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Logan Petlak

~ Lifelong Learner.

Logan Petlak

Tag Archives: education

The Illusion of Providing Neutral Education

25 Tuesday Feb 2020

Posted by loganpetlak in Education Blog

≈ Leave a comment

Tags

critical literacy, education, politics and education

Providing Neutral Education Woes

“I try to present the information as neutral”, said a friend and colleague of mine as they engaged their History 10 students in a discussion about various forms of government as part of the political decision-making outcomes, to which you could see and hear students respond to the different political ideologies with fervor as it aligned or contrasted with their developing beliefs. It would be ignorant for me to assume that all teachers try to “present the information as neutral” on a consistent basis, but I would propose that many do. The very thought of trying to collect data and transcripts detailing every conversation in every classroom in Saskatchewan is overwhelming. Nonetheless, my colleague’s intent to be neutral is noble, and is a shared, daunting task for many educators worldwide… even though to be completely neutral is impossible for any individual.

Educators regularly tow the line of delivering content in a means that is “as neutral as possible”, and this is lined with fears about accidentally saying the “wrong thing” or “too much” (sometimes this dialogue has the potential to tarnish public perception of education). While it is unfortunate that they have this fear (educators aren’t alone in this), tact and consideration before speaking is a valuable skill, specifically in today’s social climate, as well as considering the implications of your words (but more on this topic another time). However, this means that educators don’t feel the freedom to speak candidly on topics that may be relevant to curriculum or based on the learning interests of the students. That being said, parents and other community members are right to care about their student’s education and advocating for multiple perspectives in education in the classroom. While hopes are that parents and teachers can continue to build trust between one another and develop an open discourse, this is sometimes countered through the proclaimed pursuit of neutral or “politic-free” education which, as I mentioned above, is impossible.

Why is Neutral or Politic-Free Education Impossible?

The sum total of your lived experiences (culture, biology, trauma, etc.) influences your identity and, by extension, your opinions and daily interactions with everyone. One can hold the belief that they can shelter or hide their identity or political beliefs from others, but the reality is that your conservative, liberal, nationalist, or globalist views are an important part of who you are that are reflected in your actions, words and life. This bias is reflected in any communication that occurs with others which includes educator-student, parent-student, or parent-educator. Bias is often used negatively, and while it is a confounding factor in society, it is a reality (even in artificial intelligence design), and taking steps to avoid it promotes self-awareness. When considering this in addressing educational curriculum-writing and the potential political implications of curricular content, it becomes clear the futility in attempting to achieve the neutral or politic-free ideal.

Addressing Neutral (Non-Political) Education Promotion: Climate Change

“We’ll get politics out of the classroom” is a phrase that is shared and held by individuals in Saskatchewan and Alberta. While the potential intent is to have teachers be less politically-biased in the instruction of students, acknowledging the potentially manipulative nature of education; education does influence the worldview of students. Completely removing bias is an impossible task academically, professionally and personally, especially when curricula is composed of outcomes related to relevant topics and issues that are inherently political, for example:

ES20-AH2
Analyze the production, reliability and uses of geoscience data to investigate the effects of a changing climate on society and the environment.

Saskatchewan Curriculum – Environmental Science 20.

This is a climate change outcome, a contentious topic in media. Data can be presented to students regarding the investigation “of the effects of a changing climate”, however, the selection of data provided to students, including the source and amount of evidence provided, is inescapably biased regardless of the educator’s stance. This is exacerbated when students likely are approaching the content biased, having already been exposed via their social networks to topic-relevant information. This climate change outcome also highlights how navigating it as educators is increasingly complicated when you live in a resource-based economy heavily influenced by the fossil fuel industry.

It’s important to acknowledge that the fossil fuel industry contributes to the livelihood of many families in Canada and its disruption has the potential to negatively impact these people. However, it’s also important to note that climate science education isn’t meant to belittle the work of fossil fuel-sector employees or undervalue the importance of these resources to energy-production, manufacturing and associated products.

When investigating geoscience data, which can be done through textbooks or a multitude of online sources informed from peer-reviewed articles, most evidence (scientific consensus) points towards anthropogenic climate change and that the Earth’s overall climate is warming. Extending further, when challenging students to analyze sources for reliability, many of the sources fulfill the best practices for evaluating sources for credibility and reliability. As students synthesize this information, it may appear that the educator is pushing their kids to be pro-climate change, even if they attempt to deliver content from opposing viewpoints. However, when applying outcomes and intents of the curriculum including scientific literacy and “engaged citizens”, neutrality on this political topic becomes impossible, but is not presented this way in media and therefore not interpreted this way by members of the community.

Media presentation of topics like climate change may widen generational divides between youth and previous generations or foster distrust between educators and community members concerned about their student’s education. Most media is created and worded to generate a reaction (“likes, shares, and clicks”) and unfortunately, at times, this incites division, in this case between the public and the education system. Division may then be taken advantage of by parties who seek to gain from this, of which guilt can be assigned regardless of an individual’s affiliation. Oddly enough, both sides normally have the same goal, which is “what’s best for the student”, but each side, at times, fail to recognize that reality in the “opposing” party, and may forfeit critical thinking due to their personal, inescapable biases. All of this highlights the complications of promoting “neutral” education as a political tactic, rather than the promotion of critical thinking to create informed citizens.

Not Being Neutral is Important
Paulo Freire 1977

Critical thinking is an imperative in today’s connected world and many resources are available to help promote this, even though many conventions of society sway us to drift away from it, such as advertisements. As curriculum becomes renewed, critical thinking increasingly is a focal point in curricular writing. However, this may result in coming to a definitive conclusion on a topic that may influence political decision-making, a consequence of critical thinking, which is not neutral. To paraphrase Paulo Friere (pictured to the right) from Pedagogy of the Oppressed, educators can’t be neutral, and this is exacerbated when promoting critical thinking. Further to this point, to attempt to be neutral is to be complicit in issues, be they about politics, social justice, environment, or others.

This presents the importance of the educator’s role in improving their personal critical thinking skills, addressing curricular topics through this lens in their classroom, and the inherent modelling to students of an informed opinion and generating an open, respectful dialogue on these topics.

To extend this further, it’s what the students want from their teachers. In my experience living and working in education in Saskatchewan (which I acknowledge is an isolated subjective, personal experience), students want to know what their teacher’s opinions are on topics and current issues in society. It builds student-educator relationships, but it puts a lot of pressure on the tact used by the teacher in these scenarios. The teacher is in a unique position, as how they deliver that opinion will undoubtedly influence the student (this is sometimes referred to as hidden curriculum). It becomes important that the teacher still respects opposing viewpoints or individuals (for example, even if you oppose a particular political leader, your rhetoric needs to be respectful and critical). I understand that administrators and some experts may feel that this is best avoided due to the influential role of the teacher, but I, once again, posit that this influence is unavoidable. As educators, this presentation of a (hopefully) respectful and informed opinion is fundamental component of creating engaged citizens. The variations in which this occurs from classroom to classroom helps learners refine their own views, ideally in this critical, intersectional approach. However, this falls short in the absence of additional education from family and community members. “It takes a village” to create more critically literate learners. Through the promotion of an open, respectful dialogue, and a lack of neutrality without forfeiting self-awareness and open-mindedness, society may become more critically literate.


This post was written on Treaty 4 territory, the original lands of the Cree,
Ojibwe, Saulteaux, Dakota, Nakota, Lakota, and on the homeland of the Métis Nation. This acknowledgement is made to recognize harm and mistakes of the past, their impact on the present, and an ongoing commitment to the pursuit of reconciliation and partnerships with Indigenous Nations.

The author’s social context is that of a caucasian (predominantly Eastern European ancestry), cisgendered, straight male (pronouns He/Him), born and raised in an English-speaking, middle-class family in Saskatchewan, Canada. These details are included to present potential influences and privileges associated with the author.

Links to sources of content are embedded into document.

Learn about the author here.

The Need for Media Literacy

18 Sunday Mar 2018

Posted by loganpetlak in ECI 832

≈ 1 Comment

Tags

digital citizenship, education, educational technology, media literacy, social media

Media literacy is an integral part of learning.

Image result for media literacy

Global Competencies via AML

Many of the “to do’s” of media literacy, as evidenced in vlog posts by Dani and Luke are pretty straightforward and may occur in courses anyway without the deliberate classification as media literacy. Literacy in senior English includes media literacy in dissecting all elements of literature including the writer and content of the piece. History courses analyze the context in which historical events occurred much like we would analyze all the factors surrounding articles and posts.

I think that it is a very easy-to-realize goal of extending media literacy (specifically in the digital realm) into many, if not all, subject-based classrooms. It seems like it would be the most relevant learning for students as well (at least in the environment in which I instruct, high school), which should increase engagement. I would hope that this is a trend that more and more educators seek to address in their classrooms, but how would I ever know that its occurring when I’m busy teaching? Prep time rarely gets used to observe other educators as many of us re trying to keep our head above water working on marking/prepping. This presents the necessity for it to be required/enforced at an administrative or divisional level. And this presents the question then: does every teacher need to do it then? Is it a part of teacher assessment and professional growth for us all as a profession? I’m biased, obviously, but I think it should be! Do you agree?

With this in mind, what currently is happening in my school regarding media literacy? How are we educating students about digital citizenship and media literacy?

ccicyclonenation

Screenshot of ccicyclonenation post on Instagram.

At Central Collegiate we have been fortunate that administration encourages opportunities for sharing and leadership as educators supporting one another with educational technology. In addition, individual teachers are encouraged to take “risks” and utilize social media as a means to build community at Central Collegiate.

Our school social media, differs from that of each of our educator’s social media posts, as its very much about the school, not personal (obviously). With different types of sharing occurring with each of us teachers, I think that diversity in types of sharing is reflective of the diversity present in schools and also illustrate that necessity for instruction and unpacking of the idea of media literacy for everyone (this extends to include other roles within the school including facilities, office/administrative positions, and support staff), does this become mandatory and assessed in the same way it occurs for educators?

It’s still kind of a grey area when considering personal media use as evidenced by our ECI 832 discussion with Patrick Maze. There are some obvious things to avoid, and there are some things that perhaps shouldn’t be posted, but are arguably okay depending on perspectives. This raises that learning and modelling digital responsibility (and ultimately, media literacy) as individuals working with students and youth. Would we be okay with a student sharing something like what we post? Are selfies okay? And is that wide range of subjectivity regarding “what’s okay” a good means to go forward, rather than a definitive line?

I’m not sure on these questions regarding the future of media literacy, but it is a big part of society and culture today that we all need to be educated on.

Transgenerational (Digital) Citizenship Education

06 Tuesday Feb 2018

Posted by loganpetlak in ECI 832

≈ 4 Comments

Tags

citizenship, digital citizenship, digital footprint, digital literacy, education, technology

“Digital Citizenship is more than just a curriculum to be taught in a classroom; it is an ongoing process to prepare youth for a society immersed in technology, personally and professionally.”  – Robyn D. Shulman

This quote prompted me to begin sifting through all of my old posts because it presented a revelation of its simplicity/goal. I’m shocked that I don’t recall ever making the connection that digital citizenship education is just modern citizenship education; “prepare(ing) youth for society”. How is my school preparing students for this?

When Shulman listed off digital skills that might be taught in schools: “coding, animation, web design, blogging, cyber-security and narrowing down information”, I feared our (my) school only was hitting a couple at best, but it does hit these skills. Unfortunately it’s not with a specific consistently or continuity from course-to-course (it’s teacher-preference, or subject-specific with a heavy emphasis on computer science courses).

service guarentees citizenship.jpg

“Service guarantees citizenship” via MemeCrunch

But when broadening the definition to citizenship education that can have digital elements to it, the service learning and other citizenship education that occurs cross-curricularly in the school should promote similar values and skills when approaching the online realm. When considering the “ongoing process” piece Shulman mentioned – perhaps this represents the short-term educational change required to include digital citizenship? But how does one “monitor” or “manage” the learning that occurs in classrooms when it is such a broad, instructor-specific topic to cover elements of digital citizenship? This is where this broadening definition of citizenship also helps in the transition to digital citizenship education in some courses. Shifting the mindset on the digital world comes to be an extension of reality rather than a dangerous, unforgiving world as some parents or students may be approaching it, especially when we observe differences in digital literacy from one generation to the next – previous documents can still be relevant and promote transgenerational (digital) citizenship education in schools and in the home.

 

 

When I read Sklar’s take on digital hygiene, I began considering the impact home has. Education about digital citizenship occurs in a variety of ways today, some would argue it needs to occur in the creation of a positive online presence. and a lack of specific digital citizenship occurring in schools when I was an adolescent in the infancy stages of social media. It makes me feel incredibly fortunate that my father was very much into technology and trying to stay up to speed on it – by extension this helped us at least stay relevant and on top of/familiar with most new tech emerging, and Sklar appears to have their kids in a similarly-privileged position – the students have access to positive models for guided exploration into digital citizenship, but not every student is so fortunate (as Jana mentioned), which dictates the necessity for digital citizenship to be a part of education. Fortunately, this end is partially realized given subject-based outcomes through that expansion of preexisting understandings of what citizenship is to be inclusive of the digital community.

digital-citizenship.jpg

Mia MacMeekin’s Digital Citizenship via TeachThought

Citizenship occurs through the emphasis of digital citizenship. The critical thinking that occurs in the active deconstruction of our interactions in the digital world is a transferable skill. When considering implementation of this at an education system level – adaptability is key (much like the organic curriculum I’ve mentioned before, Sklar mentioned a “living document editable by students”). It has to shift and evolve with the ever-shifting, ever-evolving landscape to adequately and relevantly prepare students and equip teachers.

This is merely a surface “solution” to approaching digital citizenship (there a some lovely tips on how to implement this to the right, by the way). What does the future have in store for education?

How will schools shift in time? Will we see an increasingly student-centered classroom? Do the number of teachers need to increase to meet a more wide variety of student learning needs as technology further allows learning to be more personalized? Or will classrooms even exist if more technology makes education more available? It’s a tough call, so much is dependent on the “babysitter” properties of school that I see a “educational revolution” deviating from the current educational model as unlikely in the future – but I would welcome being wrong, even it put me out of a job.

Thoughts?

Let me know!
– Logan Petlak

Digital Learners and Digital Wisdom in a Digital World

29 Monday Jan 2018

Posted by loganpetlak in ECI 832

≈ 3 Comments

Tags

Dave White, digital citizenship, digital literacy, education, Marc Prensky, technology

I genuinely hold the idea that we can’t villainize the internet. Policing the students who (ab)use technology or criticizing the current contexts our students develop in seems fruitless in the absence of education. Maybe this lends itself to my appreciation for better understanding our respective places in the digital realm in order to proceed with wisdom? (It does). We really need to understand the depth of what we consume digitally (and how) and with this comes the need to identify where we, and our learners, fit in order to grow  and continuously learn about the ever-changing digital landscape.

Ironically, in previous reflections, I’ve kind of grappled with the idea of classifying students and myself with particular labels. At times labeling can be too constrictive, or its too subjective when considering things in a spectrum (but, that’s the point of a spectrum); student (and teacher) experiences and narratives constantly are in flux, so a spectrum to approach the diversity of technological literacy makes sense. The variation is wide from person-person. In this case, “what type of digital user am I”, widely varies depending on which point in my life you look at (my age, and technology available at the time), or in what setting the notion is applied (is it me as a student, teacher, or consumer). In my late teens?

hagrid meme.jpg

Hagridmemetoaudio via Google

I overshared and would’ve immensely benefited from digital citizenship education
(thanks Facebook Memories, for serving as a daily reminder for how much of a tool I was). The appreciation for the variety of digital consumers I think should keep us humble and empathetic as digital educators (if you’re an educator, your students will be put in a better position to be successful if you acknowledge your need to be a digital educator, assuming you live in a context with access).

This appreciation for empathy when approaching the idea of the spectrum of digital consumers has been a scaffolding process. One of my colleagues was providing a presentation to our staff about English Language Learners, and stated that we are all English Language Learners. That really resonated with me when considering the wide variety of proficiencies that exist regarding our respective grasp of the English language would also apply to the range of our grasps of digital literacy. With this, I consider that range of digital visitor/resident (which is presented as a continuum) as presented by Dave White.

However, upon watching Dave’s video, I became curious as to fluidity of being a digital visitor versus resident. When exploring that metaphor in a literal sense, we can see the impact visitors can make in new communities, and there can still be a trail or trace of their existence. This applies to online activity when considering webpage traffic, cookies, and histories. While we may not leave something easily visible to the public, those with the aptitude to perceive our presence online can do so. Therefore its important to remember our digital user classification isn’t definite either. I understand the context of the distinction Dave White makes as it pertains to our engagement with the digital world, but I also think it’s important to acknowledge the digital realm as an extension/part of our reality. Of which, relatively speaking, we’re all “residents” or “visitors”, and this is subject to change. But are we also digital “immigrants” or “natives”?

With digital immigrants and natives, there is a new issue presented that involves the peril in classifying individuals (clarification below). Its too subjective.

I do acknowledge the multitude of factors that can cause individuals to be predisposed to be better learners in different forms of literacy and the divide a failure to acknowledge this may cause. I acknowledge how certain generations may possess certain characteristics reflective of the context they grew up in. And I acknowledge that the digital world presents an exponentially increasing amount of change and challenges associated with it. But I fear we get too negative about the digital world and this can be a debilitating force against education. Like it or not, it is a part of the world we live in today.

That led me to consider drifting from the binary division of different types of educators and learners that I feel is presented in the distinction of digital immigrant/native, (and I wasn’t alone in this, thanks Megan). As I dug deeper, however, apparently Prensky felt similarly, opting to try to shift focus and emphasize “digital wisdom”, but was he successful in this endeavour?

Apparently the phrase digital wisdom didn’t catch on, but in reading Prensky’s work, he emphasized ideas after his digital immigrant/native article that, despite my personal critiques, he recognized and acknowledged as well. Two of which, I think are reflective of some main takeaways from my (and his) post:

  • Education and, by extension, the context in which digital literacy exists “should evolve” and so too must educators.
  • Educators need to listen to students. With this I think this connects to that empathy piece I mentioned before. 

We have to be cognizant of not over-generalizing the wide spectrum of learners that exist in the ever-changing digital world. Users are constantly increasing their fluency in digital literacy, and we are all digital literacy learners. Approaching all digital learners with that in mind, will keep us empathetic and adaptive to their learning process. With that, we will be practicing digital wisdom.

 

– Logan Petlak

 

Can an educator become YouTube famous? Creating, comparing and critiquing an educational Vlog.

07 Tuesday Feb 2017

Posted by loganpetlak in ECI 834

≈ 8 Comments

Tags

ECI 834, eci834, edtech, education, educational technology, pinnacle studio, vlog, youtube, youtube editor

Part 1: Trying to Create a Vlog

petlak-tube-logo

YouTube Logo via Wikimedia Commons

Vlogging

I think I would be an engaging vlogger. I mean… I’m an engaging teacher (I think), so it should be an easy transition, right? I watch YouTube vlogs frequently, I bet I can create something similar. Maybe I can take advantage of the billion monthly users of YouTube for networking? But what avenue do I select to produce and create? Pinnacle studio is amazing and is what I used growing up, but a new version would cost money… so let’s try something free, while becoming comfortable with the medium in which I would be delivering the content anyway. Therefore, the means (for me) to create a vlog of sorts is through creating a video using YouTube and YouTube Editor! Clearly I will need to use a program like movie maker prior to upload and editing, but what can I do with YouTube Editor? What are the strengths and limitations of it? Let’s try it out and keep it short (under one minute is my goal).

Video: (Incomplete)

Here are some highlights had I finished my video!

Strengths

  1. Includes links to resources and content.
  2. Personalizes information consumption (it’s like you’re talking with someone).
  3. Condenses into a short chunk.

Weaknesses

  1. Reading is important! And it doesn’t (really) occur in this medium!
  2. Does obligation to create lead to staleness of content-delivery; bound to a particular character and the inevitable monotony? What if people don’t like me? What if I don’t like me?
  3. Expensive/time-consuming at start-up to establish professional content.

Potential for Teachers as a Content Tool

All I needed to create this is basically a script and a means to record video/audio (the latter of which may be mildly expensive/time-consuming, I just used my piano). Then I can add YouTube essentials to the video, like an ending part of my video with links to other videos? Ultimately, the YouTube Editor basically better utilizes the YouTube method of content delivery.

Part 2 – Comparing my Vlog to others

Rather than my video, let’s look/compare it to an example of a professional video, from one of my favourites, the vlogbrothers. Watch the video below!

Vlog Brothers: Understanding Trump’s Executive Order on Immigration
https://www.youtube.com/shared?ci=qBvSSsi2vwg
An educator replicating Crash Course w/ Petlak

Can I replicate this? What does one need? And, as Kyle and Natalie pointed out to me, do I even need to recreate it? We (educators) can throw in content and media (all created by others) organically throughout instruction.

Let’s say, hypothetically, I do decide to create my own. Creating a resource for other teachers in SK for health and environmental science could be very valuable and not only save them time, but also allow me to teach concepts if I’m missing due to extracurricular involvement. If I have created enough resources and taught the content several times prior to creation of the module as well, it should be easy to pick up and go (I’ve been writing the script every time I teach it), assuming I’ve accumulated the above and established comfort with the module medium.

But what about the impact on student learning?

In theory, it should be very positive.

Once the nuances of the format are grasped and the user establishes comfort, not only should the format add value to facilitating the content, but may even allow for greater engagement in the content, finding a balance with the right media.

Professional Quality

“Once the nuances of the format are grasped”, I say above, like that’s supposed to be easy! If professional quality is to be established, for starters, professional devices are required. Next, if you look at any of the Crash Courses, you’ll see no shortage of additional people involved in the production of the video; script-writers, fact-checkers, camera-person, producer, animators and someone to compose or create original music. As a vlogger on a budget, I have to do all of these. Unless I talk to Andres and he can take care of animation while I take care of sound.

BUT WHAT ABOUT EVERYTHING ELSE?!

It’s not like educators ever wear multiple hats, right? (Wrong.)

Devil’s advocate: as educators, we are morally obligated to continue learning, so dive in.

Conclusion

The start-up may be difficult, much like Justine addresses in her post! I’ve been making movies for fun since I was young so my experience with the medium is likely greater than most educators, so some of you may find the learning curve is steep and this is very time-consuming (even I found my limits, and it can be frustrating when it’s just not as good as professional vloggers). So, find your boundaries, and push your technological literacy limits (within reason).

Could you see yourself as a vlogger? Is it hard to establish confidence in the creation of this media? Do we even need to learn it?
Questions, comments, feedback – let me know!

– Logan Petlak

The digital life of a teacher-entertainer.

11 Tuesday Oct 2016

Posted by loganpetlak in ECI 833

≈ 11 Comments

Tags

education, educational technology, entertainer, gaming, pinky and the brain, sesame street, teacher, technology

In this ever-evolving  understanding of teaching and learning, educators are constantly on the run from “traditional schooling”, constantly bombarded with news mean to fight the factory education model they are still enclosed within. Teachers, forever exposed to new means of instruction, the new rights, the new wrongs, the new device, and in the case of Sesame Street: the new songs.

Sesame Street Songs (Then and now)

Songs?

In a classroom?

Not allowed.

Unless your students are part of a generation with higher cases of ADD needing various forms of engagement to aid in learning (In this writer’s opinion, higher cases of ADD are strictly due to larger and more accurate amounts of testing).

Oh!

Wait!

Our students are a part of this generation. They need interesting and engaging delivery of content to enhance learning. Not to say it hasn’t been present before, I just think the world is far more engaging than it ever was. Which is why we, as educa-entertain-tors have to compete with the shows we were raised on and then some. New types of entertainment change comes with our handheld devices and while individual perception of change varies, some welcome it, some resist it, the fact is media, television, and devices are always changing. Therefore, to stay competitive, we have to stay on top of our game. Sift through the resistance to BYOD, get your hands on some additional devices for those who don’t have them, and get on the same level as every other source of entertainment your student is exposed to. I don’t mean to discount evidence that indicates BYOD can be bad for learning , but much like shows of the past, learning can still be had from devices and programming, because we watched these shows.

pinky__the_brain_wallpaper

A personal favourite of mine from youth. “Pinky and the Brain” via Looney Tunes Wikia

Even if standard achievement scores went down, there is learning that occurs beyond the ways we measure it. Natalie’s take  on the work of Neil Postman reminded us that: “He indicates that Sesame Street is a series of short commercials meant to entertain that uses puppets, celebrities and catchy tunes.  This is true.”

But why isn’t entertainment considered learning?

Kids don’t always learn the way we want them to, but there still are provided with ways to learn through the apps, social media, and games they play. Apps allow our students to connect with each other, face to face. Apps are reinventing the depth of relationships we may have had before with increased exposure to socialization and different experiences and cultures. Many games are problem-based, objective-completing activities that provide descriptors and feedback on their work. Consistent with that of the classroom but not with the content we would prefer. But can it go wrong? We can observe the history of the learning channel and see the defamation of the “educational program” over the years, and Krista Gates mentions that the shows are not as educational as they once were. But they are just as entertaining, and when I enjoyed the learning that I was exposed to on television, I enjoyed learning.

Sounds like a connection.

 

Television, apps, and devices are fun.

Television, apps, and devices are entertaining.

Television, apps, and devices are engaging.

Engagement leads to learning.

Learning should be engaging.

Learning should be entertaining.

Learning is fun.

 

Thoughts? Disagree? Am I simply brainwashed by the collection of television I’ve been exposed to over the years? Is my naive optimism the product of every show I’ve ever seen where a cartoon character made a joke or managed to smile in a bad situation? I’d like to this so.

Logan Petlak

Dialled in, plugged in, and loving life.

23 Thursday Jun 2016

Posted by loganpetlak in ECI 830

≈ 3 Comments

Tags

augmented reality, coldplay, ECI 830, eci830, edtech, education, education technology, fear of missing out, loneliness, look up, PLN, plug in, teacher, unplug

“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

 

 

Should you sell your educating soul for the right reason (students)?

16 Thursday Jun 2016

Posted by loganpetlak in ECI 830

≈ 3 Comments

Tags

big business, ECI 830, eci830, education, faustian bargain, ghost rider, nicholas cage, textbook companies

I have such a hard time trusting corporations or people in power.

Maybe it’s from watching V for Vendetta, Fight Club, or Mr. Robot too many times, but my default assumption on individuals who are extremely wealthy or powerful is mistrust and doubt.

What did you do to get there?

Why are you so wealthy?

Do you believe you need that much more money than others?

What motivates your decision making?

preview2

Big Business via socawlege

And sorry to those of you who are well-off (which is a loaded comment in and of itself) that this may offend…

But can you blame me?

We obviously can’t paint every company with the same brush but when it comes down to students and learning, but what resources and deals that we as teachers, administrators school boards and divisions make are actually valuable to students and what is simply fuelled by greed or is filling the pockets of those that we are obligated to appease?

Soft drink and food companies push to get their brands into the school with some “noble” marketing. Textbook companies even cash in on the curriculum and testing system in some states south of our borders. While there are examples of positive and noble gestures by certain groups, there is a large monopoly on learning and its associated resources. When I consider the impact these corporations have on the learning I attempt to facilitate in my classroom I’m not sure I know where to begin. Textbooks, laptops, projectors and SMARTboards are the obvious ones, but can we not extend this to the desks, air conditioning (if so fortunate), the phones they use and the gymnasiums and facilities the student train and compete in? The line is pretty ambiguous. Is it okay to use desks but not textbooks?

This presents the idea of the Faustian bargain in education. Do we allow for companies to exhibit some forms of dominance and investment in the learning process for the sake of better resources? Does saying yes mean you’ve sold your soul? You can see in comics and media examples of “selling your soul” for the right reasons, and I would argue this applies here, much like Dean Shareski argued in our debate, highlighting that we kind of have to and it happens whether we like it or not. Our goal is student learning and as long as we do not become obligated or bound to do something unethical in the process of receiving what these companies provide to our students, we should be able to accept a pizza hut lunch day at school. Or free Google Chromebooks to all students. It is “free marketing” for those companies, but they are still providing a service to students with the potential to enhance learning and we need to utilize it that way. As Audrey Watters reminded us, this isn’t a new problem, capitalizing on education has been happening for over a hundred years but our ideologies on education have changed. Regardless, this has been happening for a long time. It doesn’t mean we completely trust these corporations, but we can at least see the value in what private companies can provide. We can’t be afraid to use the resources if it is for our students to learn (it is important to note I don’t mean “do anything for the sake of learning”).

//gifs.com/embed/ghost-rider-you-can-t-live-in-fear-gJEgOr

Once again in ECI 830 we ask, where is the line? What is the balance? Education needs funding… and in times of lower provincial revenue, what do our leaders turn to? Maybe we do need outside funding, as Andres reminds us, but I would posit the idea that we aren’t selling our souls to do so when it is done for a morally just reason.

Connecting to my opinion statement referencing movies and comics as well as my post from last week on doing what is morally right, I will close on a Ghost Rider reference when discussing selling our souls for education. In this comic, the antihero sells his soul to the devil to save his father… who ends up dying anyway.

6760969341_0a07a83245_b

Ghost Rider by Clayton Crain via Tumblr

We want to avoid dying (getting manipulated by businesses) at all costs, and by being aware of these potential effects on our children, we can. But as educators, we, like Ghost Rider, can take comfort knowing that embracing the positives can lead to achieving what is right and just for ourselves, and more importantly for others (our students).

Thoughts, comments? Share below.

Logan Petlak

 

Good intentions and what is morally just make EdTech equitable.

16 Thursday Jun 2016

Posted by loganpetlak in ECI 830

≈ 1 Comment

Tags

ECI 830, eci830, education, health, learning, morality, teacher, technology, wealth gap

Equity versus equality.

Equity involves an attempt to level the playing field for all as exemplified in the picture below.

equality doesnt mean equity

Health Equity via CommunityView.ca

The importance of this concept was made more apparent in the presence of “straight pride week” posters and social media posts appearing recently in light of pride week… and people sometimes fail to make the connection that equality is not equality without equity. And despite the use of social media to spread this hate and discrimination, technology still can be used as a force for equity.

straight pride

Straight Pride Posters Removed via Worldnow

 

 

Equity, education, technology and well-intentioned actions.

Technology can be a force for equity in society. It can provide health and learning alternatives for those at risk or at a disadvantage and seek to level the playing field for individuals. These actions are practised with good intentions for helping others. Some emphasize that using these technologies widens the achievement gap between rich and poor students and that may be the case in some instances, exacerbating socio-economic divides. Well-intentioned actions (more on this next week) can lead to further issues and may place importance on skills related to certain forms of technology that may make individuals more equipped for life in another culture rather than helping them to develop their own. As it applies to education, every effort needs to be made to educate our youth to put them in the best position to be successful learners and citizens, and while there are potential repercussions, decisions made in good conscience/faith need to be encouraged while productive feedback is provided. Well-intentioned actions may be flawed, but with the students in mind and the potential for enhancement of their learning, the process of integrating these technologies is worth practising. Technology, apps, robots and devices are developed with the intention to serve a need in society and many of these needs today are to bridge gaps, regardless of the paycheck associated with it (there is a host of issues with that as well, however). Just as there are needs in society, there are needs in the classroom. Literary needs, language needs, even motor skill needs. 

Socio-economic divides, do these technologies actually help?

Technology in the classroom may not actually improve performance in classrooms. And the introduction of these new technologies when made available to all will likely only be used by those with the resources to acquire it. This doesn’t mean it isn’t worth creating or practising. By that logic, a new, expensive, potentially life-saving practice for heart disease shouldn’t be allowed or encouraged as it will further push the divide as rich people with heart disease will be able to live longer while those who cannot afford it may not be able to. Morally, all should have access to it, but is our reality consistent with this? No. And there is the potential that this technology can someday be made more accessible for all. But for now, one student, even if there are rich that has a learning disability and there is an app that helps them learn, it’s worth it. I understand the associated issues with what the creation and subsequent use of technologies provide, but what is the potential solution then? Equal/equitable access for all so that these technologies may not be privatised? Complete societal upheaval and restructuring? It’s not feasible. I don’t intend to be pessimistic, mind you, quite the contrary. The creation and use of these technologies for health and learning present an opportunity for learning and well-being… and when these occur, equity can follow and I am optimistic despite potential short-term gap widening, the benefits and morality of equitable tech casts a shadow over it.

 

The moral question I ask is: Is an act done with good intentions and is morally just, but has potential consequences, wrong?

A loaded question. And while bad decisions have been made in the past with good intentions, with the right research and preparation, the moral good that technology can provide in the learning and health for some outweighs the potential gap-widening problems.

Debatable, no doubt. Thoughts?

Logan Petlak

Why do Students Snapchat? Intimacy and Connectedness.

24 Wednesday Feb 2016

Posted by loganpetlak in ECI 831

≈ Leave a comment

Tags

connectedness, eci831, edtech, education, intimacy, social media, teacher

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.

23326453499_3884305319

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

Logan Petlak

Incredible day! Photo courtesy Julia and Lucas Photography

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