Learning With EDTC 300

What a semester it has been! I came into this semester with quite a negative feeling towards technology. I knew it had benefits for the classroom, I had used Kahoot, speech to text on Google Doc, Splash Math, and Dance Mat Typing, along with some YouTube videos during my internship. So, I did know that there were some advantages to using tech in the classroom. However, my fear, lack of competence and confidence, along with my “old soul” made me often shy away from technology and from learning new ways to incorporate technology in the classroom. 

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I am so thankful for my #edtc300 course! My incredible classmates for being sowilling to help me, encourage me, and share their resources and perspectives. My instructor has also supported me and helped push me to be positive and just TRY some of the tech she was introducing, thank you Katia. My biggest cheerleader was Mackenzie. She was always pushing me to try new things, keep trying to stay on top of assignments, and she was my model for my learning project– thank you so much girl!



My contribution to others learning was minimal compared to the help I had been receiving all semester as I knew very little about technology in the beginning. However, I tried to contribute my ideas and feelings during Zoom classes. While on twitter I worked hard to share articles regarding education and technology in education. I often lacked in contributing to others learning in our slack community, which made me feel very unhelpful and sometimes stupid. I felt bad when people would ask questions and I would have no idea how to help. I am very thankful to those who asked questions and answered questions because I learned a lot from our slack community. Lastly, commenting on other’s blogs were not a huge strong suit of mine either. I often put commenting on blogs on the back burner when it came to assignments and the other things going on in my life, not an excuse, but not prioritized the way it should have been.


Slack 

Slack became a space where I could receive help and feel safe to ask questions and get advice. I never really contributed answers however, as I usually did not know the answer to people’s questions- or where to even begin looking for the answers! However, I received lots of help from my classmates and AMAZING MENTOR Kaytlyn!

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Slack made it super easy to organize our discussions and thoughts as a group. I found this super useful when looking for information or when I needed to ask a question. It took me a little while to understand threads, but once I did, it made it super easy to have a little bit more private conversation with a specific person. I think slack is something that I could incorporate in the future for parents and students with extra-curricular and school events. You would be able to keep it very organized.


Twitter

Oh, the twitter world. Throughout each year of my degree we had been asked to get twitter for various events and classes, however it was never mandatory and therefore I never got it. I had it when I was real young and didn’t understand any of it. So, I didn’t want to get now. Thank goodness I was forced to because it has become the heart of my personal learning network (PLN)! I have been able to view, communicate, read, and engage with so many other educators and students to further my understanding of various aspects of teaching and learning.

I have been able to contribute to others learning via twitter the easiest this semester as I found it soothing to scroll through twitter and read various conversations and articles. I was able to retweet, comment, and contribute to polls easily and efficiently. I learned that hashtags are a great way to help find a whole other network of people and pages via your interests. I mostly used #edtc300 and #edtc400 as these would reach my audience of my classmates and our mentors who were all working hard to contribute to the learning of technology in the classroom.

Here is a little slideshow of a few of the ways I was able to connect and contribute to others’ learning:

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These are only a few examples of things that I did to contribute to others learning on twitter. I answered several polls that classmates had posted as well, however I did not remember to screenshot them.

My peers reciprocated the help in my own learning on twitter my retweeting, commenting, participating in polls and more! Thank you all for your help and motivation throughout the semester!


Blogging

I have provided a few examples of comments I have given on blogs.

The 1st photo is on Kennedy’s blog, “A Coding Conquest”. I felt like we connected when it came to this post, as we both did not know much about coding. However, we both realized that they have great benefits in the classroom! She also taught me how to add slideshows to my blogs, THANK YOU!

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The 2nd photo is also on Kennedy’s blog, “Rock Got No Reason and I Have No Time!”. She was talking about the stress she was enduring in the middle of the semester and I connected as I was feeling it too. I completely understood that she was probably very tired and overwhelmed while trying to finish the post, but I reminded her it is important to reread our blogs as they are a flash of our professionalism.

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The 3rd photo is on Danica’s blog, “Can You Hear the Difference?”.  I LOVE Danica’s learning project, learning to play the banjo is super cool. I have always wanted to learn the guitar or banjo, but I don’t have the ear or coordination for it. Danica is doing amazing and I hope she sticks with it after this course. She clearly has the ear for it, as she tuned her own banjo, I HAD to let her know how amazing that was.

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The 4th photo is on Danica’s blog, “‘Amazing Grace’- It is Not a Race”. I commented that I too share a love for the song “Amazing Grace” and that I thought it was amazing how Danica is taking her time to learn the basics of the banjo and not trying to rush the progress. She reminded me that it is ok to take your time and learn the helpful, simple steps before attempting the big ones. I also gave her my vote for her next song choice.

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The 5th photo is on Courtney’s blog, “Nama’seeya later”. This was her final learning project post and I found it amazing how much she has improved in her stretching and knowledge of Yoga. The idea of before and after pictures was a great one!

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The 6th photo is on Courtney’s blog again, “ZZZ’s for days with bedtime yoga”. This post gave me the idea to use lists in my own posts because I loved how it broke up the paragraphs and ideas in her post, so I complimented her and used the idea in my own posts.

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The 7th photo is on Jana’s blog, “Guess whose back, back, back… back again”. This was my first time visiting Jana’s blog and I loved it. I really enjoyed the theme and how personal it was. She inspired me to try to personalize my own blog more. So, thank you Jana.

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Some New Things I have Learned 

  • what a digital identity is
  • internet safety and teaching it very young
  • add widgets to my blog
  • the meaning of hashtags on twitter
  • how to convert word documents to pdfs
  • how to upload pdfs on wordpress
  • how to add pages and categories to my blog and adjust them accordingly
  • use slack as a way to collaborate and communicate
  • create my own Zoom webinar/ meeting
  • how to add extensions to my Chrome
  • how to create a screencast
  • how to find articles of interest to me through Feedly
  • what a tweet deck is and does
  • how to participate in a twitter chat
  • how to create a fun iMovie with various effects, sounds, and more
  • and several resources for the classroom 

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The list could be a lot more extensive, but as you can see I have come SO far and I owe that to this course! I know that technology will be important and useful in my future classrooms. I feel confident in incorporating various gadgets, extensions, assessments, games, and learning tools to help engage and support the learning of my students.

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The Grand Finale

Today I put my hair styling skills to the test. Using my previous blog posts and my initial attempt at my goal hair style, I attempted my goal one last time. I knew I needed a braid, curls, twists, and a messy bun to complete my dream hairstyle.

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I am OBSESSED with this hairstyle!

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Unfortunately, I could not do it justice! BOOOOO.


Here is my process of doing Mackenzie’s hair today.


I am super disappointed in the outcome of my hairstyle. I tried really hard, I applied ideas and techniques I learned throughout the semester. SO WHY?!

WHY DIDN’T IT WORK! UGH! 

Here’s my thinking:

  • is it because her hair looks like a different texture?
  • is it because of the colour?
  • is it because she doesn’t have layers in her hair, like the picture?
  • is it because I need more practice?
  • am I even good enough to do hair for special event?

I needed answers, so I began Google searching. I came upon this article, Choosing the Right Hairstyle for Your Hair Texture and Density. The article suggests that different hair textures and densities COULD change the outcome of a hairstyle and the look of someone’s hair in general. This, kind of, answers my questions about the hair texture and layers causing my outcome to be different from the original image.

I am also not naive enough to think I am a master hair stylist now. I do know I need to work on some of my skills, especially the hair twisting. To me it is the part of the hairstyle that seems the most “off”.

What are your thoughts? Please be honest, I love constructive criticism. 


While I feel disappointed, sad, and frustrated that this hairstyle didn’t turn out exactly like the picture there are some pros:

  • the braid looks stellar
  • I love how nicely the braid laid over the bun
  • the curls look amazing
  • I masters curling hair with a flat iron
  • the bun had some volume due to my own thoughts and knowledge about hair

So, while there is room for growth, I also know that there are some great things about the hair style and my learning. I like trying my new skills on my own hair too. It is a HUGE difference working with Mackenzie’s thick, dense, long hair compared to my thin, fine, short hair! I am even considering getting extensions this summer to add thickness and length to my own hair!


Let’s reflect on some of my growth!

Remember when I tried to curl hair with a flat iron using a twisting method?! Yeah, me too and I apologize again to Mackenzie’s poor hair!

Remember that incredible French Fishtail Braid?! ME TOO!!

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Remember that super symmetrical and elegant bun?! I still drool over the precision on that one!!

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I have learned so many neat hair styles that I would have never explored before, like that Mohawk Pull Throw Braid! Through the learning of Pinterest, YouTube, and other blogs I have successfully developed hair styling skills that could help me style people’s hair for their big events!


I have learned so much more than just hair styling. I have developed new skills in Screencasting and iMovie. My first video had very little editing done to it. Through using iMovie more and playing with the different effects and settings I believe I was able to create more aesthetically pleasing videos with special effects, voice overs, and freeze frames. I feel like I could confidently go into my classroom and school and volunteer to help create or teach about iMovie and creating videos with it.


Thank you to everyone who took part in this learning journey by contributing to my blog posts, giving me advice and compliments. I truly appreciate it. 

The Dino Summary

Hey all, this is our final week of EDTC 300. We were asked to create an artefact that helped summarize our learning journey throughout the semester. I worked with Mackenzie to complete the project.

CAUTION: I guarantee you will laugh, so please refrain from eating or drinking while viewing, you WILL choke from laughing! 🙂 ENJOY 


Even through this video experience with Mackenzie we learned so much about video editing using iMovie. We learned how to add audio over an image, zoom in on our faces, add sound effects, and add transitions. I had been using iMovie for other videos, this was the first time I really used effects and created something I am really proud of. 

Mackenzie and I were determined to add some humour to our video and to capture our audiences’ attention right away, exactly what we like to do when we are teaching! We incorporated both of our learning projects by having our hair styled by myself and our dance choreographed by Mackenzie! We also decided to use an authentic response to our learning experience, no script! We thought by doing this we would capture our true emotions towards what we have learned in the course.

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Do to our learning about fake news Mackenzie and I were able to create our own news article. While this news article is quite obviously fake, there are serious modifications that were made to demonstrate how you identify fake news online. We pieced together three different images and wrote our own story.



Some of our takeaways from this semester:

We are thankful for the experiences, tools, and new skills we developed throughout the course. We both feel more confident and prepared to incorporate technology in the classroom in ways that will benefit our students!

 

Environmental Health- Plastic Consumption Inquiry

Hello! For my EHE 258 course on personal health and wellbeing I have taken on a health promotion project. I decided to focus on my environmental health, as it is something I often don’t think about. I specifically focused on my own plastic consumption, using the Greenpeace campaign as a guide to help me reduce my “plastic footprint”.

As part of my promotion I have put together a grade four inquiry unit that can be adapted for any grade. There are three detailed lesson plans that help start the unit and then an extensive list of outcomes, activity ideas, and resources to help guide a classroom inquiry project/ promotion with your students.

I hope you find the unit useful and adaptable. Please let me know anything you might add, change, or modify! I love hearing different perspectives and ideas!

Plastic Consumption Mini Unit

Refreshing the Curls

It has been a crazy busy few weeks. Only 5 more days of classes left in my education degree!! How crazy?! That being said these last two weeks are insanely busy with due dates, tests, and final reflections. My stress levels have been maxed out with school and all the “life” things that have been going on as I prepare to finish my degree and head into (hopefully) my own classroom!

This week I decided to refresh my memory on how to curl hair, without twisting, using a flat iron! I had to refer back to my previous post to remember how this method of curling hair worked. Looks like…. I STILL GOT IT!

Mackenzie’s hair turned out great and I was happy I was able to jump right back into this skill, like riding a bike! This skill refresher is going to help me with my final goal hairstyle next week! So, stay tuned!

If you need a refresher of where I started in all of this and what my end goal is, check out my very first learning project blog, Follow Me as I Learn to Style Hair!

Classrooms & Coding

This week we learned about coding in our education technology course.Image result for codingI have heard a few people say they have been coding in the classroom, but I never looked into it because my assumption of what it was, made me believe it was crazy difficult. My assumption was that coding was a black screen lit up with lines and lines of green numbers and letters in which students would have to know formulas to “fix” or solve the codes to make their screen do a function. It was very stereotypical of me to think this way and made me close minded

However, class today, along with my professor and fellow classmates proved me so wrong. They helped me become open minded and understand the true benefits of coding in the classroom. Because coding can actually be super fun, engaging, and interactive. A great website is Hour of Code. There are numerous themes that students can choose from according to grade levels or age.

*I apologize that the video seems “cut off”, Screencastify only lets you video so long without the premium version, so I stopped abruptly, the rest of my thoughts are written below.*

After playing a couple games, getting frustrated, and confused, I was uncertain the purpose or benefits this would even have in the classroom.


My classmates provided me with great examples of how coding may be essential in the classroom and full of various learning opportunities including, but not limited to:

  • Computational thinking skills are learned and enhanced
  • Graphing coordinates and other mathematical terms
  • Following instructions
  • Sentence structure
  • Building stories around content
  • Digital literacy
  • Reading skills and engagement
  • Numeracy skills and engagement
  • Many jobs are digital based now, so these computer schools are essential

Screen Shot 2019-03-30 at 6.21.37 PM.pngExamples could be doing one level of code and then writing a story about what happened during that code movement. You could also use it as an example of procedural writing. The opportunities are endless if you are willing to think outside the box and allow your students to express their ideas related to code and how it is supporting their learning you can really take coding anywhere.

If you are like me, and need to continue researching how to implement coding, this page has many articles explaining tips, tricks, and benefits to coding in the classroom.

 

Mohawks & Long Hair??! Yes, We Did!

Hello everyone, I have noticed some videos with “mohawk” in the titles while scrolling looking for new hair styles to challenge myself. I finally clicked on one the other day and I fell IN LOVE! This mohawk pull through braid sold me.

I love how much volume there is. I also really love the uniqueness of the hairstyle in general. It is so different and really makes a statement! What are your thoughts on the mohawk pull through braid?

 


I hope you enjoy my tutorial! 

When I finished Mackenzie’s we couldn’t help but giggle as it kind of reminded us of a little dinosaur!

 

 

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My critical reflections:

  • should have tried to change the angles at some points as my hands are in the way
  • maybe had someone videoing for me
  • should have spoke louder as some parts I am hard to hear
  • not use my teeth to pull the elastic open, gross
  • made the elastics less visible
  • overall, the hair style is beautiful
  • I am happy with how it turned out for my first try!

Is there any other feedback you can give me to help improve for my next video? I would greatly appreciate it! 

“Fake News” Need Real Tools

I am often skeptical to what I read online, especially on social media sites such as Facebook.  It is hard to decipher “fake news” from real news. Which brings to my attention the need to equip our students with tools that help them decipher between “fake news” and real news. If we can give our students the tools and experiences of unarming “fake news” we can help them be smart consumers, use reliable resources to increase knowledge, and help end an ongoing phenomenon. But how? What are some tools we can use to decide if news is “fake’? How can we teach these things in a way which they connect to curriculum? Keep reading, hopefully I can help you answer these questions.

Let’s discuss the first step in understanding fake news for ourselves. Claire Wardle wrote, “Fake News It’s Complicated”, in this article she discusses fake news as an “information ecosystem”. She explains this ecosystem as being polluted and that it is our responsibility, as consumers of the internet, to be checking what we see online. She tells us we need “emotional skepticism”, to second guess our instinctual reactions. To do this she suggests we use tools to help us, an easy first tool is to wait about 2 minutes to check our feelings before clicking share. This allows our brain to catch up with our feelings. We must check our source, check other sources about the topic, and check our biases and opinions.

Next let’s talk tools, I have compiled a nifty list that may be useful for elementary students using the resources linked below my list.


Tools for deciphering fake news: 

  • If the author is anonymous, assume it is “fake”
  • Look for opinion words like, “think”, “probably”, or “likely”
  • Find recent dates
  • Ask the person involved in the news or read their article/ watch their videos
  • Use 2+ resources to see if information matches
  • Use websites such as, FactsCanorgSnopes, and Hoax Slayer to verify websites
  • Identify biases by using a media bias chart, to understand perspectives

Sources:

How to Change Your News- Damon Brown

How Do We Teach Students to Identify Fake News?Dr. Alec CourosKatia Hildebrandt

Fake News. It’s ComplicatedClaire Wardle


Please note that in my tool kit, I am attempting to use language friendly to students grades one – five. I also tried to write the list in order which I would teach the tools. Please give me any feedback as to how I could use friendlier language for children or any tools you might add!


How can we connect to the Saskatchewan Curriculum? Great question!

I have chosen to focus in on grade one, three, and five using only one or two outcomes to show you how I might teach fake news with my students.

Grade One: 

English Language Arts Outcome

CR1.1 – Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:

  • identity (e.g., All About Me)
  • community (e.g., Friends and Family)
  • social responsibility (e.g., Conservation) and relate to own feelings, ideas, and experiences.

Through this outcome I would teach students the dangers of fake news, how it can hurt people’s identity and feelings. I would create a fake news article about myself and who I am, with an anonymous author, old date, and the opinion words we discuss in a previous lesson. I would then show them an example of real news about myself using my name as the author, a recent date, and no opinion language. I would then have students think and discuss how the fake news could hurt my feelings or make me sound like a bad teacher. By using myself as an example I am hoping the students would feel more connected and empathetic about the fake news.

This idea would connect directly with the grade one Health Outcome

USC1.1- Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

Grade Three: 

English Language Arts Outcome

CR3.4- Read fluently and demonstrate comprehension of grade-appropriate fiction, script, poetry, and non-fiction from various cultures (including First Nations and Métis) and countries (including Canada) and explain reactions and connections to texts read.

I would discuss the importance of interviewing, asking questions of the person involved in the news, reading articles or viewing videos of those involved. I would demonstrate how this is important by asking students to share a story about an event in their lives that mean a lot to them, then I would have their partner try to retell the story using as much description as possible. Hopefully the retelling is not as accurate and descriptive (I may have to work out some kinks here) to show students how their own story is more important, more detailed, and accurate.

I would then model how to find matching information between two articles to find true facts about a topic or news story. I would then allow students to work in small groups to try to fact check two articles on their own. These experiences will allow students to think critically about their sources and hopefully weed out fake news.

I would try to use current articles discussing Canadian or Aboriginal news, keeping their learning relevant. I believe these activities could lead to writing their own news article using the facts they cross reference in their two articles, demonstrating their comprehension.

I believe these activities tie directly into the grade three Social Studies Outcome

RW3.3- Evaluate the ways in which technologies have impacted daily life.

The curriculum asks that we teach about technologies which are not electronics. So, this would be the perfect opportunity to discuss news beyond the internet and into magazines, billboards, and newspapers. I would facilitate a discussion asking questions about how we could discover fake news that is not on the internet, how this news spreads, what is oral story telling, and more that would engage students in critical thinking beyond the internet.

Grade Five:

English Language Arts Outcome

CR5.2- View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

I would teach about fake news by addressing all the tools listed in our list. I would put special focus on the last two, checking websites using the website verifiers provided, discussing biases (what are they), and using bias charts to understand perspectives. I would allow students to choose between a set of topics to research for this learning experience. The topics would include links to real and fake news in which the students would have to all sources and decipher the fake from the real, they would do so by using the tools taught and specifically demonstrating their use of the bias chart. I would first model a few examples for the students on how to use the bias charts and other tools. I would provide feedback along the way to give students opportunity for success and growth in discovering the difference between fake and real news.


I realize that my curricular connections need more details to create a true lesson plan with more logical sequence, critical questions, and specific articles. I also realize that the lessons might need trial and error while working with students to work out any kinks. Any feedback or suggestions to my curricular connections would be greatly appreciated.


“In the 1990s, the National Council of Teachers of English [NCTE] and the International Reading Association established national standards for English language arts learners that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community.” 

The NTCE recognizes the importance of teaching our students about digital literacy and wants teachers guiding students to become critical consumers while online. Some of the points outlined by the article are as indicated below, please know there are more (I encourage you to check out the website). However I chose these in specific as I believe they support the curricular connections I have made.

“Design and share information for global communities that have a variety of purposes”

The NCTE asks “do students critically analyze a variety of information from a variety of sources?”

“Develop proficiency and fluency with the tools of technology”

The NCTE asks “do students evaluate and use digital tools and resources that match the work they are doing?” and “do students find relevant and reliable sources that meet their needs?”

I believe my ideas on how to teach students about deciphering between fake and real news directly meets the NCTE’s Framework for the curriculum.

I believe it is so important to begin teaching students about fake news as early as possible to help them become critical consumers.

Updos & New “Views”

Hey everyone! I just wanted to say my title doesn’t make a ton of sense, but it rhymed and seemed catchy, haha! I did another updo today and tried some new ways of presenting my learning project.

I tried a vlog type style for sharing my learning project this week. I explain most of my process through the video below. I just wanted to add that I now love Screencastify for Google Chrome. I can definitely see myself using it in the future.

Without further ado, enjoy my journey today.

 

Here is the link to Missy Sue’s website if you are interested!

And here is the link to just my updo video!

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