Social Media and Personalized Learning

Introduction

When I consider a puzzle, each piece’s edge enables a connection. Some pieces may not physically fit together, because of their proximity. However, the completed puzzle represents interconnections, as each piece assists in creating the complete picture. As I reflect on EDCI 515 and 568, the areas I connected with, as a teacher-researcher, and which enabled me to complete a cognitive puzzle of knowledge, include: 1.) Educators use of social media as a form of communication with students; 2.) Decolonization practices; 3.) Student inquiry learning methods; and 4). Action research through the lens of the 4Rs, and how it can assist both the teacher-researcher in developing best practices, and learners as they explore inquiry learning.

EDCI 515 & 568 Puzzle creation by D. Houghton

Educators Use of Social Media

Hearing of educators using social media, such as Twitter, to communicate with students, for educational purposes, initially, shocked me. My naivete and concern around ethics, regarding this style of communication, simply led me to believe it was wrong. However, upon reading the article by DeGroot et. al., I realize that there is a place for educators to use social media as a tool to communicate with learners. This article provides information outlining the perception of instructors’ credibility, for using Twitter as a means of communicating with college students. Arguments supported this style of communication, between instructor and students, and were seen as being beneficial for reasons, including: accessibility, information, improving instructor-student communication and relations, and student engagement. Initially, I was completely against this method of communication. However, the article brought up some valid points, and consequently, has pushed me, as the teacher-researcher, to consider creating a blog, or web-page, for my courses next year. Utilizing this method of communication with my students, will enable them to seek access to course specific material, dates, and other educational supports outside of the regular school times. Although the form of online communication I will be using is not as open as Twitter, it will provide accessibility and support to all students.

Decolonization Practices

I connected with Shauneen Pete’s class discussion and her narrative inquiry Meschachakanis, A Coyote Narrative: Decolonizing Higher Education, regarding the decolonizing of teaching methods and curriculum. I agree with Pete’s statement that “decolonization begins with naming colonial structures, then moving to re-frame, remake and reform them.” (Pete, 2018, p. 173) As a teacher-researcher, who teaches Social Studies, I feel it would be unethical, if I were to discuss and teach from only colonial perspectives, regarding the development of Canada. It is essential that students gain knowledge and understanding, of the colonization process, which led to the destruction, and dehumanization, of First Nations culture. Furthermore, I agree with Pete, that as educators, we must start making changes to curriculum and practices ourselves. It is no longer OK for educators to rely on First Nations individuals to do this teaching for us; it is our responsibility. It is time that educators take steps to, truthfully, illustrate the destruction, pain, distrust, and abuse of power, that colonial systems created, during the settlement process. It is simply not enough to invite a First Nations elder to one’s class to discuss a cultural issue, or historical wrong, and then move on. More learning and the educating of ourselves’, as teacher-researchers, must occur so we can educate our learners. As previously discussed in an earlier blog of mine, that focused on this topic, there are many ways teacher-researchers can incorporate decolonization methodologies into their teaching. Engaging students in inquiry projects that focus on Canada’s unethical treatment of our First Nations population, would enable learners to pick a specific topic that interests them, and dive deep to gain insight, knowledge, and understanding of why specific events occurred, and the horrific outcomes that resulted. By employing the research methodology of Action Research (which will be discussed later in this reflection), to complete an inquiry project, students will have the opportunity to question, gather information, reflect and continue this investigative, learning process, as they work to complete their project. Making changes to curriculum that supports decolonization, are steps that lead toward reconciliation, which are part of the Social Studies 10 curriculum outcomes.

Inquiry Process for Meaningful Learning and Personal Growth

Illustration by Trever MacKenzie

Teaching for Meaningful Learning, by Dr. Brigid Barron and Dr. Linda Darling- Hammond, the Most LikelyTo Succeed, film on High Tech High, and guest speakers, author Trever MacKenzie, and Jeff Hopkins from the Pacific School of Innovation and Inquiry, shared their knowledge of different types of inquiry methods and learning styles. As a teacher-researcher, I support this method of learning, as it enables students to explore their interests, and deepen their knowledge and understanding while focusing on a particular topic. The inquiry method of learning is an exciting process to watch unfold. As a teacher-researcher, you get to witness students’ discoveries, ownership, and pride in their learning. Furthermore, the method of inquiry learning supports the fact that not all students learn the same. Inquiry learning enables learners to utilize their strengths and unique skills to complete a project. There is so much more to teaching than simply reading the textbook to students or showing a video. The proponents, of inquiry-based learning, identify that this style, or method, of learning provides students with the opportunity to engage in different activities that cultivate their knowledge. This facilitates in their understanding of a concept, an idea, and/or their ability to answer in-depth questions. Trever Mackenzie, highlights various levels of inquiry educators and students can follow depending on where students skill levels are in completing an inquiry project.

The inquiry process enables learners to be creative, and facilitates investigation and collaboration amongst peers. Learners, for example, may engage in mock debates, choose to create music, artwork, digitally created models, and or a carefully constructed showpiece to demonstrate their knowledge. The process of inquiry is a far superior learning method, compared to sitting at a desk and simply answering questions. Lastly, this method of learning fosters the development of skills needed in life, including, but not limited to: problem solving, communication (reading, writing and speaking), commitment, time management, and organization.

Action Research Methodology in the Classroom

Getting To Grips With Perspectives And Models, as described by Mary McAteer, connected with me as a teacher-researcher in two ways; including the further development of my teaching practices, and as a guide my students could follow while completing an inquiry learning project. In terms of my teaching practices, I could employ this methodology (as the researcher) to document and examine my students’ progress (the researched), while completing the Social Studies 10 course. Action research would enable me to reflect upon where, and how, I need to improve my lessons, thereby improving student learning (the research). Myself, as the reader of the action research reflections, would be able to see where I need to make changes to lessons, then move through the action and reflection cycle again. In terms of students using action research as a guide to complete inquiry projects, they too could employ the cyclical steps of this methodology to carry out their process of inquiry learning. In this case, the students would be the researchers, who would plan and develop their inquiry question, which would lead their inquiry research. Students gathering of information, and building of knowledge, culminating in the answer to their inquiry question, would be the researched. Readers would be the students as they reflect back on their project, and then eventually me as a teacher-researcher, as part of my assessment. Employing the action research methodology to complete an inquiry project, enables students to plan, act, make observations of their learning, reflect on their progression, and continue the cycle process until the project is complete. (Illustration of Action Research Cycle, as shown below).

Conclusion

Although EDCI 515 and 568 were focused on different areas, in terms of course layout, they both had themes that were interconnecting, and fostered further development in understanding that I can utilize as an educator in my classes this coming school year. The four areas, as reflected on above, were the main concepts that resonated with me as a teacher-researcher. These areas, although they may have been taught separately, are interconnected as they share aspects, insight and knowledge. The four areas I connected with are significant to me, because they have broadened my mind, and provided me with knowledge and skills I can bring back to my classroom, to create a learning design, with the ultimate goal being to enhance my students’ learning experience and improving my teaching practices. My new learning design will include: online communication to my students, that is accessible to all, and provide course specific information; increased learning regarding decolonizing; the employment of inquiry learning and action research steps to facilitate and support learning. Connecting the puzzle pieces from EDCI 515 and 568, have provided me with a completed picture, as to what I want to develop, professionally, to assist my students in educational growth.

July 24, 2019September 9, 2019

Cross-Curricular Inquiry in Theory and Practice: Fort St. James Secondary School

Photo by Shane Rounce on Unsplash

Introduction

Teacher/student motivation and engagement is at the forefront of what we are trying to ameliorate at Fort St. James Secondary School. The new curriculum, as of 2016, gives us the freedom to fully explore cross-curricular and inquiry methodologies in our school. Beyond that, our close-knit educational environment of 280 students and 20 teaching staff, allows us, as teachers, to work together to utilize a cross-curricular framework, to guide our students in breaking free from the traditional classroom model, and engage them in the learning of their own choosing. Throughout this Master’s Degree we plan to focus on three predominant areas of study: Social Studies, Digital Media, and Carpentry. As a general query to guide us in this process, we are asking the question, what are the benefits, for both teachers and students, of employing Cross-Curricular Inquiry on student motivation and engagement, at Fort St. James Secondary School? Furthermore, we are hoping to hone our skills as practitioners of collaborative inquiry, to enhance the emerging atmosphere of the facilitation of effective, and differentiated student learning.

Paper Overview: A method for teacher inquiry in cross-curricular projects: Lessons from a case study by Katerina Avramides, Jade Hunter, Martin Oliver, and Rosemary Luckin

Prior to adopting an inquiry model for our students to adhere to, it is prudent that we, as educators, believe in the efficacy of the inquiry model, as a process. Indeed, “teacher inquiry offers a powerful, participatory, and evidence-based approach to innovation in schools” (Avramides, Hunter, Oliver, & Luckin, 2014, p. 259). A method for teacher inquiry in cross-curricular projects: Lessons from a case study, examines the benefits of a cross-curricular STEM project in a highschool. Avramides K. et. al., discuss their results including: teachers’ use, and comfortability of using digital, tools to record and report on student data, how to include teacher involvement in cross curricular applications or projects, and support from top management levels in regards to implementing cross-curricular learning within a school.

Avramides K. et. al., report that inquiry must not be forced on teachers, but rather led by teachers. In order for cross-curricular inquiry learning to be a success, teachers need to be willing to “provide an environment that supports long-term change…[and be] initiators of change.” (Avramides, K. et. al., 2014, p. 249) This article resonated with us, as it illustrated how there can be challenges in implementing cross-curricular design, especially when teachers are not willing to collaborate in small teams, to assess and discuss issues that come up, while engaged in this style of learning. Often, they are not comfortable with specific digital tools that are used to log student performance. Specific outcomes from the case study, include: 1.) The necessity of collaborating, amongst the project lead and involved teachers, must be constant and take into consideration one’s knowledge of the digital platforms being implemented to record data. 2.) The type of research method(s) implemented may not be preferred by all. Some may prefer qualitative or quantitative methods, which may influence how data is collected and reported on. 3.) Interviews (qualitative research) with individual teachers on their experience of the inquiry process revealed, more than surveys did, because the teachers had the opportunity to discuss their specific challenges. 4.) Instructors’ use of digital tools to communicate their inquiry into student learning, varied on comfort level. 5.) There is a balance between teacher autonomy and controlling what or how the teacher-researcher conducts their inquiry. (Avramides K. et. al., 2014)

The above diagram represents steps educators can follow to implement their inquiry of student learning. It is also a similar model that students can employ to complete their own inquiry research. Furthermore, this model follows the similar cycle of questioning, reflecting, and producing, that the Action Research methodology employs.

Avramides K. et. al., reminds educators and administrators, that using inquiry in a cross-curricular fashion is a learning process for all involved; it involves collaboration, and revisitation, of the processes to facilitate students’ success. Furthermore, educators will require, “training and support to develop learning designs,” (Avramides K. et. al., 2014) that will enable educators to easily collect data, and support students, in their learning processes. Lastly, the challenges endured by staff, that were presented in this article, would be similar for students if they were to complete an inquiry on a particular project, or within disciplines. It takes time to gather information, record data, reflect, and process. Students, like the educators in the article, will need communication, feedback, and support.

Social Studies

Following the new curriculum for Social Studies, as set by the BC Ministry of Education, the goal for the Social Studies curriculum is to, “give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of others, make judgments, and communicate ideas effectively.” Four BIG IDEAS, or concepts, that learners focus on in Social Studies 10, include: “Global and regional conflicts shape our world and identities; Economic, social, geographic and ideological factors influence the development of political institutions; World views lead to different perspectives and ideas in the development of Canadian society; Historical and contemporary injustices challenge Canada’s identity as an inclusive and multicultural society.”

Students will be working on inquiry projects that involve two components. The first portion includes the learners’ use of their digital skills to highlight their question, document their learning experience, track progress, and explain the answer to their inquiry question. The second portion of the project involves, the creation of a culminating showpiece, or artifact, that learners’ believe represents an important segment of their research.

For their inquiry project, students can work either independently, or with a partner, and they will have the opportunity to choose a topic, that resonates with them, from within one of the four big ideas. Students will use a format of, “I need to know about…..” or, “I wonder about….” in order to assist them in developing their question, thus leading into their inquiry project. For example, a student may use the aforementioned format to assist them in developing their inquiry question: “I wonder how new technology impacted Canada’s role in WW2?”

During the inquiry process itself, students can choose a digital platform, including Prezi, blog, or powerpoint, with which to record their inquiry process. Here, students can document their specific inquiry steps, including: question development, list of resources, reflection and/or collaboration if working with a partner, on what they understand through the completion of their reading, what they found interesting, connections to the inquiry question, and their conclusion. This digital documentation illustrates the learners’ journey, much like a timeline or story-map, and it can serve as a reference which can be referred to throughout the inquiry process. This portion of the inquiry project can be developed in the computer lab, or the library.

The second portion of the inquiry process is the construction of the showpiece. Students will have the opportunity to design a 2-D or 3-D model, or a web-page, that represents a segment of their inquiry that they found particularly interesting to their learning. The item created can involve using the computer labs for web page design, video, 3-D printing, or constructing in the carpentry class (for example building a wooden diorama, or using the Computer Numerically Controlled Router – CNC machine). If using the 3-D printer or CNC machine, students can work in the computer lab to create and download their designs in order to print. Students using the CNC machine will have to ensure that the wood they are using is prepped, and ready, prior to commencing the engraving process. Similarly, if students are working to build a model in the carpentry shop, students again, will need to ensure that their wood is accessible and prepped as necessary.

Upon completion of this inquiry project, students will have the opportunity to present their work to the class. Students will use their digital diary to illustrate their learning process, and the outcome to their inquiry question. Students will also have the chance to showcase their 3-D model, 2-D model, or other media representation, and explain why it was important for them to construct their particular model, and its connection to their inquiry.

The purpose of the project, is to engage students, in developing questioning skills, research, and data collection skills, in an area that is interesting to them. At the same time, this relates it back to one of the four main ideas of the course. Furthermore, engaging students to digitally chart their learning process, enables them to visually see, and understand, their progress ( or meta-cognition) down the pathway of inquiry or personal discovery. The creation of the showpiece incorporates skills learned from Digital Media Arts, and or Woods/Carpentry courses, to further provide students with the opportunity to promote their creative skills, knowledge, and kinesthetic learning.

Limiting factors of completing an inquiry project in this fashion include: time and having staff that support, and believe in, the cross-curricular model. First, in terms of time, creating a detailed timeline with students, prior to beginning the process, enables them to have some say in what they feel is an acceptable amount of time, and also puts the responsibility on them, to adhere to the agreed upon plan. That being said, the project should not be allowed to drag on, and students should be prepared to have regular check-ins with the teacher. Second, it is essential to have staff that you can work with to create cross-curricular projects, support each other, and learners, in this developing process.

Digital Media

As an Applied Skills Department, we are working towards a more inquiry based platform of learning. We are looking into student-centered approaches of meeting the new curriculum. The big ideas are replacing the prescribed limiting learning outcomes. This is essential to making inquiry possible, as the students are more free in displaying, how they learn, what they learn, and route in which to learn it. In my classroom, the idea of stand and deliver does not go past grade 8, and even with the 8’s, I will teach a concept, and then their project is based on open criteria. My goal is to teach to passion, and not create automatons. The ideas of problem solving, working as a group, and grit, are all key to my room. This is a rapidly changing world, and I want to help prepare the students, so they can meet future changes with adaptability.

Digital Media is an emerging field that changes on a daily basis. The idea of media and technology is so vast, that to truly meet the students desires, and passions, one must be willing to have a diverse classroom. Furthermore, the needs of technology goes far beyond my classroom. At any one time, I can have as many as 15 different software programs being used, as chosen by the students. This is designed to engage all learners, in their passions. What is great about this, beyond the engagement in the room, is the applications that can be seen, and used, in other courses.

Technology, and cross-curricular applications, are growing substantially at Fort St. James Secondary School. At any time, the computer lab is filled with students from other disciplines, creating show-cases of their learning, using the technology provided in the lab. Though this creates a busy and dynamic place, as those students are adding to the learners that are already there for class, the diversification of the software use is what is truly amazing. Students from English class will be making videos, and editing them, about their inquiry projects. Students from French, will be in the lab, creating visual representations of French art, and culture. Social studies students, will be in there for research and inquiry based projects, or creating political cartoons etc. That is to say, the lab is always bustling, and the teacher is very busy, but that is the point. The more our school can utilize its labs, to engage learners, the more the actual learning is on the learner. Teachers as facilitators, is a growing idea in our school, and one that we are keen to promote.

The shop and the computer lab, share a lot of work, as we use the Computer Numerically Controlled (CNC) router to make: table tops, signs, and plaques for the students, school, and community. The board preparation and finishing, is done in the shop and art room, but the design happens in the computer lab. This is a great example of different disciplines working together to make this happen. The students flow between the rooms to get the work done. The thing that this method requires, is a willing group of teachers, who are flexible.

The shop, computers, textiles, and art teachers at our school, are always willing to have an extra body in their class, to help move a project forward. This agreement is fluid, in that there is no defined time that we are doing a project “together”. The idea is that all the shops and labs, are open to the students during class time, to go and work on interdisciplinary projects. The de-segmentation of our classes, and the movement of our students, makes the school, the classroom.

Carpentry

Learning carpentry basics, not only teaches students how to create objects, but provides them with a set of practical skills, they will be able to use throughout their lives. At its core, students engage in a process that allows them to: familiarize themselves with the many tools they will likely use during adulthood, conduct minor repairs on their home or property, help them build spatial cognition, and provide them with an engaging avenue to pursue inquiry based projects. Furthermore, this maker space, lends itself as an open, accessible, and hands-on learning environment which is conducive to getting students moving, interacting, and creating.

The key tenets of Carpentry have been updated in 2016, and are laid out on the Government of British Columbia’s New Curriculum website. The main categories of learning now include: understanding context, defining, ideating, prototyping, testing, making, and sharing (“Woodwork 11,” n.d.). These categories set a reasonable, and practical, framework for students to engage in the inquiry process. Regardless of what project the students are pursuing, it is possible to meet each one of these criteria set for by the Government of British Columbia. If we look at a true cross-curricular model, it can be argued that a student is also able to achieve competency in this curriculum, while working on an inquiry project, for another course.

Take, for example, a student that is participating in Deirdre’s Social Studies class. This student becomes fascinated with, the Iliad and the Odyssey. After examining these works, the student wants to focus on the fall of Troy, specifically the use of the Trojan Horse. As part of their final sharing, they decide to build a working replica. After designing the blueprints for a replica of the Trojan Horse, in Andrew’s Digital Media class, they then have the option to use the three dimensional printer, or come to the carpentry shop to represent their learning. Ultimately, at this stage, the student will have already completed the context, defining, and ideating processes, as outlined by the Government of British Columbia. If they complete this project here, they will also effectively prototype, test, and make their project. Finally, by completing their sharing, in a show-case of their inquiry, they have met both the Social Studies and Carpentry curriculum, and should be credited as such.

This example, demonstrates the potential flow of students during a semester at Fort St. James Secondary School, with each student, or small groups of students, pursuing their areas of passion. Despite this success, there are a number of difficulties related to Inquiry learning that need to be addressed. The most dominant of these issues, is the limited shop space available, and the limited specialty staff, to manage students pursuing an inquiry with a carpentry component. With only a single carpentry teacher, the shop space is limited to twenty four students. We have made this limitation work, thus far, by relocating students not directly working on the building aspects of their project, to another space. For example, the planning, designing, and blueprinting components can be done in the computer lab. Although this has worked well here, it may lend questions to scalability in another site.

Training students to use the potentially hazardous equipment, is also a difficulty in the inquiry process. As the inquiry model lends itself to the free flow of students, and allows for a broad time-frame in which students may arrive in the shop, it is challenging to ensure each student is receiving adequate machine training. Training itself, takes a number of direct hours of support from the instructor. It involves a paperwork component from the Ministry of Education and WorksafeBC, a demonstration component, as well as a practical component – which is repeated until proficiency is achieved. This is most efficiently done in groups, as it takes a considerable amount of the instructor’s time to complete. It is best to gather as many students early on to complete this component, but all too often students are missed, or express interest in carpentry at a later time. Ultimately, we support all of the students through this process, in our small school, but this again, speaks to the potential challenge of scale, using the inquiry process.

Conclusion

It is clear that an inquiry-based methodology is both a valid, and efficacious, form of learning, that encourages our students to not only seek meaning with what they are learning, but become engaged in a fulfilling conversation with it. As was clear in the article, “A method for teacher inquiry in cross-curricular projects: Lessons from a case study” (Avramides K. et. al., 2014) there are some issues when trying to present an inquiry-based system; the most important being both teacher buy-in, and teacher autonomy. The research shows that a top-down approach, though possible, is not the most effective, as it overrides the idea of autonomy. True inquiry, should be organic, and a place of comfort for the teachers. Furthermore, there needs to be a strong, and willing, small group of teachers that are going to work together to implement the best strategy. The article states that, “there is a fine balance to be struck between controlling what teachers do and maintaining cohesion” (Avramides K. et. al., 2014, Pg. 258).

Here at Fort St. James Secondary School, we have that small, willing group of teachers, trying to push the boundaries of student learning. What we are trying to create, is a culture of inquiry, that is both organic and fluid. The idea of learning, and representation of that learning, happens in only one class, is being challenged and re-structured. Our school, has many champions to the inquiry approach, and the administration is very supportive, in challenging the status quo.

References

Avramides, K., Hunter, J., Oliver, M., & Luckin, R. (2014). A method for teacher inquiry in cross-curricular projects: Lessons from a case study. British Journal of Educational Technology, 46(2), 249-264. doi:10.1111/bjet.12233

McAteer, M. (2014). Getting to Grips with Perspectives and Models. Action Research in Education, 21-42. doi:10.4135/9781473913967

Social Studies. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/social-studies/core/introduction

Woodwork 11. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/adst/11/woodwork

Resource List

https://curriculum.gov.bc.ca/

https://fsjss.sd91.bc.ca/Pages/default.aspx

https://onlinelibrary-wiley-com.ezproxy.library.uvic.ca/doi/epdf/10.1111/bjet.12233

http://sk.sagepub.com.ezproxy.library.uvic.ca/books/action-research-in-education/n3.xml

https://curriculum.gov.bc.ca/curriculum/adst/11/woodwork

h https://curriculum.gov.bc.ca/curriculum/social-studies/10/

ttps://curriculum.gov.bc.ca/curriculum/social-studies/core/introduction

https://www.bced.gov.bc.ca/irp/resdocs/headsup.pdf

July 20, 2019September 9, 2019

Twitter and Scholarship – for EDCI 568 Assignment 1 Week 3

Photo by Sara Kurfeß on Unsplash

Communicating on social media sites is relatively new to me. My lack of skills and fear of the unknown pushed me to avoid Facebook, Twitter, blogs and other social media sites altogether. Email and texting were within my comfort level; that is until I started this course. Having the opportunity to build a blog and set up a Twitter account were huge steps for me; and I will admit I am enjoying the process of learning how to use them, albeit this is daunting at times. I also recognize the opportunities that these digital forms of communication can provide for me, professionally, to enhance my teaching practices. As I stumble along navigating through the world of social media, I have learned both the positive and negative sides of using Twitter, in a professional situation.

Reading Twitter Use and its Effects on Student Perception of Instructor Credibility, opened my mind about the opportunities social media platforms can create in terms of instructor-student communication. Although my initial gut reaction when I read the title was, “Is that even appropriate?” the article pointed out several advantages of instructors’ usage of social media platforms. For example, it has enabled students to see a more common, or human side of their instructor. Many students interpreted this online communication as a sign that their instructor was not only passionate about his/her teaching area, but cared about students’ success since he/she took the time to pass on extra course related material or updates. Consequently, students’ feeling of care, resulted in more engagement in their course. The use of Twitter to communicate with students definitely peaked my interest. Further readings illustrated how instructors use Twitter, amongst themselves, for scholarship purposes; an activity I assumed (out of my own naïveté), was done more so in boardrooms or via email because of its enormity and confidentiality. Although Twitter as a form of communication between academic scholars provides easy access and fast response times, these transactions are not without issues.

Instructors’ use of Twitter enables them to easily develop networks, connect with other scholars, share ideas, create projects and learn from each other. Unfortunately, however, Twitter has become an open stage, where growing discontent is acted out from behind the safety of one’s screen.

Bonnie Stewart’s, In Public: The Shifting Consequences of Twitter Scholarship, discusses the open and public conversations that some professionals have online; and how this once relatively quiet and safe space for academics to converse, is increasingly public, where online feuding is more common as anyone can join. Stewart’s article left me feeling disappointed that educated professionals (who in my opinion should now better), would behave in such a manner, as to call out those they disagreed with online. The fact that individuals get riled up so fast, implicate each other, and their disciplines, to me seems unethical. I question, would they behave this way face to face? Is the screen a mere safety net? Would they not be worried about their comments personally or professionally? Furthermore, the fact that the online fiasco, Stewart examined, quickly developed into a mob mentality style of arguing, while creating polarized groups of thought, where no one could stand in the middle, was disheartening. Adults should know better. Academics using Twitter as a platform from which to launch their rants, and which can quickly escalate, are detrimental not only to those involved, but also to the development of the scholarship itself. What could bring value to individuals, groups or society as a whole, could be damaged by negative online tweeting. Unfortunately, this public, online, behaviour is accepted by some; and it ultimately affects the stage on which academic debate may continue to occur and be of benefit.

As educators, we are constantly expected to be mindful of our behaviour, not only in the public, but also online. Our union makes it very clear, that as teachers, there is a code of ethics and we are to follow it. Furthermore, there is a protocol to follow if we disagree with one another; and going online and calling each other out, is not part of the protocol process. Teachers are held accountable for their actions, whether done privately or publicly, as we are looked upon as mentors or models to young learners. Educators at both the elementary and secondary levels, provide countless reminders to students to make sure their online behaviour is appropriate. At the high school level, students are made aware that inappropriate online behaviour could implicate their post-secondary applications, scholarship applications, and future job opportunities.

Although I am excited about my new and developing online skills, I do take Stewart’s article seriously. After all, it is one of the reasons I stayed away from online platforms. The acts of arguing, degrading, and calling people out in public are not OK. Digital appropriateness, is important; and it doesn’t matter if you are a high school student or a tenured university professor.

July 13, 2019September 9, 2019

Social Media Communication – An Combination Blog for EDCI 515 & EDCI 568 ASSIGNMENT 1 Week 2

Social Media Communication Between Instructors and Students

Combination Blog For Assignment 1 Week 2: Dr. J. Thom (EDCI 515) and Dr. V. Irvine (EDCI 568) -To Be Marked

By: Deirdre Houghton

https://unsplash.com/photos/CNbRsQj8mHQ

Communication is the exchange of information, beliefs, understanding and thoughts between one or more individuals; and it can be delivered in a variety of ways. Our rapid, ever-changing and technologically dependent society has played a significant role in dictating how we communicate with one another, and in determining appropriate or acceptable methods of communication. Today, social media platforms, have made communication between individuals both convenient and fast. We can communicate with individuals from virtually anywhere and at any time, by simply clicking a few buttons. In the realm of education, technology has a huge impact. For example, it is a common practice of many post-secondary school instructors and students to communicate instantly, via texting, tweeting, and using other social media platforms. The concept of educators using social media as a tool to communicate with students initially brought forth feelings of shock and concern for me. Shock because of ethics we are bound to as teachers, and the need to have clear student teacher boundaries for myself both personally and professionally. I therefore, did not want anything I typed to be misconstrued. Concern because it is not a means of communication I am able to do well at this point given my skill set. Personally, I enjoy communicating with people face to face or via phone as I feel there is more emotion that can be picked up in the conversation as opposed to a text or tweet. In spite of my nervousness around the issue of social media commonly being employed as a method of communication between instructors and students, it did intrigue me. I was not sure how it would be accepted. The following two articles opened my eyes as they outline the positive effects of instructors using social media platforms to communicate with their students.

Twitter Use and its Effects on Student Perception of Instructor Credibility, by Jocelyn M. De Groot, Valerie J. Young and Sarah H. Van Slette, outline results from their mixed method research suggesting that, “In the era when technology has become interwoven with teaching, social media has emerged as a communication medium for teaching and learning. (De Groot et. al., 2015, p. 419) This article discusses their research of college students’ perception of instructors’ credibility for using Twitter as a means of communicating with students. Researchers found many arguments supporting this means of communication, including: developing a view of the instructor being more personal; breaking down the hierarchical walls, enabling students to develop more trust in the instructor; interacting online indicated that the instructors cared about their study and getting pertinent information to students; keeping lines of communication open; providing accessibility and connection; feeling more engaged in their course; and learning how do develop professional networking skills. The use of Twitter as a means of communication, between instructors and students was, for the most part, widely supported by post secondary students. This article made me understand how the immediacy of social media could be used in a positive way, to pass on pertinent information or feedback to students.

As a history teacher-researcher, the second article that I chose for interest really caught my attention because of the circumstances that influenced the research to occur in the first place: communication during political strife. A Virtual Safe Zone: Teachers Supporting Teenage Student Resilience Through Social Media in Times of War, by Hananel Rosenberg, Yaakov Ophir and Christa S.C. Asterhan, like the article by De Groot, V. et. al., focused on teachers’ usage of social media to communicate with students. Researchers employed qualitative methods to identify, “how teacher – student communication through social network technologies…supported student resilience during the…2014 Israel – Gaza War,” (Rosenberg H. et. al., 2018, p. 35); and as the first article, this style of communication was well received. Research results indicated that teachers were using social media platforms to provide emotional support to students during the war. Researchers found that students’ ability to connect with their teachers, during this armed conflict, made them feel that their teachers truly cared about them and their emotional well being. One student stated, “it [broke down the] usual barriers of student – teacher relationships that often times revolves around studying and grades.” (Rosenberg H. et. al., 2018, p. 37) A second statement read, “When the storm of fear broke, the teacher was quick to respond to each one of us…I felt that she cared about me on a personal level – not just as a teacher.” (Rosenberg H. et. al., 2018, p. 35) The social media contact between teachers and students, enabled students to feel their teacher had an “authentic concern,” (Rosenberg H. 2018, p.37) about their well being. Furthermore, the use of social media to communicate provided students with reassurance, security, encouragement, constructiveness and distraction from the terror going on around them, (an approach I did not consider until reading this article). Many students’ responses in this article supported their teachers’ usage of social media as a method of communication. For example, students stated that “the teachers were very interested in us. That was so encouraging that they cared, that something exists beyond the school hours and exams.” (Rosenberg H. et. al., 2018, p. 39) Clearly, students’ statements support the theory that social media communication breaks down barriers between instructors and their students; thereby making instructors more approachable and trustworthy.

Although both articles had the majority of students indicating they supported their instructors’ use of social media as a tool to of communicate, there were some opposed to this method. Interestingly, individuals (from both articles) had similar arguments against this method of communication, yet were worlds apart and in very different societal situations. Individuals’ arguments, included: the instructors’ use of social media as a form of communication with students crosses boundaries of professionalism; teachers should not be on social networks that teens/young adults use to communicate with one another; instructors should have a private social media account and keep it separate from students; and school is learning time, and it should not cross into private time. Regardless of the arguments, (either supporting or against) instructors’ use of social media as a way to communicate with students, is a style that is both increasingly more common and accepted by society.

When examining these articles, I, as the reader, concentrated, through the lenses of the 4Rs, primarily on the research method and researched. The method involved in the first article was mixed methods; and the second article employed qualitative, primarily for safety reasons and limitations because of the political situation in Israel at the time. Both studies incorporated positive and negative information from the researched (those who communicated with their instructors). I enjoyed the human connection that the qualitative research brought in these two articles.

Before reading either articles, I formed a biased opinion just by reading the titles. Initially, I felt this method of communication was unprofessional – full stop. However, reading both articles, was thought provoking; they enabled me to realize that there are benefits for students when instructors (that are comfortable using this form of communication and follow ethical guidelines) communicate using social media. The examples provided in the readings demonstrated to me that this manner of communication can provide accessibility, student support, pertinent information, and break down social barriers, thereby developing a teacher/student relationship that can foster trust and respect.

Personally, as an educator, I am not comfortable (yet) using social media sites like Twitter and Facebook to communicate with students. At present, they are not sites I am very familiar in using; and my skill set is limited, (anyone who knows me, knows texting can be an issue for me at times!) Anxiousness around the ethics, from a union and district policy standpoint, also play into my thoughts. This is a concept that is constantly reviewed throughout the year to teachers, and I would not want to be in a position where I may be misunderstood, and/or my communication skewed. Lastly, I am not sure I am ready to make myself accessible to students (and their parents) at all hours as they may seek and/or expect immediate communication or feedback. I have had parents call my home phone early in the morning to discuss a school related issue, and it really should have waited until I was at work. Therefore, separating privacy and work is an area I am struggling with. An area I would like to work on developing as a means of communication, however, includes my blogging skills. I feel this is a good place for me to develop my technology skills. This type of online communication is limited for students, but it is a start. Creating a course reference site would provide my students with specific information, important dates, large project assignment criteria reminders, writing tools and other information pertinent to the course which further supports their learning.

I recognize the realm of technology in education is vast, constantly changing, and provides both a wealth of information and opportunities for me as a learner, which I can apply to my teaching practice. I also acknowledge that at this point my skill set is limited; therefore, I will be building on what I have learned, and move forward with what I feel personally and professionally comfortable with. However, the articles have encouraged me to expand my vision on different ways to use technology to communicate with my students. Reflecting back on the positive remarks by students, indicated in the articles, gives me the confidence to push myself out of my comfort zone, and incorporate more communication technology into my practices. Taking these steps will assist in the further development my skills and enhance my teaching practices.

July 5, 2019September 9, 2019

Teaching for Meaningful Learning: A Review of Basic Research on Inquiry-Based and Cooperative Learning – Assignment 1 EDCI 568 Week 1

The article Teaching for Meaningful Learning: A Review of Basic Research on Inquiry-Based and Cooperative Learning, by Dr. Barron and Dr. Darling-Hammond quickly captured my attention as I connected it to BC’s new curriculum changes. Many of the curriculum changes involve moving away from the traditional Provincial Exam as a source of final assessment, in most subject areas. This change, in assessment practices, has enabled both teachers and learners to look at a variety of different learning opportunities and assessment options, beyond a traditional exam, thereby enabling the learner to showcase their knowledge and understanding in a variety of different ways.

For years I taught Social Studies 11 course; and although I loved the content of the course, I felt the weight of the provincial final exam bearing down on me, and my students, from the moment the semester began! This was a massive course to get through for both learners and teachers alike. Again, being a lover of history, I really enjoyed the content; and therefore, we ploughed through it. To get through all the content students were busy memorizing terms, answering questions, completing multiple tests, quizzes and mini-essay writing assignments all in preparation for the final exam. However while teaching this course, I struggled to find common ground between my teaching pedagogy in terms of how much information students had to “get through” to complete the Provincial Exam successfully, versus providing students with the opportunity to engage in deeper exploration and inquiry into areas of the course that were of significant interest and or meaning to themselves. Constantly, I asked myself – Do I teach for exam success? Do I teach for student understanding and growth in the subject area? What am I really providing for my learners? I struggled with these questions both personally and professionally. Barron and Darling-Hammond’s article points out that “traditional academic approaches…won’t develop students who are critical thinkers or students who can write and speak effectively,” (Barron and Darling Hammond, 2008); and sadly, this is exactly what I found myself doing as I pushed toward facilitating students’ success with their exams, which ultimately meant less time for student exploration and or collaboration on researching areas of interest. Furthermore, this method took the joy out of learning new content for my students, and for me in teaching the course itself.

When the Provincial Exam was removed I felt both nervous and excited! Nervous because now what? I was also excited for the same reason – now what? There still was a large course to get teach and assessment was still part of the learning process, but it would be different; it could now be more learner centered. A more show me what you know and understand style of assessment. Fortunately, I had the opportunity to design and implement a formal assessment the first year following the removal of the Provincial Exam that was inquiry based. Students had the opportunity to become engaged in researching an area of the course that they were intrigued about and present their findings. Two quotes from Barron and Darling-Hammond’s article, that resonated with me as I reflected back on the new inquiry assessment project, was that “students learn more deeply and perform better on complex tasks if they have the opportunity to engage in more authentic learning projects and activities that require them to employ subject knowledge,” (Barron and Darling-Hammond, 2008) and that this style of learning “involves completing complex tasks that typically result in a realistic product, event or presentation to an audience,” (Barron and Darling-Hammond, 2008); and all of which I think learners are proud of upon completion, even if they had times of frustration.

As exciting as this new assessment process was, it was at times long, arduous, and frustrating. Personally, I am of the belief that it is essential for learners to have a strong foundation or background knowledge and understanding in course content as it enables them to build upon their known knowledge, gain a deeper learning and understanding; furthermore, they can challenge themselves. I realize, not every student has the opportunity or support to have a strong background in some or all subject areas, and/or may struggle cognitively, thereby making mastering certain concepts more challenging for them which leads to teacher adaptations or modifications. To complete this final assessment project, and address as many needs as possible, a great deal of student collaboration was held initially in terms of questioning, types of resources to use and very specific criteria was made accessible to all in terms of what had to be met or completed. It also took a great deal of planning on my part, including student tracking and small group meetings. Ultimately, however, I do believe that the learning challenges that learners faced and worked through were worth it, and the outcomes were exciting. My experience with my learners in completing this final assessment inquiry project, leads me to support Barron and Darling-Hammond’s statement that, “inquiry-based and cooperative learning…help students develop the knowledge and skills necessary to be successful in a rapidly changing world” (Barron and Darling-Hammond, 2008). Inquiry projects, unlike an exam, enable students to build upon and apply their knowledge, facilitate the development of rigor, encourage problem solving, promote patience, develop peer cooperation and communication skills, all of which can be applied to other subject areas, further developed and used throughout life.

Written by Deirdre Houghton

EDCI-568

Dr. Valerie Irvine