stewardship is something that I myself have taken very seriously for as long as I can remember, and seems to be a fragment of the core of my identity. I really appreciated the perspectives presented regarding the transmission of these passions to future generations of students, and the emphasis placed on taking responsibility as an educator to make sure the knowledge pertaining to the protection of the land is presented in a productive and understandable way. Making sure that issues surrounding environmental restoration truly resonate and spark passion in our students, I believe, is one of the most important things that we as educators can do. On every level, this presentation resonated with and echoed FPPL number One, as in the protection, preservation, restoration, and general stewardship of our environment, we contribute to the general well-being of also the self, the family, the community, the spirits, and also the ancestors.

Shirley Giroux’s presentation on place-based mental health manifested in an overview and facilitation guide of a program meant to help teaching professionals on a community and personal level. The idea behind the activity is to get together and share stories (echoes of FPPL Six) which have resulted in emotional distress in the workplace. By sharing these stories in a group atmosphere, the idea is that not only do you have group support, but also group mediation regarding opinions on your reaction, etc. Stories are shared from the perspective of maintaining anonymity of individuals involved, as to protect the identity of students and staff, but this creates a space in which teachers are free to be vulnerable about the things that cause them pain, frustration, anxiety, etc. This activity certainly presented some obvious merit; recognising that as humans, teachers need to “vent” as well, however it did bring to my thoughts FPPL Number Three: Learning involves recognising the consequences of ones actions. By this, I simply mean that whether by intention or not, there is the calculated risk that perceptive individuals will pick up on who is being addressed in the stories. Once those narratives have been created, they can not be undone. My worry is that cultivating a shared space for the purpose of creating stories depicting certain people in negative lights could result in the spread of rumours, hurt feelings, and the inevitable snowball effect. Professionalism and collegiality is of course something that all professionals should aspire to at all times, and perfection is the ideal. However, realistically all too often there exists complex social dynamics even within the community of the school which could result in a negative spin on a well meaning activity.

Overall, I feel as though I learned a lot from my time spent at the C2C 2020 Conference. I would like to extend a sincere thank you to all those who participated in making the conference happen, for those who presented, and for those who inspired me to ask questions, make connections, and continue my development into the teaching professional I am excitedly becoming. Days like this leave me feeling inspired by the spirit of community, dazzled by the wealth of knowledge held by the amazing individuals who call Canada home, and passionate about discovering the ways in which my Self will fit in and contribute to that community.

Thank you.

As we continue to progress through our educational journey through UNBC’s Education program, we have been discussing some of our experiences with BC’s curriculum, while examining recent updates and changes made to BC’s Curriculum, theories regarding curriculum as praxis, and considering what role formative and summative assessment plays in the classroom.

BC has recently made several progressive steps towards providing a curricular structure composed of fluid inner-workings, which allows the learning trajectory to take shape in seemingly infinite forms within the classroom. In reflection, this is one quality which I would consider central to my most memorable teachers during my time in public education. Certain educators have been able to manipulate the previously rigid structures in order to create a space of learning applicable to the classroom community as a whole. The changes made to BC’s curriculum not only foster this approach for educators already employing it, but encourages others to learn and begin creating these spaces in their classrooms.

A good example of the “space” I am referring to, I was able to personally observe in my second observational practicum at DP Todd Secondary School in Mr. Friesen’s grade 9 English class. Students were working on a unit project for Shakespeare’s Midsummer Night’s Dream. My experiences with Shakespeare during high-school typically did not foster individuality within the curriculum outline. Myself, and my classmates, regurgitated identical sections of prose, were evaluated on our capabilities of reciting specific verses, and were educated in the structures of iambic pentameter, and how to take quotations from script. What I saw in Mr. Friesen’s class was the complete opposite of what I had experienced, and really opened my eyes to the potentials of employing the fluidity of BC’s new curriculum in praxis, and also exemplified the responsibilities placed on the teacher when employing formative and summative assessments.

The project students were working on was a “Character Map.” Select characters from the play Midsummer Night’s Dream were outlined in a handout, with the option of selecting additional characters resonant to the students. Students were to pick another “universe” relevant to them; whether it be from a TV show, video game, book, or otherwise, and select characters from that universe to represent characters from the play. The first challenge was in selecting characters which showcased major themes relevant to the characters of the play, for example: similar social positions, love interests, motivations, etc. They were then to select a pertinent quotation from the play to represent the characters to place with pictures of the characters from their selected universe, and create a network of lines showcasing the relationships as they develop and change over the course of the play.

Several things stood out to me about this project. First, the incentive showcased by students to make the project their own was remarkable. There were examples from every corner of creative media, from Family Guy, to Kingdom Hearts, various anime, discovery channel shows, and an absurdly convincing Grand Theft Auto comparison. This to me showcased the first opportunity for formative assessment within the project itself. Mr. Friesen interacted with each student individually, during their conversation the student justified their position with the selected characters, to the extent that it was obvious they understood the characters and their motives from the play. What I favoured about this approach was that it transferred a large portion of the onus to the teacher in regards to understanding the students individuality in relation to their project. The teacher becomes responsible for stepping beyond the understanding of “course content,” and additionally needs to open themselves up to understand the student as an individual, and how they compose their narrative. Failure to do so would result in discounting valid comparisons on the premise of not understanding the students selected “universe.” I believe that this also fostered a far more organic engagement between student and curriculum, as the relevance of personal content encouraged deeper thinking about the course material. While I was not in attendance for the completion of the assignment, I can visualise what summative assessment would look like for me in that setting; with onus remaining primarily on the teacher for understanding how the expression of learning and progress manifests in the diverse range of individuals participating in their classroom.

Thank you.