Category: Weekly Reflections

Today we discussed the cross curricular applications of computational thinking and coding. By supporting students to engage in computational thinking we can help them to develop problem solving skills, explain the world around us, bring virtual worlds alive by making them interactive, and have fun while learning! The BC curriculum is particularly interested in helping students become better problem solvers who can think critically and display creativity. Coding can be used for such varied purposes as interactive story telling, exploring equity and equality in social studies, and learning physics and math. In this way, coding can be incredibly versatile and used for virtual hands-on-learning where students are engaging with the material, manipulating outcomes, and hopefully making new connections and gaining a deeper understanding.

The website hourofcode has many different coding activities that teach computational thinking which can conveniently be sorted by grade, subject, device, length, and popularity. By searching for an activity that can be played on the computer by pre-readers, I discovered “Code Monkey Jr”, a multilevel sequencing and looping game. In this activity, you select different blocks with directional arrows on them in order to move a monkey around a 2D environment to collect bananas and prize chests. As this was a pre-reader game, I was impressed with the simplicity and could see students greatly enjoying this activity, while still learning about patterns, directionality, gravity, and counting. I completed about 15 levels and then chose to print my certificate, which was surprisingly gratifying.

Next, I found a Grade 2 activity called “Barbie Pet Vet” in which I moved code blocks into place to help different pets find their way into the vet’s office for treatment. This was slightly more complicated than the Monkey game as it did require reading different words and phrases, but was still relatively simply. In order to progress through each level, the coding blocks had to be sequenced in exactly the right order. This activity promoted recognition of patterns (there was a repeat block that could be used), counting, and reading comprehension.

Next, I visited a site called Studio Code and tried their game called “Flappy Bird“. This game was a little more complex than the Barbie game, but I also found it more exciting to play. You pieced together different blocks of coded instructions and then got to play your mini game that you had created. Unlike the Barbie game, the player has more choice about what to use and when to use it as they assemble the sequences of code blocks. By the end of the module, I had complete control over the setting, character, movement speed, gravity, obstacles, sound effects and game rules. I also received a certificate of completion for this activity, which looked fairly legitimate and was encouraging as a new coding learner!

As a final activity I briefly visited the site for Scratch which is a free program online that hosts the world’s largest coding community for children. As it states on their website, Scratch uses a coding language with a simple visual interface (movable blocks) that allows young people to create digital stories, games, and animations. I was running out of time to explore this program, but I intend to do so more in the future as I have heard about this program a lot over the last 10 years!

In conclusion, I can see myself using programs such as the four I explored today to teach my students computational thinking skills and rudimentary coding, both of which are increasingly necessary in our job market and society. While I do not think students should spend the majority of their time learning with screens, as I discussed in my previous post “Using Intention with Technology“, some technology is worth the time and effort and can be used to enhance learning. Used appropriately and with intention, I think that these coding programs are a successful use of technology and that they can be used to redefine what students can learn in the modern classroom.

Today we explored the online word of privacy, safety, bullying and consent with guest speaker Jesse Miller who is a national speaker and educator on the subject of social media. As the speaker for Mediated Reality, he has delivered presentations to school districts across Canada and the US as well as professional development training sessions to various corporate and non-profit groups. Mr. Miller is clearly very passionate about what he speaks about and quite knowledgeable, presenting one perspective on the increasing use of technology in today’s society and the potential risks and benefits that accompany this rise in screen time.

As a teacher, these discussions are incredibly important to start proactively since mobile phones, laptops and social media are not going anywhere and are evolving so rapidly. As social sharing has rapidly increased, it has been normalized in our culture and it was surprising for me to realize that most students today have never lived without having their lives broadcasted to a wider audience. Parents today share photos of their children online from birth and make posts about them as they grow up. Students witness their parent’s use and reliance on social media and other virtual platforms as well as their peers’ use and most follow suit. I believe that it is extremely important to support and empower students in their use of online platforms, while also teaching them to find a balance of time off-screens. For example, Mr. Miller suggested that we play video games with our children rather then banning them. In other terms, meet them where they are and teach them how to appropriately engage with online platforms. He explained that by engaging in online platforms with our youth as parents or teachers, we can help kids make sense of their online experiences, teach them to uphold their values, and empower their communication skills in the current social reality, rather than expecting them to conform to the reality in which we grew up 20+ years ago.

Mr. Miller also talked about some of the precautions to keep in mind as a new teacher with both our personal and professional online presence. It was frankly surprising to see how many teachers have made poorly informed or immoral choices when selecting the content to post on personal social media sites. As a teacher, it is especially important to use intentionality when posting images or content online. Privacy and safety are the primary considerations when working with youth and so teachers must be very cognizant of these factors when sharing online. Moreover, as role models and members of our community we must hold ourselves (and will be held by others) to high moral and ethical values.

Not all technologies are made equal or are appropriate for the elementary (or secondary) classroom. One way to evaluate whether to use (and invest in) a new technology for your classroom is to apply the SAMR theory of technology adoption created in 2010 by Ruben Puentedura. According to this theory, while some technology is designed to enhance learning, others can actually transform learning. Technologies that are simply a substitution for the same non-technical activities sit at one end of a spectrum, while technologies that allow for new, previously inconceivable tasks, sit at the opposite end of the spectrum and can redefine learning. As teachers, is is important to identify what, exactly, a new technology will bring to your activity or lesson. Does the technology improve the process and how is the new task uniquely made possible by the new technology? I think that by asking these questions first and identifying where on the spectrum a tempting new technology sits I will be better able to make intentional decisions about what I want to invest time and money into for my classroom.

Today we explored using doodles and graphics to apply Dual Coding Theory and the Multimedia Learning Theory to learning. Sketchnotes, which I have been reassured emphasize ideas and do note rely on polished artistic skills, allow the learner to process and refine the information that is being presented. The resulting notes and doodles cement the facts or figures in the learners’ mind, ensuring that they retain more information than if they had simply transcribed the lecture or presentation. We also looked at digitally creating infographics which serve much the same purpose of Sketchnotes with one major difference. While Sketchnotes are created by the learner as they are learning (or listening), infographics are created by the teacher in order to share essential information in an accessible and visually appealing way. Effective infographics need to be accurate, have simple legible fonts, and have simple illustrations that complement the information being conveyed. For an example of a Sketchnote and an infographic, please see images that follow below:

As I hope to teach Grade 2 – Grade 6, I think that I could use sketchnoting and infographics to help my students learn and to share information my students and their parents respectively. In a way, that this age group is already familiar with a form of sketchnotes, since much of their written material is accompanied by drawings and illustrations. By the time students reach secondary school, sketchnoting skills could be an extremely useful technique to have already mastered and so starting to practice and develop this skill in elementary could be extremely beneficial to students’ success in high school and post secondary school. In addition, I image that these tools are especially helpful for students who struggle with written literacy and for EAL learners and their families.

Empowering Students

Today we explored the importance of accessible and inclusive classrooms and the technologies that can be used to create this environment in our schools. Not only is accessibility mandated by law, inclusive classrooms are better for all students. If a student couldn’t see clearly, we wouldn’t hesitate to encourage them to wear glasses; however, providing speech-to-text or text-to-voice programs to students who struggle with writing or reading can be controversial. We watched a video on accessibility which helped re-shaped the lens of how I view technological aids for diverse learners. While I appreciate what well-chosen technology can offer for learners, I generally believe that technology should should be used with careful deliberation and moderation in schools. However, as some of the speakers in the video attested, by empowering students to learn from text in a way that works for them, these students gain independence and can grow the confidence and self-efficacy to see themselves as learners. It makes sense that some students, having gained enough confidence while using their technological aids, are more likely to want to try writing or reading without the aids. This speaks to the effectiveness of using these forms of technology and helps me to better understand just how beneficial technology can be in the classroom.

Digital Accessibility

We also discussed how to make online content such as websites and videos more accessible and watched an enlightening video on the how some viewers experience barriers to reading text online. Simple changes such as clearly defined headers, ensuring text colours and background colours have appropriate contrast, explicitly labelling hyperlinked text with a content description, using alt text to describe images, and captioning videos can make a huge difference for viewers who have visual, auditory, or physical/motor disabilities. To apply some of what we had learned, we explored the WAVE Web Accessibility Evaluation Tool, which is an online program that will evaluate the accessibility of websites. As a result of checking the accessibility of my WordPress blog, I opted to change some colours to increase contrast and readability as well as add alt text to my images for viewers with visual. In addition, I explored the world of captioning videos, using YouTube to caption my video from last week’s post (see below).

Concluding Thoughts

As a result of this discussion I feel even more motivated to create an inclusive classroom for my future students and better informed on how to accomplish this aim. Ultimately, by embracing the multitude of technologies that are available (after carefully evaluating their merit of course), we can ensure that all students have a chance to succeed in our schools, an endeavor that is, after all, my ultimate goal as an educator.

Today we started our class by discussing the 2015 documentary “Most Likely to Succeed” about the alternative school, High Tech High, in San Diego, California. This high school focuses on student-led inquiry and prioritizes stimulating innovative thinking in their students over rote content memorization. I was intrigued by the idea of increasing the depth of understanding on a few areas of subjects, rather than covering a wider breadth of knowledge as we see in the public school system. I particularly loved the analogy presented in the film that teachers should think of themselves as gardeners as opposed to engineers who support learners but allow them to do their own growing (learning). I think that this is an important perspective that is often lacking in our current public school system. High Tech High is reimagining education by trying something new to prepare students for future jobs that do not exist yet, and I think that our public school system would benefit from incorporating some of these approaches.

We also discussed the artificial intelligence (AI) writing tool called “ChatGPT” which can write essays on any topic and has the potential to change English education. This tool can also be used to write anything from sport game summaries to lesson plans to children’s books. For me, as a new teacher, the application to developing lesson plan outlines is exciting and has the potential to save a lot of time; however, it is important to note that the resulting material would still have to be reviewed in relation to the BC Curriculum and the lessons augmented with alternatives (so parents please don’t worry that your children will be taught by robots any time soon!).

With regards to AI-generated essays, our cohort mainly discussed the concerns around plagiarism. The concerns that come to mind first are around where the program is pulling information from (i.e., are they reputable sources), the lack of citations, and the fact that students could submit an AI-generated essay as their own writing. One way of successfully utilizing this program in a classroom that we discussed could be to have students write a question or prompt to enter into ChatGPT, and then have the students critically evaluate the response generated as part of their assignment. I would argue that this activity has the potential to promote deeper thinking than simply preparing an informational summary in essay form. Finally, my group discussed a situation in which someone used an AI tool to write and illustrate a children’s book. Apparently the publication of this book prompted controversy about the ethics of AI-generated art (see this article by Nik Popli for more information) and, in addition, some argue that the book isn’t even very well written. I think these situations illuminates that AI is progressing faster than we can keep up legally, culturally and socially.

Overall, I am intrigued by these new applications of AI; however, I believe that as educators we have a big job ahead of us to appropriately incorporate these tools into our classrooms and prepare our students for an ever-changing future.