Category Archives: EC&I 832 Blog

EC&I 832 Major Project – Conclusion

This was a really unique project for me as I was able to scaffold and build upon my knowledge and understanding from EC&I 834 (looking at Online Learning and course development). The two classes blended so well together, I figured I would take aspects of that Major Project and apply them here.

For EC&I 834, I created an online course based on Grade 8 Science Water Systems outcomes and developed a great resource that I can use both online, in-person, or both! For EC&I 832’s Major Project, I did not want to simply dump a bunch of resources and content into a document that would never be looked at again, so I decided to mirror the Online Course Development aspect of 834 and created an online (or Hybrid, or in-person) course centred around digital citizenship (seen in the course walkthrough below).

I created a few modules and based each section off of one of Ribble’s 9 Elements of Digital Citizenship. I have used two of the assignments listed in the course in my classroom before but heavily adapted them to fit digital citizenship content and the Faith-based component of my school division’s Digital Citizenship outcomes. It really came together nicely and is a resource I will be able to use in the years to come. All assignments could be adjusted to fit a variety of grade levels and they mesh well with online, in-person, or hybrid styles of learning. Each of these lessons alone may not resonate with students, but creating a resource that can be spread out over a few months of class means that students continue to look at DigCit rather than seeing it for a week at the beginning of the year and never coming back to it.

My project updates for EC&I 832 and 834 really helped guide some of my decisions regarding content and how to use these tools effectively. I for one am very thankful for the critical feedback on my updates for 832 and 834.

There were a few tricky learning curves along the way that slowed me down but were good tools to have going forward. A few notable ones are: do not use any “- = , @ &” in the tab creation in OneNote. It will not be recognized and you will have to go through each student’s “binder” to delete the tabs pushed to them and redistribute them. Secondly, and I sort of touch on this at the end of my final submission, is that once you push a page to students, you cannot edit the original page…. they do not sync. SO, again, you’d have to go to each student’s binder to delete that page and redistribute.

Overall, using OneNote has been a positive experience. I have been using the tool for a few years now and I still get stuck on some of the systems it has. I would ideally like to import this notebook into Teams and function solely in Teams for messages, calls, meetings, content and homework submissions, etc. HOWEVER, the two tools still do not blend together. If it was not for the fact that I can actually use OneNote and the course I created in future years in my career, I fully believe there are better tools out there to use as LMS systems. I recently learned that the online teachers in my division can use Moodle for their platform, which I think would be far more beneficial than the tools we are provided as classroom teachers. Regardless, OneNote helped me get through online/remote learning during the pandemic and it has been a positive learning experience in creating an actual course, rather than the smorgasbord of thrown together teaching we were forced into back in 2020.

Enough rambling on. Here is my Digital Citizenship Course Prototype. I went above the recommended guidelines for ECI834 (requiring two modules, each with out 15 minutes of student content time) and have included all aspects of the ECI832 requirements for creating a Digital Citizenship resource that I can use in my class. Some of the content is resources I have found online, and built in with Ribble’s 9 Elements of Digital Citizeship, I was also able to curate my own content to help my learners gain a better understanding of Digital Citizenship, Digital Identity, and Digital Literacy. I hope you enjoy!

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If you are interest. Here are links to the videos listed in Module 1, Module 2, and Module 3&4 which were created if this course was ever to be taught online with no hybrid options available. Essentailly, all these videos are is a more student friendly version of my Course Overview above.

Looking forward to tacking EC&I830 next semester!

Until next time,

-Dalton

Our Summary of Learning!

What a long process but we made it!

Leigh and I were able to do a very special Summary of Learning for both EC&I 832 and 834. Leigh was in 832 when Covid shut all classes down in 2020 (therefore did not do an SoL) and she is taking 834 right now. I am currently in both 832 and 834 so we decided to team up to do a big Summary of Learning.

This was Leigh’s first time and my second time using a green screen – so I had some skills I had to brush up on and was able to teach her a few tricks to the trade. We met at her school and worked for hours upon hours and finally nailed it! There were quite a few bloopers involved and we had a blast, but we are definitely thankful it is done!

EC&I 832 and 834 were very complimentary courses to take together. Even my Major Projects had elements I could link between the two courses of study to create a more holistic experience for myself as a professional. We were able to take key pieces away from each course and link them with the larger overarching themes of both courses, such as the concept of Online Learning and LMS from 834 as well as Ribble’s 9 Elements of Digital Citizenship and understanding digital literacy from 832. Because of the complementary overlap, we felt confident in bridging the two classes for a unified Summary of Learning. PLUS, Leigh got her redemption shot and bragging rights of being the only person from 832 Winter 2020 to complete an SoL! This is her last Grad class and it was an honour to help be a part of her journey!

Take a peek at our video – we tried to work in a few pieces of humour as we have a long history of working together and going to Grade 12 grad together as well! We haven’t aged a bit… only older and wiser! #GradDatesDoGradStudies

Source: Click here for our list of References

I am looking forward to a successful spring semester of EC&I 831!

Until then…

-Dalton

Ethics, Morals, and Legalities in Ed Tech

Privacy is a huge point of contention in education! Add in some technology, a variety of apps, and students’ lack of knowledge in digital citizenship and identity… and we really don’t even know what is going into the recipe. We scroll through the Terms and Agreements section of our phones, apps, etc. and just click “accept” and move on. What have we agreed to? How much are we being tracked? What do the Acceptable User Agreements / Media Release Forms cover for students and how can we ensure tech integration in the classroom aligns with those documents?

I have used many different apps in my classroom over the last few years and have never had any complaints from administration nor families as our division has a fairly strong umbrella that encapsultaes most apps we use. I know that the Public system does not actually accept Flipgrid in their system, but we are welcome to use it in RCSD. I love using the tool, but I wonder if the privacy settings are relaxed (I have mine at 100%) then can students’ media release privileges be jeopardized?

I always joke that “Big Brother is always watching” with technology. And cookies / data collection plays a huge role here. I like the algohrims for some purposes (like always seeing content that you enjoy and agree with) but others can be scary (always seeing content you enjoy and agree with). Go watch The Social Dilemma on Netflix and you will see what I mean here. The great divide keeps getting larger and larger the more we see content that we agree with, and the other side only sees content they agree with, and then BOOM. We are all simultaneously right and wrong all at once. We looked at privacy and copyright last semester in #ECI831 with Alec… here is an exerpt from my blog:

“Consuming content may be problematic here, but it is true. Even “original” content is still dubbed over with filters, voices, and prompts to get more viewers. The creators of TikTok have created a platform for cookies to be used to dictate what a follower will see and therefore the algorithm is truly in control of the content viewed. This is kind of cool, but also equally as scary. My dad loves the algorithm because he gets to see more and more golf and cooking tips (that is the cool part), the scary part is if you continue only viewing content about how climate change or Covid is a hoax, then you are never given an alternative point of view (that is the scary part).

It leads back to the Social Dilemma, where we only receive content that we want to see, however, we miss out on opposing views and ideologies when we only view and experience the narrative that best fits us. This is starkly different than the social media I began using in high school. Facebook was new and exciting and eventually even got Twitter as well. At the time, there was limited discussion about the impacts of social media and digital footprints, so it took me years to clean and tidy up posts, comments, shared or retweeted posts, and so on. Fortunately, I had never really said or posted anything that could be damaging to my career, but it became abundantly clear when I began approaching internship and career opportunities that a clean “Google Search” of myself was imperative.”

There are so many aspects of the internet that we need to consider, which really goes back to last weeks discussion about literacy. Simply reading and writing is no longer acceptable on the internet. Understanding, being critical, digging deeper, and going back to the old internet saying of “you can’t believe everything on the internet…” is so very important. As Gunpreesh noted in her blog, cyber bullying is also a systemic issue that students are forced to navigate, and without proper education in schools, who knows the long-term implications of these actions. And Christine has a great discussion about Copyright as a teacher on her blog!

Thanks for stopping by for my disorganized rambling! It is DEFINITELY the end of the semester!

-Dalton

ECI 832 and 834 Major Project Updates

Well, it has been a very busy couple of weeks with classes, school, keeping up on marking and preparing for Student Conferences next week. Anyway! The projects are coming along nicely!

I would say that my ECI834 Course Prototype is about 90% complete, with just a few things to add and tweak before the final submission in two weeks!

My ECI832 Digitial Citizenship resource is coming along. Right now, I am modelling it after the Prototype format from 834 and creating an online digital citizenship/literacy unit that I can use synchronously or asynchronously with my students present and future!

834 Science 8 Prototype has three modules, number one is complete and I am fine-tuning modules two and three as we speak! 832 will have four (maybe one more) modules with a few “sections” beneath each one. I have citizenship and literacy topics grouped into these sections with a small activity or larger

assignment attached to each. This unit could take up to a few months to complete, or work through at a quicker pace, depending on the classroom needs for scheduling. If I were to continue developing this unit, I would include refreshing activities to complete throughout the year (if we remember to come back, which we often forget to do!)

In the effort for our division to require digital citizenship to be taught in all classrooms, we actually have outcomes that have been added to the Practical and Applied Arts strand in Religion. So, for grades 7&8, we actually have outcomes to cover in this area of study.

“PAA 7.1 & 8.1: Explore elements of Digital Citizenship to understand how to navigate and participate in a digital world guided by faith”

Many students have been talking about having a course or specific outcomes from the Ministry and I completely agree that we should have something a little more streamlined from the government that makes digital citizenship a staple in teaching ELA or Health; it should no be up to individual divisions to incorporated those concepts and ideas into the curriculum.

What are your thoughts on including outcomes in the curriculum? Would that help you build content in your classroom, or should it be left to the teachers and school divisions to mandate Digital Citizenship/Literacy?

Fake News in a Digital World

I use this infographic in my class when looking at Fake News and trying to interpret the vast amount of information that floats around the internet. My students are typically pretty good at picking out fake news, and my co-teacher and I will often try to find convincing articles to have the students examine.

Source:

Chris B‘s annotated article really resonated with me this week. His Forbes Article discussed how fake news and mis/dis information is a literacy problem, not necessarily a tech problem. This ties into last weeks’ post where I mentioned the importance of critical thought from Kelly’s blog in terms of being technologically literate. In the digital age, it is not good enough to simply be able to read and write, but rather learners must understand bias, cultures, critical thought, and ask questions about the content they are reading.

I even ask my students to be critical of our textbooks and Ministry provided resources. Whose narrative are we reading? Whose voices are left out? Why is this information privileged over other information? And why is being critical of these resources necessary for our education system to change and grow.

Now, I know these questions are challenging for students in grade 7/8, but those “enriched understanding” thinkers really dive in and try, and hopefully the exposure to these questions at a young age help all students recognize the importance of seeking clarification and understanding about the variety of texts they come across in a day.

Here is a little video you can try out with your students from CBC. It backs up the tools that are listed in the infographic above!

Source

Personally, I typically only click on links from social media if they are familiar news outlets or sources I have seen before. Next, checking to see if this information is anywhere else is a good way to see if what I have just read has any validity at all.

I have a bunch of news outlet apps on my phone like the Leader Post, CBC, CTV News, and Global News. Although this may be a lot, often they post similar stories at almost the same time (is there a conspiracy here????) SO… if CBC, CTV, and Global all post a press conference/news release at the same time, then pretty good chance the story is real. I enjoy reading stories from a more conservative news outlet like 980 CJME and then finding the same story with a left twist on CBC. It is too bad more people who love CNN or Fox don’t try to see the other side of the fence, too!

In short, while living in a world full of mis/dis information, “fake news,” and conspiracy theories, it is paramount that students and citizens understand the importance of digital citizenship & identity and promote critical thought when interpreting and analyzing text and information online. I remember growing up and hearing “you can’t believe everything you hear” but somehow we have come to a place where people will believe everything and anything they hear or read on the internet rather than thinking for ourselves, finding information that supports or rejects the claims we have heard and having a willingness to listen to our friends and family when they propose alternate viewpoints is crucial in minimizing the divide that the digital world, the pandemic, and social media has caused.

What are your thoughts on combating fake new or mis/dis information? Do you have any tools you use in your daily life or classroom that help students and peers analyze digital resources?

Thanks for reading!

-Dalton

Digital Literacy

The definition of illiterate is “unable to read or write” and the definition for literate is “the ability to read or right” and “having knowledge and competence” but when we apply these terms to “digitally literate”, I hope the definition transcends simple reading and writing!

Wikipedia defines digital literacy as:

“Digital literacy refers to an individual’s ability to find, evaluate, and clearly communicate information through typing and other media on various digital platforms. It is evaluated by an individual’s grammar, composition, typing skills and ability to produce text, images, audio and designs using technology.”

Looking at a common image like this, it is clear that digital literacy is far more than simply being able to read and write. Reading comprehension and writing have changed so much with the integration of technology in the classroom. Now, students are expected to do much more than simply read an article and discuss questions about it. They have a number of other considerations that factor in while doing homework or “extra-curriculars” online.

I really enjoyed Christine‘s article, What is media literacy, and why is it important? As always, Common Sense Media does a great job of defining and highlighting the importance of the subject matter. Ultimately, for me, the term “holistic” comes to mind when thinking about digital citizenship and digital literacy. One piece is no better nor stronger than the rest, and simply having students blindly navigate the internet is not good either. Having a holistic approach to dig cit and dig lit education is key for smart, safe, and successful students.

There have been a few conversations I have been a part of with colleagues in #ECI832 and #ECI834 that have really challenged my beliefs and ideas about digital citizenship and literacy. As Kelly discussed in her blog, thinking critically in the online world is key to the literacy aspect. I think digital literacy begins to loop many other definitions of literacy together. If you can read and write, you are literate. But like Kelly mentioned with critical thought… you “stress the importance of teaching kiddos and adults alike the importance of using their critical thinking skills to evaluate information before adopting it, and or spreading it” and I think that really highlights the importance of critical digital literacy. Simply reading online texts does society nothing but harm if we are unable to interpret and consider implications, bias, and whether what we are reading is true or not.

Thanks for popping by!
– Dalton

ECI 832 Major Project Update

My students have been working hard on their regularly scheduled programming, and I have been trying to integrate Digital Citizenship and Literacy into their daily work as often as I can.

I am also taking ECI834 with Katia and we are working on creating an online course using an LMS and creating modules to help build skills and competencies in the creation process. I have created a OneNote document with a variety of Modules for Water Systems in the grade 8 science curriculum. THUS, I have applied the knowledge from 834 into 832 and I am creating an online digital resource to help implement Dig Cit and Dig Lit into my teaching.

So far, in my classroom, we have been working on a Religion assignment called the Modern Parable. I have made some serious adaptations to the assignment (which will be a part of Module 4) to fit the needs of implementing Dig Cit and Dig Lit into my pedagogy. So far, students have been engaging well.

Next, I plan to have students start journaling about the types of advertisements and licensing that they see while working on other assignments!

I would like students to get into groups, choose an app, and discuss the pros and cons of using the app, mental health implications, and mapping their digital footprint on the apps. The work is in the planning stages still, and I will provide another update once they get their hands on the assignment!

Please provide any feedback or criticisms of what I have created so far. I would love to have some questions asked about the work to help improve this Major Project!

Thanks!

-Dalton