There was some significant ideas that stood out throughout this semester:
It is beneficial to be digital residents, but you have to be educated on how to use it responsibly and proactively.
Our class is composed of a great diversity of educators that provide refreshing perspectives on many topics.
Being critical and skeptical are integral parts of life online and offline.
While we can educate students who belong to a particular generation, we have to be aware of the role of parents and everyone else in society who possess different worldviews and perspectives than what the students are educated on. Everyone needs education.
Literacy is what all teachers are trying to accomplish regardless of whether or not it is digital, media, or scientific literacy.
Thanks for a great semester everyone!
– Logan Petlak My summary of learning video:
Lyrics:
Live critical lives,
In Digital reality.
Connected not alone
Online’s another part of me.
In ECI
We’re learning bout literacy
Old Facebook Logan, he was embarrassing
Because he didn’t ask, didn’t know.
Should I share? Should I post?
For science teachers though, maybe I will make policy
for literacy
Students, deconstruct this “fact”
Dig-Citizenship is what I want
It’s culturally significant.
Social, media and us are one.
But what about parents not in class todayyyy?
All of us, ooo
Can we all be digitally-wise?
To be digital residents for all tomorrows
Literallyyy everything, we consume matters.Oh hey, Ribble’s nine elements (“munts”)
Digital literacy emphasized?
Sharing anything seems like a crime.
Why didn’t anybody, fact-check this post?
Check your personal bias to find the truth.
Students, in my classroom (critically assess all news posts)
To truly live online
I’d be skeptical of everything I saw!
I made a comment on a post made by a man
He told me, he told me, I’m a liberal psycho!
He really just could not see, I’m helping soc-i-e-ty!
ALEC COUROS, ALEC COUROS
ALEC COUROS, ALEC COUROS
ALEC COUROS told me so – WORK WITH ME BRO
But fake news is all over the TV
It’s freaking everywhere, corrupting ideologies
Overcome this challenge fight cognitive ease!
Easy to, blindly follow, every single post
ARE CLAIMS VALID – What about this post?
(BOUT THIS POST)
WHY SAY THAT – What about this post? (BOUT THIS THOUGH)
NO I CAN’T – I will scroll past this post.
(ABOUT THIS THOUGH)
WON’T SCROLL PAST THIS POST (PAST THIS POST)
WILL SCROLL PAST THIS POST (PAST THIS POST)
HELP ME COUROS
PLEASE HELP ME AL-EC COUR-OS
OH MEDI-AH AH MEDI-AH AH MEDIA ACROSS THE GLOBE
MINING DATA IS A TERRIFYING THOUGHT TO ME
AND THEE
AND KITTIES
Teach responsible use in your teaching time!
Be proactive rather than reactive online
Oh Amy, thanks for computer commandments Amy!
Educate about, educate for all of these things.
Nice post – Nice post
Fellow EdTech classers Glad you could teach me
All we’re really after, all we’re ever after is literacy. (Thank you Alec Couros).
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?
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.
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
Includes links to resources and content.
Personalizes information consumption (it’s like you’re talking with someone).
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?
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!
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.
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.
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!
Another semester learning about EdTech is in the books!
What stood out?
Apart from all of the great presentations covering presentation-formats, assistive technology, assessment, the evolution of the web, educational media and several more… there were several major ideas that stuck out.
Engagement helps with learning.
EdTech has developed over time to continue to engage people.
EdTech continues to develop and as educators we have to as well.
There are several different theories of education that are inherent within different forms of EdTech.
Those who create these technologies possess a significant amount of power in determining the direction of student learning.
EdTech can both act as a means to bridge learning gaps yet widen the digital divide.
Some forms of EdTech are meant to entertain.
Entertainment leads to engagement which leads to learning.
Therefore: EdTech is and has always been about us and our learners.
E, C and I 8 33
History of Edtech is our topic, okay?
Classmates, I tried to connect with you on google
but I forgot to tweet you again.
Theory is where we start.
Connective, evolving chaotic parts. Ed-Tech, changes for all And I am entertainer in my classroom walls And my, my thoughts,
Oh, I will blog.
So let me tell you more about how education’s grown.
Distance learning for home-schooled
Or for students studyin’ abroad
And I won’t ever get over
The tragic death of Mr. Hooper
Entertainer is engager. And I will always be an engager.
EdTech’s all about our learners.
And we are all a bunch of learners.
(I could email)
you and use power point inside the classroom
share my screen usin’ the app zoom, ya all day
Say, can we play formative assessment
Kahoot, Menti, or Soc-rative
Assistive tech creates parts
Makin’ learnin’ possible against all odds
And, for free or not
Trying to teach students to have critical thoughts
And I will blog
Oh my, my thoughts.
So Bill C let me know sir
‘Bout Aurasma cree instructor
Angus, bout web 3.0
personalize data or my info
Find out more about virtual
Reality and its scope
Engaging equals learning. And I will always be a learner.
EdTech’s all about our learners.
And we are all a bunch of learners.
So Alec tell us more sir, bout EdTech and bout our learners.
How to help who can’t afford?
BYOD do we bring ours
AR/VR alters our world
Is real even real anymore?
Questions grow us all as learners
And EdTech keeps us all learners.
EdTech is all about our learners.
(And we are all a bunch of learners.) EdTech is all about our learners.
(And we are all a bunch of learners.) EdTech is all about our learners.
(And we are all a bunch of learners.)
EdTech is all about our learners.
And we are all a bunch of learners. And I will always be a learner.
Assistive technology is an enormous umbrella term. We think of devices developed to help the “disabled” typically as assistive tech (devices), but then we are inclined to extend the definition to include even adaptations in the classroom (services). But where is the line? If we include differentiation as assistive, do we include adaptation? There are extensions of the technology definition to include ideas and classroom practices so I should… but, wow, including that wide definition of technology with a wide definition of assistive tech will that be a infinitely inclusive term. When we consider the definition of assistive technology including means to maintain, increase, or improve the functional capabilities of a child with a disability… it feels like everything in a classroom will be included. As such, what responsibilities does the school and education system bear to make this happen? What counts as a disability warranting support? If we include supplying devices in a BYOD classroom to those who have them, who is obligated to supply this? Today, many schools must include WiFi, is this now a mandatory “assistive technology”?
This ridiculously inclusive approach now also breaks down the illusion of limitations provided by assistive tech. Why is it simply an illusion? Circling back to the concept of a growth mindset, assistive technologies are constantly being developed and improved for all types and abilities of students/individuals. The strides made in hearing aids allowing individuals to hear again are incredible.
The increasing ease of movement for those bound to wheelchairs is ever-evolving or making music available to those who have lost their hearing. The field encapsulates potential, and while there will be difficulties, is there also the potential for the enhancement of the human form as a result creating a gap between “typical” individuals and those with assistive technologies. What comes to mind is sprinters with prosthetic devices, are they meant to compete against those with regular legs? If performance is drastically increased, is this fair or equitable? If they can afford it, should they be allowed it? Wealth gap aside, consider even grandiose ideas about the direction of human evolution. Is this wrong?
I would argue it isn’t wrong, but we simply compare those with similar technology to others with the same tech? Or is this further segregating us? As always, where is the line?
What is a measurable amount of support to be provided to individuals requiring assistive technology? How do we train our educators to be familiar with an ever-changing field?
What assistive technologies are available to mitigating stress and workloads for teachers? Online assessment tools help reduce marking – but does the net work put into establishing these translate to better learning outcomes for students? Is there a world in which we tell devices to assess learning of each student, highlighting common difficulties students may experience, or individual anomalies and allow teachers to simply focus on learning support and facilitation? Totally possible. Will that negatively impact what a teacher provides their students or result in “worse” teaching?
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.
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.
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.
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
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.
Logan Petlak 
