Author Archives: Brendon Weir

Summary of 830

Above is my Summary of Learning for ECI 830.

This was a really fun way, to sum up, our learning and what all happened in the class this semester.  I took inspiration from Logan Petlak’s music videos from the examples and took a stab at making my own lyrics to the Sea Shanty tune “Wellerman” by Nathan Evans.  As soon as I heard this song last year or so, it was catchy, and with a similar music aspect to Irish tunes, it allows for the singer to have some wiggle room with the beat, as it sort of follows its own set of rules.

And while I am a Senior Math and Science trained teacher, I initially considered Music Ed prior to focusing on maths and sciences.  And while I still have a passion for music, I’ve never really attempted song-writing or even recording myself.  So this was a new experience, which is very fitting for this course, as this has pushed my thinking beyond my prior notions on certain topics, and made me think critically about some of the issues we currently, or will probably encounter in our schools in the next few years.

So what I tried to do with this song was to create a chronological story of the subjects we covered in class.  Each week was given 2 stanzas of the song, and then I gave my best musical interlude every 2 weeks (4 stanzas), with some relatable videos of ocean or sea scenery, as it was a sea shanty.

I used Pexels as a source for videos to include in my video, which allowed me a great source of videos, which are free to use and explore.

So, I hope you enjoy my attempt at Summarizing our Learning in ECI 830.

Thank you all for the great semester.

Handwriting notes, Typewriters, Computers, Internet, AI, what next???

Is AI where teachers and schools draw the line, and say no to the next advancement in technology?  Laptops and the internet were just developing while AI with young man in the nightwe were all going through our educational journey, and now it is something that most of us could not imagine teaching without.  And while we don’t know the end product or result of AI, I’m sure there was similar hesitation when the internet was starting to be introduced in schools.  And while we don’t know what the future of AI will be, Rokhsareh and Hanieh brought up some cool things that AI is capable of.  So if the technology is there, and students have access to it, we as teachers need to embrace it and utilize it to help us with our daily tasks.

Some of us were introduced to AI, or at least learned about some of the possibilities that it can give us, and as it becomes more and more mainstream, we need to learn to embrace its power, as students are sure to try it.  Gone are the days of scouring the internet for answers to problems, and now using AI software to help us solve these problems.

If we as teachers are creating assignments that can be answered by software, shouldn’t we look at changing that?  I don’t see classes going to the library to check out encyclopedias to research a subject, and then spending time flipping through the pages, and copying what they found on a page of loose leaf.  Students can grab a device, enter their subject, see the Wikipedia page, and copy that onto a Google Doc.  So while the end result does not look the same, the process and result are similar, but more streamlined with technology.  So now, AI is bringing a new advancement that is streamlining work, so we need to adapt our teaching and assignments to where students are putting their effort into solving the problem, rather than bypassing the learning and having technology complete the work for them.

Rokhsarah and Hanieh brought up some of the potentials that AI can be used for, which I, never thought of or heard of.  AI programs being used for tutoring and personalized learning can benefit both students and teachers.  As class composition and sizes continue to be a struggle for teachers in this province, rather than becoming stressed over these challenges, we can use AI to help us reach the students in our class, and give them more personalized attention on some struggling areas.

a robot is a teacher at a school for children, abstract illustration, classroom with children and artificial intelligence, Generative AIAnd while it does scare me to think AI or robots replacing teachers and administrators, this can be related to the same argument in regard to students using AI to complete our assignments.  What can you do in a school or classroom that makes you invaluable and unable to be replaced by a program?  And while yes, I think we can all say there are some things computers  or AI can do better than yourself, whether it be a daily task or something in your teaching day, you should either embrace the technology to better your practice, but also continue to build on what makes you invaluable to the students in your class.

So, yes, AI is here, and we need to embrace the potential that AI can bring to our classroom.  And while I’m not scared of being replaced by AI, we need to continue to make it worth everyone’s while and make ourselves invaluable to our students and schools.

Where is the line between promoting inclusion and social justice?

I think education continues to be a leading driver in the world of inclusion, as it should be.  But are teachers expected to do more, and be pushing social justice issues toward our students?  That is a tough call, and unfortunately, many teachers try to avoid causing any conflicts with families and communities by avoiding pushing a social justice agenda.

There is becoming a larger divide in society and their views on certain issues.  Some want to battle these issues head-on, while others avoid these issues and concentrate more on how they can make their own lives better.  This is a selfish way of living, and unless you are self-sufficient enough that you do not need to rely on any outside help, you are a member of a community, and your goal should be to help build everyone in that community.

The word equity is thrown around a lot, and some may feel it is overused, but unfortunately, we have some who don’t understand the true meaning behind it.  We have all seen the image of the three kids watching the baseball game, and while it does encompass the meaning, it still doesn’t get through to some people.  Equity is about giving to those in need, in order for them to live a better life.  And just because they are getting something, or enjoying their life more, does not mean that you need to enjoy your life any less.  And that is the point that many people miss with equity.

But back to social justice issues.  What are social justice issues?  A quick Google search will tell you that they are the mistreatment of certain groups of people, based on prejudices such as

  • Race
  • Gender
  • Age
  • Sexual Orientation
  • Religion
  • Nationality
  • Education
  • Mental or Physical Ability

I think that when we see this list, we have witnessed most if not all of these groups being mistreated, and there have been growing movements to help support these communities.  However, for each growth or positive stride, we take forward, there always seems to be a backlash against it.  And this is the main reason that educators feel hesitant of promoting these issues, as we don’t know how they will be perceived by our school community, and it may cause more strain on the issue we are trying to promote and support.

The NHL has been in the news lately, as they attempt to create a more inclusive environment with the LGBTQI2SA+ community.  One way they hoped to do that was to host a Pride Night, where teams would wear special warm-up jerseys, and other activities.  However, a small number of players have refused to participate, leading their respective teams to scrap the idea.

So, if we take this situation, and compare it to a classroom, if it was only one player from a team, that is comparible just one student or family in our classroom.  So, do we as teachers, attempt to push these issues, knowing what happened with Pride Nights in the NHL?

I 100% support social justice movements, and attempt to be a supporter in my personal life, however, teachers and educators are viewed and expected to be impartial and simply deliver the curriculum without their opinion.  I truly believe that we as educators need to do a better job at discussing the issues, but rather than having us give our opinion, this offers a great teaching and learning experience, where students can look up the issues, and gather more information than what they currently have.

So, I’m not saying we need to keep these talks outside the classroom, but we can try and support our students to become aware of these issues, and be understanding of these situations.  And if we can get a small percent of students, who previously did not engage in these situations to take action, while the rest are at least aware of the issue, I think that is a good start.

How do we balance a teachers workload with teaching students digital literacy?

We live in a society where the expectation is to be able to look up someone’s name, and their LinkedIn, Facebook, YouTube, and news stories pop up.  So what can, or what should educators and adults do to prepare youth for creating a digital footprint?

We are all at an age, where the internet has evolved in our lifetime.  We joined Facebook when it first started gaining traction or can remember our first phone that had internet, and now smartphones.  We didn’t know what a digital footprint was, but you can now google yourself, and your social media accounts pop up, with your profile pictures in the images, and maybe a news article or two can appear.  So, how are we expected to teach youth about their own digital footprints, while we learned everything on our own?  Well, we did have the life experience to help us make decisions in how we interact with the internet prior to being fully immersed in a digital world, where youth will sometimes grow up online, having their lives documented by their parents, which creates a digital footprint without their knowledge or consent.

Both groups presented great arguments as well as provided us resources to inform us with information to have us ponder our pre-notion on the topic.

Curriculums are continuously being renewed, and as Laura and JR highlighted that curriculums in Saskatchewan and the Yukon do include general guidelines for educators to teach digital citizenship, but as Rahima and Jessica pointed out, teachers are feeling overwhelmed with continuously being asked to incorporate new content into the classroom.  So, where does that leave us?

While it is my opinion that it is not up to educators to create digital footprints for youth, it is up to them, as well as parents, to inform youth about digital rights and responsibilities, and how to create a positive digital footprint and identity.  I was on the fence prior to the debate, and I feel like I am swaying one way, then swinging back to the other side.  So, as of this writing, I would say my average feeling is still in the middle.

While digital literacy and other similar content aren’t found in the outcomes and indicators teachers are teaching from, it does fall under the aspect of the holistic approach for the students.  If we are only teaching the students what the curriculum says, are we really putting our full effort in helping mold these children into being fully, functioning citizens once they leave the education system?


As someone who was primarily a high school math and science teacher, finding himself teaching other subjects like middle years health and ELA, I can see and have found opportunities in these subjects to incorporate these discussions.  Yes, seeing 15 outcomes to assess is daungting, and even more so when you look up the units you need to teach in ELA, but why not make inquiry projects for these students, or have them write persuasive writings on these topics.  These are just a couple of examples from a math teacher, who has found a way in incorporating digital citizenship in his class, without cutting out key content from the curriculum.  And some of you may argue that we can cut out things like Algebra, because we don’t like when numbers and letters mix, that is your opinion, and would be open to having a conversation about why it’s important to be taught.

But I am still not 100% committed to that side of the argument, as I am a teacher, and with being constantly asked to do more and more as a classroom teacher, what is going to be that one thing that is finally too much for a teacher.  While I am not at a point where I am choosing the option at the bottom in the picture to the right, I do see others points where they are starting to say, enough is enough.  You want me to teach the curriculum, but also manage the behaviours and learning challenges that I have in my classroom with only 24 desks, but have 28 students, and now I’m also expected to teach stuff outside the curriculum while still giving feedback on each assignment and completing RTI… WHERE AND WHEN DOES IT STOP?!?!  And this is one question I feel comfortable answering, and my answer is “I don’t know”.



I can find myself working myself up about decisions that are beyond my control, and look inward and around my classroom and take control of what I can have an impact on, and it’s these students.  We need to make the most of our time with these students, and try our best to have them ready for the next stage in life once they walk out of our classroom.  And we see how important digital citizenship has become, and so, we as teachers must help these students understand what that is, and give them the tools to make proper decisions that can have an impact on their futures.

What are we really talking about when we discuss technology and equity?

I think the issue with this “issue” is, “What are we really arguing for?”  Both groups made excellent points arguing for their side, but the issue was kind of muddied during the debate.

Kennedy and Ummey made great points, giving us a background of how technology helps “Bridge the Gap” and help those individuals get access to technology that helps them with things such as academic support to be able to overcome barriers that have prevented them from participating in the past.  There is no doubt that technology is an amazing tool that can help those in need to be able to balance the scales, and for them to live a more equitable life.


In a throwback to Don Cherry’s glory days, Graeme and Jeff brought out some hard-hitting facts to solidify their stance on how technology has led to an even greater discrepancy, highlighting access to technology as one of the main causes for that.  While  Graeme embodied the persona of Don Cherry a little too well, what differed from the real Don Cherry was that he actually made some great points in his segment.  Graeme brought out some heavy hitters, such as economic disparity and outdated technology, which really hurts Tech Equity.


I feel that Laura really said it best, while in class.  We aren’t talking about technology, we’re talking about money and who has it, and who doesn’t.  Our class is a perfect example of how technology has created an equitable learning environment, where there is some of the class who is attending each week from outside of Saskatchewan, and even some outside of Canada.  While some of us could have made it work if these classes were in person on campus, others would not be able to, due to outside factors.  So in this case, technology is creating an equitable situation for us all.  But again to Laura’s point, we are all able to take this class due to the economic privileges that we have.  We all have access to a device and internet that allows us to log in each week to class, as well as allowing us a platform to complete our research and assignments.

 So, who’s side of the debate do I agree with? 
Both sides built great arguments, and it’s not like I am playing the fence here, but I feel that they are both winners in this debate.
Technology is such a great tool, and when used and implemented correctly, builds an equitable world for those involved.  Kennedy and Ummey went beyond where many of us were thinking when we saw this debate topic.  I think many of us just limited our thinking to technology in schools, such as chromebooks and SmartBoards, this group brought up the ideas of wheelchairs and prosthetics, which we are bound to see in schools as well.
And back to Graeme and Jeff for the second intermission to hear their thoughts.  They highlighted the aspect of access to technology, and how that has created an even greater imbalance in our society.  As the saying goes, “The rich getting richer.”  And while I’m not talking about money in a literal sense, the point is that those who have access to technology, and able to updating it as new technology is released, they have a greater edge to those classmates who can not.
So in closing, this debate opened my perspective to what I considered as technology, and how it can be used to create equity, it all comes down to those who have access to technology, and if that is still an issue, there will not be complete equity.

Seeing both sides of the debate – Understanding how the other side feels

As with most of our debate topics, Alec often says that he is split, as far as how he sits on the issue, and I think this is a feeling that many of us have towards these debates, and even more so when you are the one presenting.  Even though I could see both sides of the argument when signing up for this topic, I felt that I was going to be better suited for arguing that Social Media is not ruining youth.

First of all, I had a blast debating this topic, and collaborating with Brittany Cooper for our debate.  And also, I am appreciative of Bart and Valeska for being our opponents for the week.  I had such a great time with this experience that I went back and watched the recording, and wanted to hear what others felt while both groups were sent off to create rebuttals and closing statements.  Looking at the responses and conversations that happened, there is still much of the class that had a tough time deciding which way to lean.

So on to the post.  I am going to build on Brittany and my argument as to why social media is not ruining youth, and what can we and parents do to help them navigate the world with this issue.

First, I would like to share our Opening Statement, for those that wish to have another look.

So when I’ve discussed my topic to co-workers, an analogy that they came up with was “We don’t give kids keys to a vehicle at 16 without training them prior to this, so why should this be any different than with technology and social media?”  And it’s true.  I can’t even begin to estimate the amount of hours and kilometers I spent before driving a car my first time, and this doesn’t include taking Drivers Education and practicing with a learners.  Yet this type of teaching and introduction to a concept is not questioned, and as the world evolves and changes, we need to adapt to it, and teach our kids how to use things such as phones and social media, as they will soon be an extension of their selves.  That was a really big point that Brittany and myself tried to get across in our debate, is that it is up to the adults help and teach youth on the proper ways to use social media, and in some cases, use filters and parental controls that help our students or kids to help navigate what can be a difficult terrain.

I am not putting on rose tinted glasses, and avoiding some of the issues that have been well known and brought up by Bart and Valeska in the debate, such as cyberbullying, inappropriate content and possible predators, but those can be mitigated with intervention from adults in these childs lives.  If we create a sense of belonging with these students, they won’t need to look outwards for that sense of belonging or connection.  It’s true that some of our students may feel left out in our communities, and need to search elsewhere for that sense of belonging, and that is what makes social media great.  It breaks down these walls that these students feel are put up around them, and builds bridges to others who have similar interests and/or experiences.  What was once a lonely place, allows them to connect with like-minded peers, regardless of geographical distances, nationalities or other obstacles that seperate them in real life.

One video that I found very interesting while preparing for this debate was a TED Talk of Eva Amin, who is a high school student from the USA, and gives a different viewpoint on social media, that not only can be useful for youth to see, but also adults, who can possibly re-evaluate their current methods of social media usage.

I believe that the way Eva uses social media is a good idea for others, not only in social media, but in day to day life.  Surround yourself with positive people and choose someone you look up to, and strive to be like them, in hopes to achieve your goals.

While we shared one article in our Pre-Debate information, The Impact of Social Media on Youth Mental Health: Challenges and Opportunities, I would suggest looking at a few more that support our stance on the topic.

And here are a few links to websites that may also help answer some questions.

So all in all, this was a great experience.  The ability to connect with a classmate and collaborate over the span of a month or so, to presenting our side of the debate, across from a great pairing of Bart and Valeska, to the joy of having this behind us.  I wish those who still have to present luck, and to enjoy the process, and would like to thank those who have already given their debate another congratulations and well done.


Tech in the Classroom. When you think you are keeping up, that is when you are falling behind.


Technology has been a fascinating development, that I believe anyone who has attended school can relate to, as it has been constantly updated and implemented in schools.  And at some point in that technology life cycle, it becomes obsolete, but it is often hard to part ways with it in the classroom due to external factors, mostly involving funding.  When technology surpasses the schools, teachers often feel like Abe Simpson in the clip below.

But let’s get back to the topic of “Does technology enhance learning in the classroom?”  Are we using the technology as intended, or are we simply replacing the current teaching practices currently in place in schools?

Just like the image above, do we unpack technology, and use it to maximize it’s potential, or are we good with just using it as a replacement for what it truly can be.

As stated in Castañeda and Williamson’s paper, technology has become entangled in almost all aspects of life, so for us as educators to ignore the interconnectedness that we all have to technology is foolish.  Technology has shown us that when we think that it has reached its potential, a new, innovative company or product extends our thinking of what truly is possible.  If I think the thing we need to consider is how is it being used in the classroom.  If it is simply being used as a novelty or one-off situation, then probably no, it is not enhancing the learning in the classroom.  We can show students how these tools that we carry with us, that connects us to the world, and that fit in our pocket or backpack, are more than just entertainment devices, and can be used for so much more, if we attempt to unlock it’s potential.

Helping the small schools

Technology has the ability to narrow the gap, between large, urban schools and small, rural schools.  In a school where they have multiple classes of Chemistry or Physics a year, their science closet will be updated with chemicals or lab materials, which offer students to have a hands-on experience with what they are being taught in class.  What about the school that combines the Grade 11 and 12s in Chemistry 30, in order to make it feasible to have a teacher in the classroom teaching them?  Are they willing to spend that money on lab supplies, in order for their students to have the same experience?  Maybe, maybe not.  But what are some opportunities that technology can deliver to these students?  PHET Simulations allow science teachers the opportunity to have students interact with models to understand concepts, that might not have been possible to observe this, based on what their schools have to offer.

In the ICTC’s paper, they identified some situations where technology has had a great impact on certain populations.  Internet and technology access has allowed remote communities, such as Indigenous students in northern communities, to connect and collaborate with others.  Without technology, this would not be possible.  This is an opportunity that could be more widely integrated, as it is an opportunity for our students to connect with others, and widen their world views, by experiencing it, rather than reading or hearing about it from a textbook.

Yes, it is giving us opportunities, but is it benefiting the learning?

Janeen and Catrina shared 2 TEDx Talks about the issue.

In the first, Scott Wideman understands that technology has become integrated in society, and isn’t going away, but it is our responsibility to teach students how to use technology responsibly.  This is a major concern for technology in education, as students are very inquisitive, and can think of ways of using technology misappropriately, in ways we don’t imagine until we see it first hand.  By the time they are using technology on a consistent basis in the classroom, they have been exposed to it at home for years, and have grown an idea of technology being associated with a tool for entertainment, and not for education.  It takes a long time for educators to try and break that conception that the student has, and this often leads to frustration by both parties.  And if the teacher does not have enough tools in their toolbox, rather than working with the student, technology is potentially removed, and reverting to “old-school” ways of learning and teaching resume in the classroom.

So what can we do?

Technology is here to stay, and it is up to us to use it to it’s fullest potential, to maximize it’s effects.  However, we need to be prepared for challenges, but be persistent and consistent with what we have as our end goal, and keep on pushing forward to try and meet that goal.

If we solely use technology as a replacement, there is little value to it.  We must make the connection with students, that technology is more than just a tool for entertainment, and show them ways to use their devices as tools that expand their world.


Building Digital Citizens: The role of schools in shaping students’ online identities

Schools should play a significant role in supporting students in the development of their digital identities by providing them with education and resources on responsible and safe online behavior, digital citizenship, and media literacy. This includes teaching students about the potential risks and consequences of their online actions, such as cyberbullying, online privacy, and digital security, as well as the benefits of positive digital engagement, such as communication, collaboration, and self-expression. Additionally, schools should model positive digital behavior and have policies in place that promote safe and responsible use of technology.

Safe Online Behavior

An article from Common Sense Media highlight 9 basics that parents can share with their children, which can easily be worked into a classroom setting.

Digital Citizenship

One thing that schools can help students is how to create a .

So what are some things students should know, and what are some things we can teach them?

  1. Online Privacy and Security: Understanding the importance of protecting personal information online, such as passwords, addresses, and credit card numbers, and the ways to keep them secure.  As Jeff mentioned on Discord, his school division, as well as mine, have been having staff complete modules on cybersecurity.
  2. Cyberbullying and Online Harassment: Recognizing the harmful effects of cyberbullying and harassment and knowing how to report and address these incidents.  Bell Let’s Talk was just last month, and Pink Shirt Day is coming up next week, where as educators, we can bring light to situations such
    Screenshot of a fake LeBron James account after Twitter allowed users to buy a verified checkmark.

    as bullying and the issues they can create, and how we can help.

  3. Digital Footprint: Knowing how to manage one’s digital reputation and the impact that online actions can have on future opportunities, such as college admissions or job applications.
  4. Digital Etiquette and Respect: Understanding the importance of respectful and responsible online communication and behavior, including avoiding hate speech and plagiarism.
  5. Media Literacy: Knowing how to critically evaluate online information and sources, including the ability to identify fake news and propaganda.  This has been a growing issue, since events from the 2016 U.S. Presidential election, to the events after Elon Musk’s takeover of Twitter.
  6. Copyright and Intellectual Property: Understanding the legal and ethical issues surrounding the use and sharing of online content, including the proper use of images, music, and videos.  Google classroom has a handy add-on, that allows checking work for plagerism.  In middle years, students are developing researching skills, and when presenting their findings, this is a major concern.

Where do we go from here?

Identifying and addressing the issues are step number one as educators.  We need to know what we are going to talk about with the students, so we need to understand how they are using technology.  School divisions create accounts on Microsoft and Google, that students use from early on, where they are just learning the basics, to graduation.  While these are temporary, we need to promote proper use, as they will be continue using technology, and creating new accounts once they are finished passing through our classrooms.

But we also need to be aware of what technology and apps they use outside of school, and address the concerns and issues that could arise from these.  New apps and fads come into our schools and students lives faster than many of us are aware of.  First was Snapchat, then TikTok, in the summer was BeReal.  Who knows what the latest craze is, but this is something we should find out, and teach the students how to use it appropriately, and what are the possible dangers.

We need to lead by example.  I’m sure many of us in the education field maintain a good digital footprint and etiquette.  How did we learn this?  Many of us grew up as the internet was developing, from the dial-up modem and single computer in the house, to the handheld devices of today.  We have obviously learned lessons throughout this time, and it is now our turn to pass it along to our students.

AI, a quick transition from TV Screens to Reality

I’m sure I am not the only one who has spent time watching TV shows or movies in the past few decades, where AI was seen as a new, interesting, distant topic.  The first one that came to mind was AIDA (Artificial Intelligent Digital Assistant) from Marvel’s show Agents of Shield.  While knowing this was a Sci-Fi show, I didn’t pursue the topic any further, and just accepted it as another wild idea that probably won’t impact my life.

Boy, was I wrong!!

It’s not like my daily life has been changed overnight, or over the past decade for that matter, AI is slowly but surely being integrated into today’s society, and the advancements have been exciting, scary, and everything in between, all at once.

While using ChatGPT, I have gone through and made some exemplary work for some of my upcoming assignments in ELA for my Grades 7 and 8s.  With no other information except for the assignment question, I got immediate, top-quality work.  Here is from one of them:

Choose a familiar tune (I’ve Been Working on the Railroad, On Top of Old Smokey, Happy Birthday …) and write your own song lyrics about a type of work and its hazards, or about another disaster. In order to make it work well, the number of syllables (beats) in each line should match those of the original lyrics and the lyrics should rhyme.
Verse 1: I’ve been working on the pipeline Moving oil and gas with might But the hazards are a nightmare Leakage causing fights

Chorus: Pipeline, pipeline, it’s a hard life Danger all around Pipeline, pipeline, it’s a hard life Hazards to be found

Verse 2: I’ve been working on the pipeline In the scorching summer heat But the risk of fire is real And it’s a constant treat

Chorus: Pipeline, pipeline, it’s a hard life Danger all around Pipeline, pipeline, it’s a hard life Hazards to be found

Bridge: We work hard to keep it flowing But the dangers never cease Pipeline, pipeline, it’s a hard life But we’ll keep it running, with peace

Chorus: Pipeline, pipeline, it’s a hard life Danger all around Pipeline, pipeline, it’s a hard life Hazards to be found

Outro: Pipeline, pipeline, it’s a hard life But we’ll keep it moving on Pipeline, pipeline, it’s a hard life With dangers, we’ll stay strong.


As discussed in class, this is great for teachers, who can use this to shorten prep time considerably.  But this tool can also be used by students, and shorten their work time to nothing as well.

But how is this any different than computing programs, such as Wolfram Alpha, where I can put in a Math equation, and it spits out the results in seconds, and shows me all of the intermediate steps, if you have the paid version?  Some of these AI softwares are also paid versions, which can complete work in fractions of the time.  And while University Math and Science professors encourage programs like Wolfram Alpha, can we still discourage AI technologies?

If we want to encourage students to use higher order of thinking, then we should stop asking them to complete tasks that technology can complete.

Where in the world is Brendon Weir?

Good day EC&I 830 and beyond.  My name is Brendon Weir, one of your peers or student.  I am quite comfortable with computers and technology, and you can see this trickle down into my classroom and daily teaching.  I currently teach middle years at Saltcoats School.

This is now my 8th year teaching, and 3rd year in Saltcoats.  Previously, I have taught in Yorkton at the Yorkton Regional High School on two occasions, and one year stops in Norquay, Carrot River, and Grenfell.  My focus in teaching was high school Math and Physics, but I have taught every Math and Science curriculum from Grades 6 to 12, as well as Phys. Ed/Wellness from Grades 5 to 10, as well as Health curriculums, Life Transitions, and one semester of Land-Based Learning.

Saltcoats School is a typical, small-town Saskatchewan school, with multiple split-grade classrooms.  My current teaching load is 6/7 and 7/8 Math, Science, and Phys Ed, as well as 7/8 ELA.  I have only taught in Saltcoats for 3 years, I had to learn new curriculums, students, and families in the time of Covid.  While I was not alone in learning virtual teaching environments, I have continued an online teaching presence with my classes, especially in Math 6/7 and 7/8.  By teaching 2 math curriculums in each room, I took ownership of the learning atmosphere and the one-to-one student-to-device ratio in our middle years and created a blended learning environment.  I have also been tabbed as the “tech guy” in our school, which usually looks like me, quickly googling the problem to see if there are quick fixes.

Using Google Classroom as an online platform for assignments, allows students and families to see what is going on in class, submit and see feedback on assignments, as well as an easy way to connect with me, whether it be at school, or at home.  I have an android phone, which pushes these notifications to me, and I can easily and quickly respond to any questions.

At this point in my life and teaching career, technology is very much integrated with everything I do, and at this point, I can’t see myself having it any other way.