Tag Archives: edtech

Educational software is changing for us, and us for it.

18 Tuesday Oct 2016

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Snapchat-Based Reflection

Educational Software & Media
Snapchat – Not a conventional educational app – but in terms of responsible use of media and digital citizenship.

Perception vs reality and impacts on education:
Perception – it is a distraction in school OR it is an amazing way to connect with friends and others. Life is more disconnected than ever: Prince Ea: Can we auto-correct humanity
Reality – it IS a distraction BUT it is an incredible opportunity to enhance connectedness between students. I would argue students are better connected now than ever – we can share and observe others lives together. (Connect to Distance Ed) later.

Proponents, opponents, and adopters of these technologies:
If you’re against it, you do not enjoy the distraction of it in classes.
If you adopt it, you’re using it to connect with students.

Effects positive and negative on teaching and learning:
Positive – warm and energetic atmosphere.
Negative – can decrease engagement if not patrolled.

Pedagogical advantages and disadvantages:
Advantage – it keeps us fresh on what is a large part of many of our children’s development.

Disadvantage – it can be a vehicle for abuse, harassment, and as previously mentioned a distraction.

Conclusion
Education is always key – rather than fear and taking things away because we aren’t familiar or can’t control them… educate yourself and others on its use so that you can help them use it responsibly. I’ve observed the use of Kahoot and it seems positive, while the energy that is created as a result may have some short-term management implications a distraction, like Snapchat… and it may not meet the needs of ALL learners – it engages many of them.

Tell me you aren’t feeling more connected to me because of the adorable kittens.

Reflecting on educational software and media in general

Educational software is constantly evolving so as assessment and teaching practices change and become more inclusive of all learners, so too will the educational media to accommodate the demands of educators.

However.

Snapchat is NOT a conventional educational media/software. But it is a form of media that requires education. And the learning inherent within the roots of Snapchat (connecting with others over distances) has positive implications. When we look at the opportunities presented by distance education, the term “disruptive change” rears its head, almost as terrifying as “transformational change”. While sounding negative, disruptive change can be an encouraging as it may disrupt the normal constraints of the four-walled classroom. Personally, I get an opportunity to offer a course through distance education in our division next school year and this presents a lot of challenges and potential. This extends to many educational technologies, but most importantly, in my eyes, is that it poses opportunities for learning that are not limited to classroom walls.

That being said, there are inherent values imposed by new apps that are created, like Snapchat: “why do you need to take pictures of everything you do”? Once again: opportunity. Chance at critical thinking when engaging in online media. A favourite sarcastic quote in my classroom is: “the internet said so, so it must be true”. Which is an encouraging comment… but we see the two-headed dragon of this being that fact (peer-reviewed articles) can be misinterpreted as potentially inaccurate and that only your interpretation and beliefs of the content are much more plausible. It’s okay to synthesize an opinion from various forms of content, but what happens when what is most likely right is taken with too much doubt or discounted as not credible because other sources aren’t?

Educational software and will continue to evolve to meet our needs. As professionals it is paramount we stay up to speed on new means to meet the needs of new learners: changing ourselves to better utilize programs which continue to evolve alongside our evolving educational selves.

Agree or disagree?

Comment.

Logan Petlak


Learning as a chaotic, evolving mosaic.

04 Tuesday Oct 2016

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Which learning theory is right?

learning

“learning” via BlueDiamondGallery

Ashley Murray nailed it: “As teachers I think that it’s important that we avoid getting caught up in which theory is the BEST theory to use.”

Taking a page out of John Dewey‘s playbook, I feel the need to ‘link sciences’. What is my take on learning theory?  Learning as a chaotic, evolving mosaic. I use mosaic in the biological sense, when separate genetics are present together. Substitute genetics for learning theories, and away we go.

Much like evolution as a “theory”, they don’t become theory without reputable and verifiable strategies, experiments, and support. Since so many streams of learning theory hold weight, combining them and treating learning as an evolving and changing process. Let’s allow learning to proceed as a complex science including constructivism, behaviourism, cognitivism, and every other learning theory.

Ultimately, as educators, when we consider our philosophies it comes down to the first two questions Schunk (Learning theories: an educational perspective, 1991) asked:

  1. How does learning occur?
  2. What factors influence learning?

Learning occurs through connecting with others who may have different ideas and perspectives than us, through the chaos of diversity. We associate and establish similarities and differences between what we know and seek to learn. We conceptualize and translate texts, tones, and visuals. Everything we learn, builds to the next lesson. Every experience we’ve had, problems we solve, memories we retain, every innate ability and predisposition we have influences how we learn. Reinforcement and punishment influence our perception of how we view it, but even that knowledge and learning is organic and evolves as we reflect. We independently yet dependently learn holistically (physically, socio-emotionally, mentally) and it manifests itself in our society as a mosaic. This particular quote resonated with me and diversity and complexity of learning: “Which theory [or theories] is the most effective in fostering mastery of specific tasks by specific learners?” Adjust and adapt. To lock yourself into one belief of learning theory and deny others seems counter-intuitive, or think it is something clean and linear (like a pyramid). Humanity learns.

Ideally, that’s what my classroom would look like. Does it look like that every day? Maybe not upon initial viewing, but it’s rooted in what I do. And it’s constantly changing.

you-gone-learn-today

via Giphy

Do you agree that learning is hard to classify? It’s worth looking at all the different beliefs on learning. Some may have more evidence than others, but as a connectivist would tell you, even the opinions we don’t agree with have relevance and meaning to learning.

– Logan Petlak, lifelong learner.

Can’t fight the #EdTech juggernaut.

27 Tuesday Sep 2016

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What is #EdTech?

I’ve asked this before. I went into a spiel about how technology isn’t easy to define asking, “do we sometimes mistakenly assume it has to be an object”? After pursuing learning related to EdTech in this past year, I think it is fair to view it simply that way. A modern definition of educational technology to me strictly addresses: the objects, apps, and tools created in order to aid in learning. EdTech is just learning, past and present.

BUT!

When one thinks of EdTech, one thinks of <insert device here>. SMART Boards, iPads, BYOD classrooms, take your pick. Mainstream EdTech is devoid of the history or philosophy, it is simply a “thing”.

And shout out to Holly, she nailed it with this definition:
“it is a set of tools that aim to enrich and enhance the teaching and learning experience. “

To continue with completely overgeneralizing, education technologists (EdTech users) know the historical influence and implications of what goes into education technology anyway (the ideas and processes), so while an official designation of what EdTech is may contain the thoughts of its foundation, the majority view it simply. The critics and opposition to EdTech as a may point to the tech trade-off as a Faustian bargain, but that argument can be said of any step for progress/change and to me has all the symptoms of pessimism (the “p” word). “This new energy source will create new jobs”, “yes but it will ruin or make old jobs obsolete”, cut it out.
//giphy.com/embed/Np917mP5ixJJK

via GIPHY

It’s awful to displace people who may have worked at something for a long time, yes, but it illustrates our need to be able to adapt. Potentially, some companies are imposing values and beliefs on our youth with what tech they create, but it some cases, believe it or not, these things are created with the genuine intent to make life better (some capitalize on this, unfortunately). Haters might come at me with: “these technologies aren’t distributed evenly though, this increases the wealth gap as the haves get the best gear”. True, it does, but it also helps teach digital literacy to those with minimal exposure to it at home, assuming your educational institution can facilitate it.

Resistance is futile.

But worth it.

From oral to written to computer to social media, learning and EdTech has taken on different shapes throughout history. Fact. However, doubt is an integral part to each innovations’ growth and consequently seeks to further learning. The game is constantly changing for humanity. It doesn’t make us all-powerful when we are the architects of these paradigm shifts, but agents of change. These agents may hold and manipulate power and the very flow of human socialization, but it is negligent to not acknowledge what works (and what doesn’t).

Why do I think about it this way? It stems back to worldviews and a growth mindset. Approaching problems, be it with self or with others with a solution in mind; positivity in making the most of what’s available is not only better for me, but better for my students. So I continue to embrace change in education as a whole, not simply limited to the scope of EdTech, whether or not all of its depth is actually taken into consideration by the masses.

By the way, how great are gifs? And how fitting is this to the theme of my ramblings today?
//giphy.com/embed/l0mAEe524JfsA

via GIPHY

 

Agree? Is this all there is to EdTech and life?

Disagree? I’m too optimistic and need to be more realistic of the perils?

Comment.

– Logan Petlak

 

Dialled in, plugged in, and loving life.

23 Thursday Jun 2016

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“Look up“.

Great advice for some, but not all. I think in some cases, we need to try to reflect on the value of looking down… and what looking down allows us to do – connect, answer, and learn. Yes, we can go to a concert and hear musicians tell us to unplug and live in the moment, and we need to, but what about getting a video of Chris Martin singing “Fix You” for your friend who couldn’t be there because they were sick?

Some moments don’t need a camera; there is value in appreciating things without a digital record… But, like every other debate we’ve had, we need balance, moderation, and an open mind. Is taking a video of a child’s first steps also “not living in the moment”? Or is it an opportunity to reflect and relive the moment many years later? Humanity is evolving, constantly rewiring the hardware of our brains, and with this includes modern connectedness and socialization, which occurs by looking down and utilizing our technology and devices. We are comfortable with looking down when it helps us learn with PLNs or to help facilitate learning and friendships, but are quick to antagonize it when people don’t appreciate moments the way we might want them to. There is a challenge to begin to recognize that who we are today involves a link between offline to online life. This is echoed by the concept of augmented reality. As we learn about what our digital footprints are, and adjust our digital identity to improve this, we improve our IRL identity as a result… we project a better us to live up to. (But this can create pressure to please, so we need to continue to reflect and be fair to ourselves).
Optimism versus the facts against being plugged in.

“Plugging in” has been called “a way to avoid dealing with loneliness“,

Loneliness_(4101974109)

Loneliness via Wikimedia Commons

but perhaps it is an opportunity to decrease boredom. Loneliness and boredom encapsulate two states of mind that are, at times, difficult to differentiate from one another. I would seek to argue that perhaps we are more engaged and stimulated than ever before, but is there a backlash to this? What is it? We are all capable of multi-tasking better than ever before, yet some evidence points to the idea that I am wrong, and simply have less attenton and focus. Having too much going on at once is imposed by tech and causes higher levels of stress… including how connected we are and the inherent expectations for shorter response times. Contrary to this, I would argue that I feel efficient when I get a lot done in a day, and am capable of getting a lot of things done thanks to technology, and have a lot of positive means of coping with the potential stress that occurs as a result. I want to be involved and I feel fulfilled when I am… or am I just afraid of missing out?

Fear of missing out is a reality for some, and some may tell you that technology is making this worse, but there is also learning to be had when struggling with this fear. Speaking from personal experience, through toddler to teenager, I have been completely wrapped up in what others are doing, and over time learned to accept the things I may be missing out on for what is more important, isn’t that what growing up is and has been for some time? Some argue that technology can be an addiction, observing others who make trips home to retrieve devices that, without them, said individuals would feel naked. I have a hard time agreeing that technology is an addiction, we have it to connect and it is something that we feel improves or is needed in our lives. How is this different than applying the argument to being addicted to our cars or other modes of transportation? It is a part of our lives that improves our lives, and the fact that I feel that I “need” it to get to work wouldn’t be considered addiction or “bordering on obsession”, so many things would therefore border on obsession. My love of hockey, teaching, cats, and my family, borders on obsession. However, the points listed above make my life better, no question about it. Does being plugged in actually make my life better?

Does being plugged in legitimately make your life better?

Does being plugged in make your students’ lives better?

If you think it doesn’t, then stay unplugged.

For me?

I am dialled in.

I am plugged in.

I am educate-in.

And I am loving life.

 

EC&I 830, have a great summer.

Logan Petlak

 

 

Sharing and openness. A moral imperative, even on social media.

02 Thursday Jun 2016

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Sharing is a moral imperative.

This week we debated the necessity or disservice of sharing and openness in schools in the context of social media and education technology. And, much like many of our discussions, it involves statements or hesitations from some that we could apply to other arguments about childhood and life. Observing my opening sentence, read the italicized and consider if that phrase, not in the context of social media, but rather of students of the past. Is or was sharing and openness not encouraged, with emphasis on competition instead? Perhaps not in schools, but at home?  Once upon a time, ‘openness’ and sharing emotions was discouraged as part of social pressures on males (The Mask You Live In). But in today’s world, openness and sharing is a given, a moral imperative. And sharing and openness in social media is no exception to this fundamental moral imperative. But sharing is a learning process, parents and educators need to learn themselves and guide students through the process of now understanding sharing not just in the historic sense of “Billy, let Tim play with your toys too”,

it’s become “Billy, don’t feel like you need to let Tim know about every single thing you’re doing today on Instagram”. We can share learning, or perhaps important life events, but where is the line in what we should share? Juan Enriquez presents the idea that everything we share leaves that digital tattoo. So, while I would argue we need to share, we need to be aware of the implications of what we share about ourselves and others. Much like presenting ourselves professionally in public, like at a social gathering, today social media is where humans gather and “humans are wired to share”. Rachel Botsman, makes this argument in her case for collaborative consumption.
https://embed-ssl.ted.com/talks/rachel_botsman_the_case_for_collaborative_consumption.html

 

Learning about sharing. How do we share better?

There are a lot of reminders out there about why we need to be aware of our digital footprint. Sometimes there is that fear about what we put into the big scary internet, but we (teachers and students) can use it to our advantage. This requires some learning to take place. In discussion with my grade nines, we stumbled onto an apparent digital citizenship learning curve. In many ways, as student’s raised in the social media age, they hit certain milestones or realizations about what is “okay” online far sooner than I ever did. Like any bit of learning, however, there are gaps. Some learn to avoid “oversharing” younger, yet fail to understand the idea of creating a positive digital footprint and post profanity or inappropriate content. As a young educator, I am fortunate to have been raised in the beginning of the social media age, but learned through mistakes and failure; different generations have different exposure and opportunity. So, rather than a trial by fire, or through personal experience depending on the generation of teachers, educators need a guideline for teaching digital citizenship in our school, thanks Alec and Katia. Find your line and use the resources to teach about openness and sharing through social media responsibly.

Where is the ideal line between sharing too much and not enough though? We can be aware of our digital footprints, but one person’s definition of a good digital footprint may be slightly different than another, much like one individual’s thoughts on sharing may be different than another. Where is your line?

Logan Petlak

Just Google it? Just Google it right. Building from simple to complex.

26 Thursday May 2016

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Statement: Schools should not be teaching anything that can be googled.

logo_no_google

No2Google Logo via No2Google.com

 

Disagree.

The picture below isn’t necessarily related, but it was one of the pictures that came up when I searched, “Yes Google”, and I feel compelled to use it… it helps if you imagine Psy singing “Heeeeeyyyyyyy educators, Goo, Goo, Goo Goo. Google ain’t so bad”. This builds into my post, while illustrating both the problem and potential solution of simply “googling it”.

2012 iHeartRadio Music Festival - Day 1 - Show

LAS VEGAS, NV – SEPTEMBER 21: Rapper Psy performs onstage during the 2012 iHeartRadio Music Festival at the MGM Grand Garden Arena on September 21, 2012 in Las Vegas, Nevada. (Photo by Isaac Brekken/Getty Images for Clear Channel retrieved via Business Insider)

Building from simple to complex googling.

Apart from the fact that so much can be Googled (and Googled and found mistakenly, as seen in picture above), the policing of instruction to avoid this next to impossible. However, like any potential problem-causer, it provides opportunity. How do we roll with this? How do we make a positive out of a negative? How do we build from simple to complex?

Terry Heick visited the thought that: “complex questions can’t be googled.” He went on to state that the answer Google provides can be a stopping point… and that it “… creates the illusion of accessibility,” or “obscures interdependence of information.” All valid. This can happen from simply using Google without education, but it reminded me of Dave Cormier’s details on using MOOCs appropriately through the cynefin framework and the rhizomatic learning… specifically that answering complex questions requires a particular approach to learning, that we as educators can seek to facilitate. Terry Heick then concludes with an awesome point that alludes to this need for educators and highlights the importance of teaching about proper use of Google and why Googlable (new word?) concepts should be taught in schools: “none of this (the above concerns) is Google’s fault.” Educators (and parents, for that matter) bear the responsibility to inform students of how to use technology like Google and Wikipedia to foster ideas and “cultivate curiousity”. So much can be Googled, so teach students to think critically, and recognize that every teacher can do this regardless of grade or specialization, as evidenced here, and through digital citizenship as Jeremy Black referenced.

Connecting critical thinking to maximizing Google.

“Before students can think critically, they need to have something to think about in their brains.” Ben Johnson made this comment, and used it to remind us of the importance of memorization and still keeping this as part of instruction. This speaks to the baseline knowledge that may come from using Google and other information sources. Finding the simple answers that “Googling it” may provide is the beginning to deeper parts of cognitive function in individuals, leading to fostering curiosity that I made reference to before. My phrase I tend to use in course outlines in senior science echoes the overlap between memory, critical thinking and curiosity: “in order to remember these terms, I will push you understand these terms.” This simply reflects my angle of looking at it, but there are many ways to aid in memory.

 

Final thoughts

Ultimately, the proper use of “Google” falls to educators to ensure students continue to ask complex questions and follow links to continue pursuing knowledge and continue to connect to new ideas with that new knowledge. Memory may play a dominant role in this process providing the fundamental information that sets a foundation to curiosity and challenging complex questions.

 

Agree? Disagree? Comment!

– Logan Petlak

EdTech in class doesn’t just enhance learning, it IS learning.

24 Tuesday May 2016

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Someone once said to me (yes, “said”, this definitely isn’t an assigned question I read), “Technology in the classroom enhances learning”. My first thought was, “yes, of course it is, it’s silly to think otherwise…”

 

petlak couros special.JPG

“Logan Petlak reflecting” via Camera of Samsung Galaxy S5

Then I reflected on it a bit…

 

…

..

.

.

..

…

nothing changed.

Statement still is accurate.

Why do I think that?

Well, I would argue that technology in the classroom today is learning. Regardless of the mechanisms students use to grasp the content embedded in our curriculum, technology plays a role one way or another. Be it delivering the students to educational institutions, how they get their nutrition for the day, or utilizing apps, programs, and devices to foster learning. Don’t get me wrong, there are problems within its use and a need for doubt, as Greg Toppo reminds us about humanity’s tendencies, “we always fret about technology”. We need the doubt to continue to grow and check ourselves, but we can’t deny the importance of technology and the learning inherent within.

The learning extends beyond simply curricular content. Technology is a force for connectedness in the modern world. When considering the circle of courage below, I could connect it to each of the dimensions of it connecting to Digital Citizenship. Belonging through social media, independence through responsible device use, generosity with commenting and sharing with others, and mastery in the procurement of curricular knowledge and outcomes.

CofCLabeled

Circle of Courage via BehaviorAdvisor.com

“using technology promotes sense of belonging and interactive participation in the classrooms for children with learning disabilities”  – Bryant and Bryant, 1998

The above quote speaks to me as a student advocate and reinforces the connection to the circle of courage. Developing that sense of belonging is consistent with it and is a critical part of development for all youth. And this belonging occurs in technology in the form of social media today.

 

Devil’s advocate: For the doubters.

Now I know there may be student advocates or doubters thinking… “But Logan, what about the students who are in the classroom who don’t have access to phones in BYOD (bring your own device) settings?” Fine. Devil’s advocate? Yes, some students will not have devices and this raises questions of further increasing the wealth and technology gap in the classroom. And yes, BYOD can exacerbate that, but in province-wide school divisions facing cutbacks or lean spending models being approached, can it afford purchasing devices for all, probably not, but some, be it through donation or purchase for need in the classroom. We are obligated as educators to keep students educationally literate and up to speed on current learning (technology, by extension), and we can minimize education spending whilst teaching students to use their own tools or hand-me-downs from another to stay connect an learn. If anything, the arguments against BYOD enforces the importance of devices in the classroom, the students need to at least learn about it here if not at home. Fact: Inequity will always be present between student in our schools… so as educators, rather than blanket money spending for every single student, follow the example of modified, adaptation and differentiated instruction and simply provide necessary tools to those that need it, and adjust instruction accordingly. And this doesn’t even consider the adaptations with technology, as Justine puts it, “all of the different technology can lead to equity for students in the classroom.”

But, Logan, what about ___________________”.

“The need more PD (professional development) for using EdTech” – “Most teachers want to learn to use educational technology effectively, but they lack the conceptual framework, time, computer access and support necessary to do so”. I have a hard time agreeing with this. Arguments can be made both ways, but for me, my biggest point of contention is “time”. One of the benefits of technology in terms of knowledge acquisition is that it takes less time looking online than travelling to a library or accessing a textbook. Maybe the information on how to use it isn’t there, however, so logic would denote there should be professional development for this. Interesting idea, but at what cost? And what aspect of technology do you target? Phones? Apps? Computers? Programs? Existing PD on working with language learners may utilize this technology anyway (if not, plan accordingly). Not to mention, if EdTech PD isn’t a perceived need in the entire division, is it worth making a specific priority? If most PD’s themselves incorporate tech, then this should happen unconsciously and simultaneously and not require increased spending (in tight budgets, as referenced before).

“Technology reducing performance” – Comparing “performance” in the critique of the use of technology, and what I fail to see is the assessment means… is it consistent with the circumstances in which learning took place? Same content, different written/technological delivery, same written assessment? I have a hard time seeing an immediate correlation without explicit details on the assessment means.

 

Final thoughts

As I said, we need doubts about what technology involves. But the fact is that learning and working today requires technology, and to ignore that or avoid it as an educator does a disservice to our students… especially if they come from a device-free background.

What are your thoughts? New technology can have new detriments or roadblocks to learning? But is it just the struggles of our times? Comment!

– Logan Petlak

 

Defining what exactly #EdTech is.

13 Friday May 2016

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Google “Education Technology“. What you find is a definition from Wikipedia of  “Education Technology“:

“the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”
Association for Educational Communications and Technology via Wikipedia.

As an individual exposed to the ideas of Education Technology (henceforth referred to as #edtech) this all makes sense… and, happily, it has the best interests of student learning in mind. But what about the definition of technology? Often we approach technology through the lens of computers and gadgets, but may not recognize the ideas and processes associated with #edtech. Case in point, upon finding an appropriate technology-related image, the picture below was the closest one to being accurate, but still rampant with electronic devices.

technology-662833_960_720

“Technology” from Google Images via Pixabay

To the left you see an iPod, TV, Camera, and some sort of electric hair clippers close to the nose… your stereotypical forms of technology.

What am I getting at?

Technology is so much deeper than we give it credit for. We assume it is simply a network of electronic connections and the concept of “technology”. It isn’t. Knowing a book can be used as a paperweight, or that Fonzie-style hitting the copier will fix it, that is technology. Further applying it to education, it considers adaptions and differentiation for students without an app or tablet. It has shaped history, not just in the creation of new weapons or medications, but also in ideas, beliefs and algorithms.

We make this separation with students, and this discussion is actually present in the Saskatchewan Social 9 curriculum! I tweeted about it one day when my students and I discussed it! But do we always remember it as adults and educators?

I hope to remind myself over the course of #eci830 the widespread implications of EdTech. And that the inherent discussions and debates within also represent educational technologies through the sharing and creation of ideas.

Honing in on our original definition of EdTech. I also know that EdTech does involve a variety of apps, programs and resources that enhance student learning and I’m extremely excited to continue to utilize them.

Thoughts? Comments? Questions?

Erin Benjamin shared the excitement of getting into this class in her blog, and I agree. She mentions connecting with colleagues and learning with others… I guess that’s nice too…

I’m Logan Petlak by the way.

Find out more about me here!

ED Goals: Continue to connect, learn, question and improve.

17 Sunday Apr 2016

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Term in review

Over the course of this semester in ECI 831 we’ve progressed from educational technologies, like utilizing social media such as blogging and tweeting –> open education resources and ideologies –> to the perils and realities of the internet world through law and harassment –> and closed with the power and need for on-line activism. As this was my first class in my graduate studies, I found it very relevant as a student again and still as a young teacher. I felt that many of the discussions directly translated to learning in my classroom.
How have I been applying my new knowledge and thoughts thus far in my teaching practice?

In environmental science we have utilized social media to do research on ways to reduce waste and become enviornmental stewards and activists. In health science, I registered and directed students toward an open education resource through Coursera to learn more about our current topic (vital signs). This was accompanied by showing the students that you may purchase certifications in recognition of these courses should you need some paperwork associated with it ($65). This, in turn, lead into a class discussion on university tuitions that unfortunately seem to serve as a price tag for paper recognition of knowledge garnered. Around the school? I’ve used Facebook group chats to communicate with students about our One Act performance for the year, and have continued to use Remind to communicate with my track and field team as well as help coordinate our school gay-straight alliance (GSA). After spending more time with Snapchat, I had utilized its popularity with students to help promote our school in Moose Jaw as well as provide an area for potential students to ask questions about the school.

As I took into consideration MOOCs and open education, I considered how to work this into my classroom, but rather than simply throwing in some individual research in assignments and reminding them about critiquing sources, I decided to formally merge my teaching style with what I’ve learned about digital citizenship. The Digital Citizenship Presentation covers this and “learning in a Mr. Petlak classroom”. I intend to use at the start of my semesters in the future.

 

Beyond my classroom and practice, what else has this course helped with?

Over the course of this class, I digitally connected with others in the private purchase of a house, I digitally connected with other educators on-line to enhance my PLN, and expanded my ability to organize knowledge gathered outside of the school back into improving learning of myself and others. I felt it helped me reflect on the social dynamics inherent in social media that was just becoming relevant when I was in high school, and it allowed me to better connect with this generation of learners. It also renewed my desire to be an activist and not be afraid to speak out, which I fear as educators we may fear doing so in order to remain neutral… and at times, silent. But the push to learn piano also helped me found my voice and way to “create” music and sounds that I have enjoyed for a long time… and will continue to keep learning about.

 

Closing

I sincerely thank Alec Couros and Katia Hildebrandt for an awesome semester of learning, as well as all of my classmates. I was very unsure what to expect in a graduate class but this did not overwhelm or disappoint. I feel like a better teacher and person after this course and I feel that is my ultimate goal of education: to continue to connect, learn, question and improve.

To finish how I started, below is a picture of the difference in hashtags from the start of the semester to the end of the semester. Despite the length of each list, the time to complete was actually very similar… and almost just as importantly… I think my hair looks better too!

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First Day – ECI 831

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Last Day – ECI 831

 

 

 

 

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Summary of Learning Video

Without further delay, below is my summary of learning video. “Google Yourself” a parody (remix) of Justin Bieber’s “Love Yourself”.

Keep on learning,
Logan Petlak

Lyrics

It all began with a selfiechallenge,
and then I started google plussing my name!
Flipgridding teachers, oh, wow this is great!
No more learning on my own: networking

Learning project maybe write a song,
‘Cause I love music maybe piano player. Can’t yet,
But I still play piano lots
And, holy, I be learnin’ lots
Watching youtube, TedTalks connections is where it is at,
Took weeks just to see that

Katia don’t like trolls but she likes trollin’ ’em
And if you don’t like slacktivism I think you’re wrong.
And I’ve spent hours on my blog
Even tweeted @courosa
I’m networked son,
domain at WordPress.com

So I like PLNs – knowledge-able n’ such
Baby, I support open education
And I think I’ve got a good online identity
It’s clear that I google myself

And when Dave told me bout rhizomatic learning
The only problem I had was info curation
Experience is the best teacher of knowledge
Pipe’s more important than content in the pipe.

And I gotta chirp about some laws
Lessig saves us with creative commons, just go Cite it,
Or we will get locked up
People puttin’ wifi prices on (everything)
And net neutrality is where we wanna fight back,
Took months just to see that

Katia don’t like trolls but she likes trollin’ ’em
And if you don’t like activism I think you’re wrong.
And I’ve spent hours on my blog
Even tweeted @courosa
I’m networked son,
domain WordPress.com

So if you like PLNs – knowledge-able n’ such
Well then just support open education
And if you think you don’t connect with students
Then just edtech Snapchat yourself

And on the chance you have a classroom blog
teach #digcit – Translates to learnin’ for all
And yet the wealth gap leaves students vulnerable
Digital divide can we just break down it’s walls?

Corm-i-er told us, bout’ MOOCs and such
Oh, baby, you could go learn by “yourself”
Orient, declare goals, network, cluster, focus
And go complex question yourself

Now I have, a PLN – am knowledge-able n’ such
And I support open education
And if you think you don’t manage your reputation
You should go google yourself

Why do Students Snapchat? Intimacy and Connectedness.

24 Wednesday Feb 2016

Posted by in ECI 831

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Earlier this week, I looked at the social media app: Snapchat. To extend beyond just becoming comfortable with the apps and programs students are using, how can you use this in your classroom? Vicki Davis provides several suggestions including using YouTube for students to host their own show or document their learning. Ultimately, I believe that social media can be a force for good in the classroom, even in the casual use that student use it for (when appropriate). It represents a significant part of modern development and learning.

In this post however, I intend to address the transition of social media. In Amanda Lenhart’s article through the Pew Research Center, it stated that 71% of students used more than one form of social media, with the most being on Facebook at 71% and only 41% on Snapchat… my students are more likely to represent if you switched each apps respective numbers. When we further observe the stats on the same site, it states that girls dominate visually-oriented media. To pose an inference about this data, and unfortunately in an overgeneralizing heterosexist lens, the margin of numbers I would expect to diminish as male students follow what the females share. With more visuals, we see Snapchat overtake Facebook. Given student feedback? Snapchat is better for their daily communication desires. Why is SnapChat so much better?

Two things: Intimacy and connectedness.

Intimacy.
Students and adults have already learned to “curate their content” and create public social media images and private lives to protect themselves from the watchful eye of future employers, but this addresses privacy rather than intimacy. As well, many students are aware of the possibility that individuals can still take screenshots without being caught. Students achieve a greater amount of intimacy when you can actually see the person you’re speaking (or texting) to. Humans and animals learn our facial expressions to adapt and become socialized, it’s natural. This is just further learning of intimacy with others. In an education-setting, this can even help students who struggle with reading social cues get experience! The sharing of inside jokes or personal confessions simply enhances the intimate social experience. Going beyond novel (reading), to drawings (pictures), to film (video). It’s important to differentiate in my definition of intimacy. I refer to it as the development of emotional closeness with others, not in the sexual nature. Students also need to be aware of and learn that a (possibly provocative) picture that may be gone in 10 seconds may not disappear.

Connectedness.

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Photo Credit: Jeff Coons via Compfight cc

Students want to connect with their peers, whichever social media takes precedence in a particular generation, individuals will clamour to it. The social media aids in the development of social skills in a modern era while satisfying our universal relationship needs.

1. Companionship / Belonging
2. Affection (Verbal and Physical)
3. Emotional Support / Validation
– Will Meek, Ph.D Psychology Today

Upon inquiring students about what makes Snapchat stand out: “everyone else uses it”. ‘Everyone else’ involves the people they deem significant within their social circles school or community-wide. Do you agree? Parents and teachers may bridge that gap at times or provide this need in a non-digital sense, but perhaps modern peer-to-peer interaction is dominantly achieved through social media.

Some students did have both, like myself. Why? Students may put general postings about big moments in their lives on Facebook for family members to see, or stay in touch with older family members. Facebook also has the group chat function which can be used to target a more broadly-aged audience. Utilizing more than one I would argue is the ideal, as each fulfill different purposes. Connecting within peer groups more intimately with some (Snapchat), or more widely with things like Twitter or Facebook.

Do you agree or disagree? Share your opinion on social media in schools in comments below!

– Logan Petlak