Okay, so Tik Tok didn’t take my childhood… to be honest social media in its present from wasn’t even on the horizon. Like I mentioned in my previous post I am in that generation that remembers the invention of the internet. I remember thinking a phone where you could see the person you were talking … More Tik Tok took my childhood (how social media is or is not ruining childhood)

The debate topic was compelling, and both sides argued their side well. I also went back and forth on this topic even though I voted “against” in the pre-vote and post-vote. My thoughts have changed after reading the articles and … Continue reading →

This week we debated whether or not technology was beneficial in the classroom. It was an interesting debate as I think we are at a point where most people believe that technology is integral in a classroom setting. In fact, it seems like we would be going backward if we were to move away from … More You have died of dysentery…

Technology in the classroom enhances learning – do you agree or disagree? My debate partner, Janeen Clark, and I were committed to finding out how to defend the argument that technology does not enhance learning in the classroom — although we may have been the only two people in our class voting that way pre-debate. When starting our research for this debate topic, we were both…a little nervous. Although I have had some minor struggles with technology use in my classroom over the years, I still believe in the positive impact it has on student learning. Janeen and I had our work cut out for us, but we were fully committed to learning as much as we could about our side of the debate and took our position very seriously. By the time we presented our debate topic, I think I had almost convinced myself into believing our arguments, or at least to be more critical when considering the ways in which I incorporate technology into the classroom.  If I think about all of the tech-based resources and tools I have used over the years to support learning in subjects like ELA, Dance, Performing Arts, Phys Ed, etc., I would never be able to give them up — they are ingrained in how I teach. The tech tools I’ve implemented make lessons more engaging, meaningful, and accessible to students. My personal experiences would side with the research from this article stating that technology “can produce significant gains in student achievement and boost engagement, particularly among students most at risk” when used in pedagogically sound ways. The idea that technology does not enhance learning seems hard to dispute. The students in my classes are currently using audiobooks and google read and write to support their learning in ELA, they are viewing and engaging with video examples on YouTube or other streaming platforms and using online dance training/tutorials in Dance, and they are connecting with guest speakers/artists from around the world in the BAC program. Implementing these tools most definitely enhances learning for students.  However, there was research that helped to sway my vote and make me think more critically about how to implement technology in more effective ways in my classroom. Here are the arguments that impacted my thinking the most: Technology is a distraction. Even while writing this blog post, I have been distracted by technology approximately 100 times. And let’s be clear: there is no one to blame for this but myself. I could very easily turn off my phone and close my email, but because I am addicted to technology for whatever reason, I don’t have the willpower to disconnect. If I can’t self-regulate my own tech use, how can I expect my students to have this skill mastered? According to a study conducted by Associate Professor Barney McCoy discussed in this article, “students are more distracted than ever” and “tend to check their digital devices, particularly, their smartphones, an average of 11.43 times during class for non-classroom activities.” “Fighting boredom” is the main reason cited as to why students are distracted which circles back to the idea that engaging lessons and sound teaching practices are needed to capture student attention and in turn enhance their learning. Technology could definitely be one of the ways to engage students, but it needs to be used thoughtfully and in pedagogically sound ways.  Too much screen time is bad for your health. As stated in our debate “roughly half of children and youth exceed the public health screen time recommendation of 2 hours per day or less. Evidence suggests that screen time is deleteriously associated with numerous health indicators in child and youth populations, including obesity, aerobic fitness, quality of life, self-esteem, pro-social behavior, academic achievement, depression, and anxiety (2017).” This information was presented in a master’s thesis written by Amanda Strom outlining “The Negative Effects of Technology for Students and Educators” with a focus on the negative health outcomes of too much screen time. Furthermore, the thesis states that “the technology expectations and amount of screen time that students are required by their teachers on a daily basis is negatively impacting student mental health, physical health, and the learning process as a whole.” If I think about the classes I teach, including Dance and Physical Education/Wellness, I want to find ways to enhance the health of students. I want them to be active and interactive, while moving their bodies, building relationships, and collaborating in person with other students. The classes I teach are a way for students to do something other than sit and stare at a screen. Based on this information, I will be mindful of how much time students spend using technology as a way to support the various aspects of their health. Technology is not a replacement for good teaching. I think this may have been the point that helped us sway the post-debate vote.  Teachers are the most important piece of the learning puzzle, not the tools they use. Letting a group of teachers know that what they do with their students has the biggest impact on learning likely worked in our favor when it came to voting. This article states that “technology doesn’t replace good teaching” and provides good advice for teachers about how they can implement technology in effective ways to support students learning. Another study done in Columbia by Corredor and Olarte (2019) showed that “technology itself cannot increase student learning.” Pedagogy is an important factor in the equation. Closing thoughts. Debating this topic was a great learning experience. Of course, I will still use technology in my classroom; however, having to argue this side of the debate has reminded me that technology in the classroom is only as useful as the teachers who choose to use it. As stated in our closing arguments, “Technology is here to stay, and we depend on it. However, the question we should focus on is this: how can we ensure we are using technology effectively, and that we are preparing students to use technology critically? Like any resource we use – a textbook, an abacus, a microscope, it’s not about the tool, it’s about the teaching. Technology isn’t a replacement for good pedagogy, and technology can’t enhance learning without good teaching practices.” So now I’m curious. What was the most valuable information you took away from this debate and how will it impact your teaching practice?

Prior to our first debate I had voted that technology does in fact help to advance learning in the classroom. However, my post vote had changed and I think Catrina & Janeen did an excellent job of influencing me to the other side. I have always been a little skeptical with technology, but have done by best to appreciate all that it is capable of while trying to incorporate it into my classroom. I have come to the conclusion (at this point in my life/career) that as much as I still appreciate technology, I truthfully don’t think it helps to ‘advance learning’. Sure it is helpful & handy in many diverse ways, but is it in fact advancing student learning? 

In the article, “Class, Take Out Your Tablets: The Impact of Technology on Learning and Teaching in Canada” that was shared by Will & Michael, it mentions how technology has positively impacted the workload of the teacher. The article shares how it gives us educators more of an opportunity to focus on building relationships & inspiring students, because technology has helped to ease some of our late night marking and lesson plan preparation. This feels like something I have taken for granted, because it’s all I know as an educator. It is so nice to log onto my Planbook when I am sick & unable to go into work. Technology has provided me with a way to prepare my day from the comfort of my bed.

Even though this article made some valid points, I think I’m still convinced that technology is not yet advancing our student’s learning. As Catrina stated in the presentation, “Technology doesn’t necessarily mean engagement”, along with Janeen stating that, “Technology doesn’t necessarily mean collaboration”. These statements really opened my eyes to the reality of it. Are my students anymore engaged when they are working online or incorporating technology? Are they using collaboration in a creative way to engage in new conversation? I don’t think so. I think technology is just a helpful tool that both the student & the teacher can gain benefits from, but not necessarily advancing the learning.

I will still continue to embrace & incorporate technology, because there are still many incredible benefits of it despite disagreeing that it advances learning within the classroom. I hope one day I can find a way for it to become an advancement of learning & not just a tool of something that makes our lives “easier”.

This question will be the focus of my post. The statement “Technology in the classroom enhances learning” was appropriate for the debate, and both sides argued their points extremely well. I choose “disagree” in the pre-vote, and “agree’ in the … Continue reading →

It seems that the conversation around ChatGPT is everywhere. I posted on Ummey’s blog (or at least I thought I did, I can’t see my post) this CBC news article about how ChatGPT may change the world of work. I … Continue reading →

By the time my kids are old enough to use social media, I am hoping that it somehow becomes uncool or just goes away it. I realize that this hope is…highly unlikely; however, my maternal instinct is to protect my daughters from anything that might be harmful to their self-confidence, knowing all too well that some kids (or adults) base their self-worth on the number of likes they receive on a post. When my oldest daughter asks me when she is allowed to have a phone, I tell her she can get one when she is 20, which sounds similar to what my dad used to tell me about when I was allowed to have a boyfriend. When I was 13, I thought his dating rules were “totally unfair” but now as a parent, I completely understand where he was coming from. He wanted to keep me safe from anyone who might hurt me, in the same way I want to protect my girls and keep them safe. But thinking about this topic from the perspective of a parent just solidifies how important it is for students to learn the skills to be responsible digital citizens (even though sometimes I wish I could raise my daughters in a time before social media existed). Here are two ways I have approached the topic of digital citizenship in my classroom. Last year, our school was asked to create a submission for SaskTel’s “Be Kind Online” campaign which “aims to end bullying and cyberbullying in our communities” and “help empower those committed to changing online behavior for the better.” The requirements for the project included making a video to post to our school’s Instagram and TikTok accounts showing how our students spread kindness in our school, both online and in person. My colleagues and I were excited about the opportunity to take part in the campaign knowing that it would be a great way to approach the topic of digital citizenship in our classroom. In the process of creating this video, students had the opportunity to collaborate, laugh and have fun with their peers while also reflecting on what it means to be a kind and respectful digital citizen. The project was an engaging way for us to discuss the important topic of digital citizenship with our students as it opened up conversations about the importance of treating others with respect regardless of whether you are behind a screen or face-to-face.   Earlier that same school year, another colleague of mine stumbled upon an Instagram account created by students from our program, about our program. Once she found the account, she obviously had no choice but to check it out. Most of the posts were completely harmless — funny memes, cute pictures, inspirational quotes — but, after scrolling a little further, she came across an anonymous post criticizing me and my colleagues. I won’t go into detail, but let’s just say the post was not an example of students “being kind online” and we as teachers were all hurt by what our students had posted about us; however, because we are also mature adults, we knew we had a responsibility to help our students learn something from the situation. Even though it was uncomfortable, we recognized that addressing “the post” was a teachable moment related to appropriate and respectful online behaviour. We wanted our students to know that even though it was likely more difficult to talk to us in person about their concerns, that it would be more appropriate and less hurtful than posting something critical about us online. We also discussed how it can be easier to say something hurtful online (not just about a teacher, but about anyone) when you aren’t saying it to that person’s face. Although the conversation was tough, I am glad we were able to guide our students and give them some tools to navigate similar situations in the future.  I am looking forward to finding new ways to teach about digital citizenship in my classroom more consistently. I am teaching a Wellness 10 class this semester, and supporting students in the development of their digital identities would be a perfect connection to the curriculum. As I think ahead to planning this content, I would love to know what other teachers are doing to support student learning in this area. What are some ways you approach digital citizenship in your classroom? What resources have you used? What strategies have worked well for you? And finally, what resources should I be using at home with my own kids?