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Online Learning: At An Impasse EDCI-572 Blog Post #3

 

Introduction:

(Photo on Unsplash by Ben Owen).

After having time to reflect on this past week’s sudden and unprecedented changes to the education system, specifically the indefinite closure of schools, due to the COVID-19 pandemic, I am having a difficult time grappling the challenges that lay ahead. I am constantly wondering how this situation may be an impasse in halting one’s learning journey. Indeed this anomalous situation is perplexing, both personally and professionally.

Admittingly, I completely understand the reasoning and necessity behind the swift closures and respect the installation measures put in place for the safety of us all. This experience, when compared with my previous hiking/trail running metaphors, is much like enjoying scenic trails, then, suddenly, around the next corner, unbeknownst, is a mother black bear and her cubs. Clearly this situation, much like the school closures, stops one in their tracks. It is these unforeseen events that force us, as educators, to accept challenges, make changes successfully work through the hurdles and support our learners.

Personal Struggle: 

In regards to my personal struggle around school closures, although frustrating, they are very insignificant compared to the struggles that others around the world and indeed our country are enduring at this time. The closures, however, remind me of the frustrations that some learners may have with not having a connection to the internet to support their own learning needs. 

Last week, our little cohort of three in Fort St. James spent a great deal of time collaborating and completing tasks associated with our EDCI-572 project. We gratefully took advantage of many of the digital tools we have access to in our school. Then, suddenly, we were notified that all staff, district-wide, would be permanently locked out of the school over the course of spring break so decontaminating processes could be completed. This notice quickly put us into overdrive to complete as much work as possible, in a short period of time. No longer would we be able to meet as a group on our regular Tuesday nights for our online class or meet at designated times at school to discuss our progress and what our next steps would be. In short, our spring break masters’ meeting schedule was stopped, and our present learning journey is forced to take a different path. Initially, my panic button or alarm sounded as I started to think about the internet access I have at home, which is spotty at best (hence the need to work at school). Upon quick discussions and multiple texts, we have come up with a few plans, not limited to sitting in the school parking lot with a laptop, to access the internet. Although these challenges have forced us to make quick changes so that our learning journey can continue, it has forced me to think (and worry), professionally, about the learning journey that our learners will be heading out on and the challenges they may face.

Professional Struggle:  

Professionally, like other educators at this time, I am constantly asking myself questions. Where do we go from here? Now What? Sure we can make up or provide access to online assignments for students, but what about those learners that have a poor internet connection at home, thus leading to growing learner frustration and overall shut down. Then there are also the learners who have neither a computer at home, never mind internet access, and they also do not have parental support for their learning. These learners are the ones that depend on the school community for their learning accessibility and support. I am cognizant of the fact that many of our students live in remote or outline areas, thus bussed into school daily; I wonder if their lack of accessibility to online learning will facilitate in a “shut-down” of sorts in their desire to continue to learn. Have they in their minds checked out and consider school done for the year? Will they be able to make changes that will enable them to meet some challenges in continuing their learning journey?

Conclusion: 

(Photo on Unsplash by Nikita Kachanovsky)

In spite of the fact that there are many online courses and digital supports available to support one’s learning, this unprecedented world situation has made me realize just how fragile online learning connections can be for some learners, especially outside of the school environment. I recognize there is not an easy answer to this situation for any educator. This current impasse will involve various creative and innovative strategies to meet and support the needs of our diverse learners to enable them to continue with their learning journey.

By Deirdre Houghton, March 22, 2020

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Guiding Students Along the Mountain Path of Digital Literacy – EDCI #572 Blog 2 (Assignment 1A To Be Marked)

Photo by Heidi Finn on Unsplash

 

 

 

 

 

 

 

Introduction: 

As I ascend the mountain, of digital learning, I am reminded of the plethora of possibilities that digital literacies can provide learners to facilitate and enhance their learning experiences, both now and in their future. Gone are the days where one simply learned skills through a textbook, pencil and paper. Today it is essential for learners to be competent in their digital skills, being aware of their digital footprint, communicate and problem solve using a variety of digital platforms. Digital literacies enable learners to become increasingly creative, innovative and empowered in their own learning. As an educator, I am keenly aware of the necessity of learners to have strong digital literacy skills that can support them successfully in the 21st century. I also recognize that as demands and education pedagogy changes, I too must work on taking further steps, no matter how challenging the trail may be, to continue developing my own digital learning skills to support my learners in their learning processes.   

The What, When, and Why of BC’s Digital Literacy Framework:

Tim Winklemans, a member of BC’s Ministry of Education, recently presented BC’s Digital Literacy Framework,  to our EDCI- 572 class, which was created in 2015, for the purpose of providing educators with “ an overview of the digital literacy skills and strategies.” scarfedigitalsandbox.teach.educ.ubc.ca The skills highlighted in the document were to serve as a guide for BC educators to follow and integrate into the K-12 curriculum, thereby facilitating “the types of knowledge and skills that learners need in order to be successful in today’s technological world.”scarfedigital sandbox.teach.educ.ubc.ca. The provincial government at the time created a campaign that focussed on making learners’ technology skills highly developed and ready for the digital demands in both post-secondary and the working world. The document itself was designed from basic digital knowledge, as set forth by the National Education Technology Standards for learners, now known by the name International Society of Technology in Education or ISTE. The Ministry’s document describes digital literacy as the “interest, attitude and ability of individuals to use the digital technology tools appropriately.” www2.gov.bc.ca Furthermore, it identifies that digital literacy “takes learning beyond standard tests and enables learning that embraces digital spaces, content… resources and emphasizes that the process of learning is as important as the end product.” www2.gov.bc.ca As an educator, I concur with this last statement. Much like my mountain climbing metaphor, it is the invaluable experiences between the base and the summit, that lead you to your final destination.

The Ministry’s Digital Literacy Framework focuses on six categories and provides each category with respective learning outcomes, to be implemented within the BC K-12 curriculum. The specific areas of focus include Research Information Literacy; Critical Thinking, Problem Solving and Decision Making; Creativity and Innovation; Digital Citizenship; Communication and Collaboration; and Technology operations and Concepts. Although the document is detailed and provides clear learning outcomes, there were some areas of downfall, that as an educator, I noticed. Five specific areas that stood out to me, include 1) not all grades were listed in the sub-topics, in fact, some were left out, 2) there were no connections to any pre-Kindergarten education (or early childhood education) or the roles those educators could or already do support, 3) there was no specific connection to First Nations Curriculum or distinction around cultural traditions that may have not been ordinarily associated with technology, 4) there was no discussion or information given with respect to supporting the digital learning development of learners with special needs, and lastly, 5) there was no discussion around the fact that not every educator and learner has equal access and or support to technology learning tools. Furthermore, I thought that the physical layout could have been improved upon, by categorizing topic headings and outcomes by grade level, in addition to including exemplars to make the document more streamlined and user-friendly. Although the document does provide a wide range of skills, I do think the missing information could have been addressed, thereby making the document more encompassing, comprehensive and inclusive.  

My Connection to BC’s Literacy Framework: 

In spite of some of the areas I felt that the framework was lacking, it pushed me to think of how I could connect to it professionally and how I could use it to develop my own skills to enhance my teaching practices. More specifically, I concentrated on how it could sync with the expectations within my final master’s project, which I will be completing with my colleagues Andrew Vogelsang and Gary Soles. The focus of our project includes the examination of cross-curricular inquiry within a co-teaching environment and the incorporation of technology, to increase student motivation. Upon brainstorming with my partners, we co-created the chart below highlighting the connections we made with the BC Digital Learning Framework. We included the six categories and their corresponding grade-specific learning outcomes and added the activities learners will be completing to master the learning outcomes. 

Upon completion of our chart, we can clearly deduce that our project meets the digital requirements as set forth by the BC Ministry of Education in their Digital Literacy Framework documentation. Furthermore, it acts as a guide that can be used to encourage the implementation of various digital skills and technology to enhance learning in general.

BC Digital Literacy Framework Learning Outcome Student Activity
Research and Information Literacy
  • Locates, organizes, analyzes, evaluates, synthesizes and ethically uses information from a variety of sources and media. (Gr. 10-12)
  • Integrates, compares and puts together different types of information related to multimodal content. (Gr. 10-12)
  • Understands the different purposes and contexts of digital image editing. (Gr. 10-12)
  • Integrates, compares and puts together different types of information related to multimodal content. (Gr. 10-12) 
  • Structures, classifies, and organizes digital information/content according to a certain classification schemes or genres. (Gr. 10-12)
  • Learners complete an Inquiry Project on Truth and Reconciliation using various research sources (website/articles). 
  • Upon completion of Inquiry, learners create a hand-drawn motif on paper (via knowledge from inquiry project), then transfer their design to Adobe Software then finally to Aspire. 
  • Learners will then transfer their files via memory stick to the carpentry shop to upload the G-Code to the computer numerically controlled router (CNC machine). 
Critical Thinking, Problem Solving, and Decision Making
  • Creates complex models and simulations of the real world using digital information. (Gr. 10-12)
  • Can program ranging from using block building code tools to a high-level programming language. (Gr. 10-12)
  • Learners will have a defined workspace in which to print their reflective motif. They will have to measure and design their section of the feather in both the carpentry shop and in the Aspire software.
Creativity and Innovation
  • Remixes different existing digital content into something new. (Gr. 10-12)
  • Understands how meaning is produced through multimedia (text, images, audio, video) and how culture is produced through the Internet and social media in particular. (Gr. 10-12)
  • Learners will have to respect and attain permission to use any Indigenous symbology. 
  • Learners will have to design around the artifact, if used, to make sure that the representations of the symbol are used correctly.
Digital Citizenship
  • Understands the legal and ethical dimensions of respecting creative work. (Gr. 10-12) 
  • Distinguishes between taking inspiration from the creative work of others and appropriating that work without permission. (Gr. 10-12)
  • Learners using digital images will have to either design the images themselves or use creative commons licenced images. 
Communication and Collaboration 
  • Uses digital media to be part of a community. (Gr. 10-12) 
  • Makes valuable contributions to the public knowledge domain (e.g. wikis, public forums, reviews). (Gr. 10-12)
  • Is familiar with the meaning of terms commonly used in user manuals for the operation of hardware and the installation and configuration of software. (Gr. 10-12) 
  • Troubleshoots systems and applications. (Gr. 10-12)
  • Has a reasonable knowledge of available technologies, their strengths and weaknesses, and is able to make informed decisions about whether and how to use technologies to pursue personal goals. (Gr. 10-12)
  • Learners will be using digital media to create a permanent community project, that will represent the growth of our knowledge of Truth and Reconciliation as a community.
  • Learners will have to troubleshoot both digital and technical issues that arise throughout the project.  
  • Learners will have to evaluate the proper tools, both digital and physical, to create their vision.
Technology Operations and Concepts
  • Solves a theoretical or practical problem, of individual or collective interest, through or with the support of digital tools. (Gr. 10-12) 
  • Solves technical problems and knows what to do when technology does not function. (Gr. 10-12)  
  • Transfers current knowledge to learning new technologies. (Gr. 10-12)
  • Learners will have to collaborate collectively and work in a unified manner using the tools prescribed. 

 

  • Learners can work around malfunctioning software and adapt by using similar yet different software.  
  • Learners will be required to use the base functions of computer literacy from one program to another.

Chart Co-Created by Deirdre Houghton, Gary Soles and Andrew Vogelsang following the BC Digital Literacy Framework as our guideline.

Conclusion: 

As an educator, I am excited to see the growth of my learners being able to learn new skills that will be connecting and crossing over into three very diverse course areas, including Social Studies -10, Visual Arts and Computer Technology – 10, and Carpentry 10. The digital literacy skills that I will be developing throughout my course work and project, and in turn, bringing to my classroom, will hopefully encourage my learners to continue to develop their own skills, and further empowerment for them to use their new knowledge and carry it forward in their learning journies.

The video below is a brief introduction and explanation of the Truth and Reconciliation wall art project that our students will be creating in our cross-curricular, co-teaching environment that will be employing a variety of digital literacy skills.

References 

References

BC Ministry of Education. (2015). Digital Literacy Framework. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf

ISTE Standards. (n.d.). ISTE. https://www.iste.org/standards

The UBC Digital Literacy Framework. (n.d.). The BC Digital Literacy Framework. Scarfe Digital Sandbox. https://scarfedigitalsandbox.teach.educ.ubc.ca/the-bc-digital-literacy-framework/ 

By Deirdre Houghton

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TOWARDS THE SUMMIT:  My Up-Hill Learning Journey Involving the Development and Implementation of Digital Literacies – EDCI 572 Blog Reflection #1

INTRODUCTION:

(Photo By Eric Muhr – Unsplash)

Some of my greatest achievements involved pushing myself, both physically and mentally to the summit of various mountains.  Whether it be trail running, small hikes or multi-day hikes, I found myself forced to deal with various emotions, including initial excitement, nervousness, full-on trepidation, frustration, and finally exhilaration as I reached the summit ultimately conquering my goal. As I had time to reflect on our first meeting in EDCI-572, I realized that this course, and indeed the master’s program itself, are very much like working one’s way to the peak of a mountain, to me anyway. You start at the base and work hard to reach the top. It is the space between these two locational points where the learning process occurs; it is where my personal challenges involving questioning, gaining knowledge, developing new skills, and problem-solving will lead to the top of the mountain, or in this case, project completion with a wealth of new skills and understanding to be carried forward. 

DIGITAL LITERACIES & MY COMPETENCIES: 

Prior to our initial class meeting, I was very excited, much like the anticipation of going out for a trail run or hike. My knowledge of digital literacy, or “…the ability to use information and communication technologies to find, evaluate, create and communicate information requiring both cognitive and technical skills,” as described by the American Library Association’s Digital-Literacy Taskforce (Heitin, 2016, P. 1) is limited, suffice to say I am at the base of the mountain. Therefore, having the opportunity to gain more knowledge and learn new skills to incorporate into my teaching practice, thus enhancing and facilitating student learning, is both exciting and important to me. My repertoire of digital literacy competencies, to this point, includes WordPress, Twitter, PowerPoint, Prezi, Photostory, My Blueprint, YouTube and Kahoot. 

WordPress and Twitter were relatively new platforms to me, prior to starting my masters. Although I had taken some professional development workshops on these platforms, I rarely had time to play around with either and develop my skills. Now, having actually made time, and having the support to assist with my questions, has given me confidence in using both platforms and the interest in continuing to learn about them. Furthermore, I can see the relevance of them in terms of my teaching practices for communication purposes, such a class website or class-specific Twitter handle, to provide further information on a discussed topic and to promote student dialogue. PowerPoint, although often considered antiquated by some, can and still is highly effective. Personally, I find its user-friendly layout and the realm of additions that can be added to deliver and share, enables learners to easily and successfully prepare for a variety of learning activities. Prezi and PhotoStory are also digital literacy tools, similar to PowerPoint, and have provided my learners with a multitude of learning and sharing options that they can use to build repertoires, including, but not limited to, portfolios and subject/topic-specific presentations. 

My Blueprint is a digital tool that I use heavily within my Careers courses. This platform lines up very well with the course requirements for Career Life Exploration -10 and Career Life Connections 12 as set forth by the BC Ministry of Education. The program is very user-friendly and provides learners with a wealth of connections and support, including various post-secondary schools and training options, course requirements, identifying their knowledge skill set, motivations and personality in terms of their connections to careers. Furthermore, MyBlueprint can be used to create and store student portfolios. 

YouTube, as a digital literacy tool, provides a wealth of information, it is a visual library that enables learners, and even myself, to have quick access to gain an understanding of what, how, or why something exists, happens, or steps needed to complete a specific task. Furthermore, employing YouTube as a digital literacy tool provides the opportunity to teach learners about searching for reputable sources and if what they are viewing is actually true.

Lastly, Kahoot is a favourite amongst the learners in my class (and Andrew Vogelsang who comes over to compete). Learners enjoy the interactive gaming aspect when used as an introduction to a specific topic or as a review. All of the aforementioned digital literacy tools that I have adopted into my teaching practice are incorporated to provide learners with a variety of opportunities to develop their skills in communication, creation, research, and personal evaluation. Although I know that the digital tools I have implemented are a sound base, they have only taken me partway up the mountain. There is much more exploration, and learning of new skills to be done, regarding developing and implementing digital literacies into the curriculum to enhance my learners’ journey.

MY JOURNEY MOVING FORWARDS:

(Photo By Mathew Sleeper – Unsplash)

As I continue to climb towards the summit, I will be working on developing digital literacy skills needed to develop a documentary that Gary, Andrew and myself will be creating, and eventually adding to our final master’s project. Areas that the three of us will be incorporating into creating our documentary, include initial planning, storyboarding, recording, editing and producing the final cut. Through this process, I will have the opportunity to learn to use various pieces of recording and equipment, and how to make our documentary accessible in various formats. 

By: Deirdre Houghton

Reference:

Heitin, L. (2016, November 8). What Is Digital Literacy? Education Week. https://www.edweek.org/ew/articles/2016/11/09/what-is-digital-literacy.html?printer=1

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Module #5 EDCI – 569: The Rarely Seen Side of Technology

 

 

 

 

 

 

Photo by Alexandru-Bogdan Ghita on Unsplash

INTRODUCTION 

When considering the digital world today, so often there is a focus on access, privacy, online behaviour, types of social media platforms, and the newest and best technology, including tablets, laptops and mobile phones, and what new aspects they can provide.  Rarely, however, do we stop and think, or discuss the human and natural resource factors that have been used, and in many cases abused, to create the technology we enjoy or depend on today. After reading Jeremy Knox’s article, which focussed on “three critical perspectives on the digital, with implications for educational research and practice,” (2019, p. 357) one perspective that resonated with me was his discussion on the exploration of the “digital as ‘material’ and . . . [the] issues of labour and the exploitation of natural resources required to produce digital technologies.” (p. 357) This particular perspective forced me to stop, think, and research more around the human and environmental impacts that occur because of our consumption and usage of technological devices.

WHAT: 

When we enter shiny and glitzy technology or electronic stores, rarely, if ever, do we consider the origin of the materials or human labour used to produce technology devices. Mark Dummett, a human rights researcher for Amnesty International, comments on our lack of recognition, regarding this matter, with his statement “the…shop displays and marketing of the state of the art technologies, are a stark contrast to the children carrying bags of rocks and minerals in narrow man-made tunnels risking permanent lung damage” (Wakefield, 2016). As a humanities educator and user of digital technology, I believe the injustices presented in Knox’s article and Dummett’s quote are important to consider, discuss and reflect upon, with students, in terms of identifying the inhumane labour practices and environmental abuses that occur among many companies tied into the creation of our beloved tech devices. 

When working with learners, and examining the origins of technology devices, facts to consider include whether or not companies have used ethically sourced raw materials to build the necessary components, and were the needed minerals produced from mining companies that followed necessary safety protocols, fair labour practices and environmental sustainability procedures.

First, learners need to be aware that many of the minerals, including cobalt, used in batteries for laptops and mobile phones, coltan, also used in mobile phones, and tantalum, extracted from coltan and used in making capacitors in electronic devices, are often mined in the world’s poorest and politically unstable regions. For example, some of the largest deposits of cobalt are located in the Democratic Republic of Congo (DRC), where child labourers are forced to endure dangerous working conditions, such as mine collapses and cobalt dust while working for little pay. (“Apple, Tesla Among Tech Firms Sued over DRC Cobalt Mine Abuses,” 2019). Most times mining companies in the DRC do not practice safe working conditions, may be tied to volatile or hostile groups that reap the mining benefits, and do not follow environmental practices that prevent water contamination all the while putting labourers and locals at risk. Furthermore, the minerals are often sold to and used by multi-billion-dollar companies in the building of the components for their technology devices.

Second, students should also be aware of the human labour involved in the creation of the components themselves, and how many workers endure working long hours in overcrowded factories, where they complete repetitive tasks for very little pay. Several factories in China, again many associated with multi-billion dollar tech corporations, have been accused of, and in some cases charged with their poor working conditions and treatment towards workers. 

Lastly, it is also essential to provide learners with information that not all technology companies operate in both inhumane and negligent manners. In fact, some companies have made strides to ensure labour and environmental abuses do not occur; and research has occurred regarding what minerals can replace cobalt and tantalum. Ethical Consumer is a website, where companies, such as Fairphone, tracks where its minerals and components come from to ensure no human rights abuses have occurred in the creation of their phone (“Mobile Phones,” 2020).

SO WHAT:

Taking the time to discuss with my learners, unjust issues related to the creation of digital technology devices, I believe, is important to discuss the human factor related to the creation of technology. It enables learners to gain an understanding of complicated issues that can be related to items in our lives that we simply take for granted. Furthermore, it empowers learners to consider or research what steps some technology companies have completed to become or maintain their ethical practices, thus providing consumers with a choice. 

A resource our Humanities Department uses, that focuses on the topic of digital or technological ethics, is the novel Blue Gold, written by Elizabeth Stuart. The book embraces the lives of three individuals, from around the world, and who are impacted by cell phone technology in very different ways. While one character, situated in North America, is struggling with the ramifications and embarrassment of her online behaviour, the other two experience more life-threatening situations.  These two characters, one living in the Democratic Republic of Congo and the other in China, are impacted, respectively, by the extraction of coltan, otherwise known as blue gold or “the conflict mineral” (Fair Congo, 2019), and the labour conditions endured in the assembly of the technology devices themselves. The stories in Stuart’s novel have provided our learners with a different perspective of technology which is not often discussed. As a teaching tool, it enables learners to identify that technology is not fun and games for everyone. The book fosters discussion and encourages learners to question and research technology companies to see what policies they follow to promote ethical behaviour and practices. 

NOW WHAT:

I recognize that there are no easy steps that can be taken to solve the previously discussed problems associated with the inhumane practices some technology companies are associated with. Yet, I still believe it is important to recognize and discuss these situations as they do occur. With more discussion, who knows where it could lead or lend itself to?  It may encourage more companies to continue with or even start making ethical changes, it may lead to new innovations in technology that are not as dependent on rare earth minerals, thus decreasing the environmental impacts of mining, it may encourage some youth to be researchers, engineers and entrepreneurs, that develop future devices that are not dependent on minerals. Finally, it may lead to a simple discussion around the dinner table, where one just becomes more mindful.

Bibliography

Apple, Tesla Among Tech Firms Sued over DRC Cobalt Mine Abuses. (2019, December 17). Africa Times. https://africatimes.com/2019/12/17/apple-tesla-among-tech-firms-sued-over-dr-congo-cobalt-mine-abuses/

Bradsher, Keith, & Duhigg, Charles. (2012, December 26). Signs of Changes Taking Hold in Electronics Factories in China. New York Times, pp. A1, A14.

 (2019, October 15). Fair Congo. https://faircongo.com

Knox, J. (2019). What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education. http://ezproxy.library.uvic.ca/login?url=https://doi.org/10.1007/s42438-019-00045-y

Mobile Phones. (2020, January 15). Ethical Consumer. https://ethicalconsumer.org/technology/shopping-guide/mobile-phones

The Phone That Cares for People and Planet. (2019, August 27). Fairphone. https://www.fairphone.com/en/ 

Stewart, E. (2014). Blue Gold. Annick Press. 

Wakefield, J. (2016, January 19). Device Makers Face Child Labour Claims. BBC News. https://www.bbc.com/news/technology-35311456

By Deirdre Houghton

 

 

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Module #4 EDCI -569: Appropriate Digital Footprint

WHAT?: 

Digital footprints refer to the information that learners, scholars and individuals in general, leave online through their submission of data while using internet services, such as Facebook and Twitter. Thus, anything we post online is open to be read, interpreted, and commented upon. 

Today, many scholars use online platforms to connect with other scholars for scholarship purposes or to connect with students to provide updated information.  Although the premise of contact maybe just, there are implications that must be considered; and being aware of one’s digital footprint for both personal and professional purposes is essential. 

SO WHAT?: 

As an educator, I believe it is essential that students are taught and constantly reminded of their digital footprint. More specifically, as a career educator and coordinator, I am constantly reminding students that their online behaviour and communication with others matters! Negative online communication can potentially affect one’s acceptance into a post-secondary institution or job prospect. 

On a scholastic level, being cognizant of who your readers are is very important.  Writing any material that can be misconstrued and perceived as negative, or verbally responding in a manner that is threatening opens one up to potential disciplinary actions, including job loss, loss of scholarship opportunities and/or possibly even charges.

Therefore, working with students to help them become aware of, or identify the significance of appropriate online communication is necessary. 

NOW WHAT?: 

As an educator, I believe that teaching students about appropriate online communication needs to start at an early age.  Working with students throughout both their Elementary and Secondary schooling and constantly discussing the ramifications of appropriate behaviour is essential, as are discussing the consequences, and implementing them if students are abusing their online access. 

 As a parent, I believe it is my responsibility to discuss and expect proper online etiquette from my child.  I recognize that my opinion regarding my responsibility with this matter may not be shared or provided by all parents. However, if I am providing my child with access to use the internet at home and at school, I strongly believe I have a responsibility to discuss their digital footprint as they advance through school, post-secondary education and onto a career.

By: Deirdre Houghton

Social Media Picture by: Merakist on Unsplash https://unsplash.com/@merakistutm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

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Module #3 EDCI-569: Distance Educators Go the Distance!

 

WHAT:

Many learners simply do not fit within the confines of the regular brick and mortar or traditional school setting, ergo distance education is an option for such learners. Distance education (DE) itself has been defined as “the practical subset of education that deals with instruction in which distance and time are the criterial attributes; that is, student and teacher (and other students) are separated by distance and/or time,”(Shé Ní, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S., 2019, p.18,). Indeed, distance learning provides the aforementioned learners with choices, experiences, accessibility and equity to those in situations including, but not limited to, living in remote locations, working at part-time jobs, being involved in various extracurricular activities, having few options within the traditional school setting to support one’s interests, or possessing limiting health issues preventing regular school attendance.   Ayse Bagriacik Yilmaz, a research assistant at Turkey’s Aydin Adnan Menderes University wrote an article, which focuses on students’ perceptions regarding both distance education and the classroom setting, whereby, she shares a quote from a distance education student as stating this style of learning is “a golden blessing, a great opportunity and indispensable”(Bagricik Yilmaz, 2018, p. 191). Furthermore, distance education provides options for highly motivated learners to take extra courses outside of their regular timetable, thus enabling them to work ahead. 

Upon reading articles on distance education, working in a district that supports its own distance education school (EBUS Academy), and discussing experiences with colleagues, in our master’s cohort, whom have firsthand experience teaching in a distance education setting, it is clear that regardless of the reason why students complete distance education courses, it is a unique learning experience. However, what is not always made clear or discussed, are the jobs and demands of distance educators themselves. 

SO WHAT:

From the outside looking in, a distance educator’s work may not seem much different than that of a teacher in the traditional classroom setting. Both styles of educators must follow the BC Ministry of Education Guidelines and the Ministry’s Curriculum Outlines, which include completing report cards, supporting learners with different skill-sets and abilities, creating and conferring with IEP’s, planning and delivering lessons accordingly, communicating with parents, and assessing learner progress. Although there may not be classroom management or behavioural issues to deal with at the distance education setting, there are, however, challenges that distance educators endure, that classroom teachers do not face (as noted in our EDCI-569 discussion session on Tuesday, Dec. 17, 2019). Upon reflection of the discussions with colleagues, there were three issues that resonated with me regarding distance educators “help[ing] students attain their educational goals without needing to be regularly on campus” Shé Ní, C.et al. p.08, 2019). These issues include technology obstacles, student numbers, and connection with students.  

First, in terms of usage and knowledge of specific technology, distance educators must be familiar with the plethora of systems available to them to assist in planning multiple disciplinary lessons, successfully carrying out their teaching practices, monitoring student progress, communicating with both students and parents, and, lastly, completing assessments. For example, at E-Bus Academy, the Nechako Lakes’ (District #91) Distance Education School, which has been successfully operating for twenty-five years and enrolls thousands of cross-enrolled students from around BC each year, distance educators employ a variety of technology platforms to deliver courses and engage students. Some of the integrated digital platforms distance educators use include but are not limited to Remix, Moodle, Office-365, Cantaisa, and TeamMS. In addition to these platforms, E-Bus educators recognize that not all of their learners have a variety of technology options on their personal or home computers; therefore, educators have had to make adaptations in their choice of soft-ware usage, and resort to employing Facebook and other social media platforms to ensure students can access their course material, receive feedback, and provide continuous support and communication. Moreover, it is also expected that distance educators make time, within their busy schedule, to train themselves on new digital programs being implemented, as older platforms are either no longer supported or become obsolete, and troubleshoot when technology problems arise, such as when viruses hit or because there is limited technology support at the district level or within the distance education school itself. Although Araz Bozkurt, a researcher for the Anadolu University’s Department of Distance Education, in Turkey, recognizes that distance education is “a constantly evolving and advancing field [whereby, the] benefits from online and offline technologies…provide the most effective working solutions for learners who are separated in time and space from facilitators…[and it’s]…a pragmatic approach to learning,” (Bozkurt, 2019, p. 497), he also identifies the challenges associated with this practice by recognizing in his statement that “[distance education is] multidimensional and multilayered ecology with overlapping and intersecting boundaries with living and nonliving entities [having] significant importance” (Bozkurt, 2019, p. 497). Bozkurt’s statement identifies, in my opinion, how important technology is within the huge realm of distance education, and how its constant changes impact the teaching methods and skills of distance educators; and these challenges are not faced regularly by the classroom teacher or at least to the same extent.   

A second challenge that distance educators face is student headcount or course capacity.  Unlike the traditional classroom setting, where caps or limits are placed on the number of students per class, this is not the same for all distance educators. For example, at E-Bus Academy, it is not uncommon for a teacher, at the high school level, to have well over two hundred students. Furthermore, it should be noted that distance education courses at E-Bus Academy are self-paced, so not all students are working at the same pace.  Consequently, the distance educator ends up marking vast amounts of work, due to the accepted large headcount, while at the same time making adaptations or modifications for different learning styles and abilities, and providing the necessary communication, all the while potentially using various technology platforms dependant on what the student has available to them. The large student numbers, style of workload, and varying forms of communication are significantly different from the regular classroom setting. 

Creating connections with students is the third challenge distance educators deal with. While some distance educators may travel to meet some of their students, thus putting a face to a name for both parties involved, or communicate through visual remote technology, email, text, tweet and speak on the phone, these methods of connectivity are not the same as having the daily face-to-face contact, that exists in the traditional setting, which can bring challenges to the distance student-teacher dynamic. For example, in the distance education setting, students and teachers will not get to see the growing personalities and talents of each other. This may lead students to feel that their teacher may not be approachable when in fact they truly are. Distance teachers also miss out on witnessing other areas where their students excel or where their interests lie. A further challenge related to connections in digital education is the fact that educators constantly have to design course material where students have to prove their learning throughout various stages, whereas in the regular or traditional classroom setting it can be observed by the teacher. 

NOW WHAT:

The methodology of distance education and discussions around it, resonated with me on a personal level for two reasons. First, as I work in a district that supports its own distance education school, and second, as I had the opportunity to witness my child complete a distance education course at EBUS Academy.  

Nechako Lakes School District supports the distance education school, EBUS Academy, which has enabled thousands of students across the province, to have access to completing courses that may otherwise, not be offered at their regular school. Although there is the main campus where educators work out of, there are smaller stations around our district that enable EBUS employees to work close to their hometown, thus limiting their travel. This aspect is important for educators as we live in a largely rural district with inclement winter weather. This setup also enables staff, with mobility issues, to have limited driving distances to work. However, in spite of these perks, I also recognize that these distance educators are responsible for educating hundreds of students throughout a semester or year, which is far different from myself who works within the traditional classroom setting. 

As a parent, I was a little nervous about the concept of my child learning in this manner. I was not sure how self-motivated my child would be in completing the course, or what the protocol was if there were learning struggles. Suffice to say, I was really impressed with the entire process. The communication between the educator and my child was prompt and encouraging, the information given to him was clear and concise, and the educator was easy to access should my child need to make contact.  Furthermore, my child’s teacher made accommodations and suggestions that were helpful with regards to our computer’s limited programs. The flexibility of distance education enabled my child to complete an extra course outside of the regular school timetable, which ultimately, opened up more options or choices in the following school year. Lastly, the fact that the distance education course was self-paced enabled my son to complete his regular coursework and still be involved in extracurricular activities that involved travel.  As a both a parent and educator, I am grateful for the distance education options that are available to students, as they provide learning advantages for students with busy schedules, which in turn, keeps doors open for other learning opportunities, and it enables learners to work on developing a variety of independent skills which can be implemented throughout life.

 By: Deirdre Houghton

Photo by-Ruben-Rodriguez-IXTvnOOSTyU-unsplash-scaled.jpg

References

Bagriacik Yilmas, A. (2019). Distance and Face-To-Face Students’ Perceptions Towards Distance Education: A Comparative Metaphorical Study. Turkish Online Journal of Distance Education, 191-207. https://doi.org/10.17718/tojde.522705

Bozkurt, A. (2019). Intellectual roots of distance education: a progressive knowledge domain analysis. Distance Education, 40(4), 497-514. https://doi.org/10.1080/01587919.2019.1681894

Shé Ní, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S. (2019). Teaching online is different: Critical perspectives from the literature. Retrieved from Dublin City University website: https://openteach.ie/wp-content/uploads/2019/11/Teaching-online-is-different.pdf

 

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MODULE #2 EDCI – 569: The WHAT, So WHAT and Now WHAT of Digital Technology in the Realm of Education (Particularly OER’s)

Photo by Hennie Stander on Unsplash

WHAT?  

Open Education Practices (OEPs) have provided new opportunities to researchers, teachers and learners, through the increase of access. Stanford University Professor and a co-founder of Coursera, Daphne Koller stated that “…there are new opportunities that online learning opens up that would never have been possible without [digital] technology” (Brainy Quote).True. Digital technology has transformed education and learning experiences for researchers, educators and learners. Open Educational Resources (OERs), Open Digital Textbooks (ODTs) and Massive Open Online Courses (MOOCs), as discussed in both Reflection on the Impact of the Open Education Movement, by Grainne Conole and Mark Brown, and EDCI – 569 course discussions, enable many possibilities including, but not limited to, economies of scale, increased access to knowledge and information, flexibility in learning, cheaper access to information than traditional printed textbooks, updated curriculum, further development of technology skills, opportunities to improve teaching practices, differentiated learning strategies, collaboration on a wider scale, sharing, increased scholarship for both individuals and institutions, and increasing research opportunities. In spite of the positive characteristics, and opportunities associated with OERs, ODTs and MOOCs, they are not without their challenges.  

I am a firm believer and supporter that everyone has the right to an education and should have free access to knowledge, at all levels of education, including K-12 and post-secondary.  The United Nations’ Universal Declaration of Human Rights, article 26, section 1, states that “Everyone has the right to education….Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.”  This declaration outlines not only the right to education, but its accessibility. Many post-secondary schools, Massachusetts Institute of Technology Open Courseware for example, and public schools offer a range of courses available online or in distributed format. Furthermore, there is also the development of online repositories housing e-textbooks, thus reducing the need to purchase costly textbooks. Thus, one would think, with all the technology available today, and the opportunities it has provided in the world of education, accessing knowledge and information would be relatively easy and equitable. Unfortunately, that is not always the case. 

SO WHAT? 

On a local or personal level, I currently work in a district that hosts an online school which provides education options for thousands of cross-enrolled students throughout BC, in addition to students in our own district (this is not to be confused with true open education). While I support the openness and flexibility that this online school and others provide, I do question the concepts of accessibility and equity, in general for all realms of education that classify themselves as truly, open. For example, students that live in very remote regions or live in families that may not be able to support or afford internet access at home, or even own a computer, gaining open educational resources, open access and e-textbooks are very difficult, if not impossible, to access. Consequently, there will be the reliance upon the traditional school setting and textbooks, and in some cases, remote learning may involve physically mailing in school work and waiting for replies, as internet connection is poor to non-existent. Further situations where access to online information for educational purposes is limited, if not impossible to access, are in countries where governments have strict control over online content, or countries meeting the classification as developing countries. Again, although I see the benefits of open educational resources, access, sharing and learning, I recognize there is a dichotomy with this style of learning because not everyone has the same opportunity or equity of access, thus reducing the ease of accessing information and knowledge.  

A second area I question, regarding OERs, is the management or curreation of resources. In order for free online courses, resources and e-textbooks to maintain their accessibility, it is necessary for someone to maintain the site(s) on which they are located. I was surprised to find out that BC is one province that hosts a repository for OERs (BC OpenEd). Again, although I support this method of access to educational information, as it supports the argument that everyone has a right to education, my quandary is, how long will the site be maintained, and is it currently aligned with new curricular changes?  

NOW WHAT?

With all the new technology out there, how do we ensure that education is easily accessible? How do we make sure that everyone can get, or have access to the internet to access valuable resources? These are questions that will need to be addressed in order to ensure that open resources are indeed open. 

By: Deirdre Houghton

 

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EDCI-569: Module #1 – Mapping Research Trends from 35 Years of Publications in Distance Education

 

 

 

 

 

 

                            Photo by Tim Mossholder

My following blog consists of an annotation on Mapping Research Trends from 35 Years of Public Education in Distance Education, including a brief explanation of the themes discussed in the article, followed by my critical reflection, based on the What? So What? & Now What? framework.

 

Introduction:

Zawacki-Richter’s and Naidu’s article provided insight into the evolving themes highlighted within the journal, Distance Education, over the time-frame of thirty-five years. The authors use of the Leximancer, a “text-mining tool…used to identify and describe themes in distance education” (p. 245, 2016) over the period 1980 to 2014,  provided insight into specific themes commonly researched, throughout the given time frame. Common topics included “professionalization and institutional consolidation, instructional design and educational technology, quality assurance, student support, collaborative learning and interaction, virtual learning, and the integration of MOOCs (Massive Online Open Courses) and OERs (Open Education Resources)” (p. 245, 2016). 

Theme #1: Professionalism & Institutional Consolidation 

The first theme, professionalism and institutional consolidation between 1980-1984, identified in the article, involved researchers focusing on the establishment of a common language and scholarship within distance education itself. The article suggested that, although many distance education institutions had already been developed by this time, researchers in the early 1980’s identified this period as a “time of reflection” (p. 251) whereby, distance education institutions and educators alike, focussed on establishing recognition of being both scholarly and professional.  

Theme #2:  Instructional Design & Education Technology

Instructional design, and educational technology, was the second evolving theme, common among distance education researchers and writers during 1985-1989. The focus, at this time, was on the significance of course design, concerning its impact on scholarly content and course delivery within the realm of distance education, in addition to the opportunity and supportive elements technology provided to learners. Zawacki-Richter and Naidu indicated that the use of technology became recognized as a method to bridge the distance between learners, educators and institutions alike.  

Theme #3:  Assurance

Quality assurance in distance education developed, between 1990 -1994, as the third theme, common among researchers. During this period, two main focal points within distance education were commonly discussed. The first, included the provision and/or improvement upon quality education, while the second, involved different ways to present information and provide improved access to learners. Zawacki-Richter and Naidu noted that this was a period of time where researchers recognized the significance of utilizing technological developments, including “remote audio and video conferencing systems” (p. 253) to assist in learning, and to provide enhancements to the traditional “paper based study materials” (p. 254). 

Theme #4: Student Support & Online Learning  

Between 1995-1999, the fourth theme focused on student support and online learning. During the late 90’s, the goal within distance education, was to provide improved support for distance education learners. During this time, students’ learning, support, instructional design, and learning materials became increasingly interconnected, resulting from the growth and implementation of education technology. The use of the internet and new communication technologies provided and supported more access to information to the growing population of distance learners, regardless of their geographical location. Additionally, educational technology tools, provided growing opportunities to share resources and facilitate collaboration processes among learners, educators and institutions alike. 

Theme #5: Virtual Learning in Distance Education

The fifth theme, commonly discussed between 200-2004, was virtual learning.  The aforementioned article, indicated that the growth of information technology, clearly challenged the traditional education setting.  New technology enabled both educators and learners to teach and learn, respectively, from virtually anywhere in the world. The possibilities that technology afforded distance learning were immense. However, it also brought forth new and unforeseen challenges, including, but not limited to, privacy issues, participation difficulties and ethics. These new domains would certainly be explored, henceforth. 

Theme #6: Collaborative Learning & Online Interaction

Research in distance education, during 2000-2009 focused more heavily on collaboration and the growth of online interaction. Online education provided learners the opportunity to engage in courses that adopted a variety of technology tools, teaching methodologies and learning processes. Studies focused on both asynchronous and synchronous learning styles, and the effects of collaboration on the learning process.  The rise of new technologies and teaching methods in distance education afford both growing opportunities and support to institutions, educators, and learners. 

Theme #7:  Interactive Learning, MOOCs and OERs 

Research from 2010-2014 focused on the technology that facilitated in providing accessibility and thus equity, thereby enabling interaction between both educators and students, from basically anywhere in the world. Furthermore, this new technology led to the growth of MOOCs and OERs, which in turn, led to further development of new courses, educational flexibility, growing knowledge and connectivity on behalf of the instructors and learners. 

Article Critical Reflection: Following the What? So What? Now What? Framework

Photo by Nikita Kachanovsky

What?   

The Zawacki-Richter and Naidu article provided me, the learner, with an understanding of specific, distance education trends that were commonly researched between 1980-2014.  The chronological format and use of diagrams provided detailed information outlining the growth, developments and changes technology tools advanced in the world of distance education.  Prior to reading this article, I never really considered the profound changes and intricacies that were involved in both the development and exponential growth of distance education, and in turn the outcomes and new challenges that evolved with this new style of learning, yet I have seen the value in the opportunities of distance education, both for myself, as a current distance education student, and the students within our school or district.

The district I currently work for, operates a distance learning school, separate from the traditional brick and mortar traditional settings. E-Bus, as it is called, enrolls thousands of students across B.C., including full time students and cross-enrolled students. This distance education school, enables students to take courses that may not fit into their regular time table schedule, take courses not offered in their school,  and/or take extra courses based enabling them to work ahead. Regardless of the reason as to why students enroll, it is important to recognize the options and opportunities that distance education can provide.

So What? 

The advancements of distance education is important to consider, as it impacts various elements, including, but not limited to educational opportunities, growth of scholarship, institutional course loads and availability, need for more educators, economics to fund more courses and pay more educators, flexibility in the areas of teaching and learning, increased access to learning and teaching opportunities, thus increasing education equity, to those involved.

From a personal and professional perspective, having the opportunity to complete my masters degree following a distance learning format enables me to further my education, while staying in my home community where I can be with my family and maintain working at my career as a teacher. Without this opportunity, it would be difficult, if not impossible for me, at this time, to complete this professional, educational adventure. Therefore, I am grateful to follow an online, distance education configuration. Furthermore, my distance education experience is providing me with the opportunity to meet, listen to, learn from and collaborate with peers and educators from around the province, country or world, which in turn provides a wealth of knowledge and experience, from which to learn. 

Now What? 

Personally, I would recommend taking an online, or distance education course/program, to anyone considering it, if the opportunity is available and it suits their needs. The flexibility and opportunities provided are positive characteristics to consider, especially if you live in remote areas, are not able to simply uproot and move closer to a post-secondary institution, and/or  have a career commitment. 

Professionally, distance education courses are providing me with the opportunity to improve upon my teaching, reflecting, and communication skills, which will positively affect my students learning experiences. As a Career Teacher and Career Coordinator, I would not hesitate to discuss my distance education experience with my students, as it demonstrates, that learning is a life-long process. Furthermore, discussing distance education options, may provide students with other learning possibilities as they move on to post-secondary learning environments, or work and study part time. 

Thus far, I have found the opportunities provided by online distance education, to be a positive, growing experience.  It is forcing me to become a “speaker” in the group, rather than a bystander. I am enjoying this new process, and again, grateful for it!

Photo by Matthew Sleeper

Written By: Deirdre Houghton

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Steps Towards Growing Leadership Supporting Technology in Education: My Connection to Peer Movies & Information – EDCI 571 Assignment #1D

 

Photo by Christopher Sardegna on Unsplash

 

Introduction and My Connection:

I enjoyed learning from everyone’s videos and print material.  Each presentation highlighted information that I found interesting and very valid, including but not limited to; equity, access, digital citizenship, open access, improving analytics to assist in assessment processes, distance education, issues of cognitive overload, and attention splitting. Again all topics I could identify with, and caused me to think more about. Personally, I connected to Emily Miller’s and Trevor Hood’s presentation. Their article The Role of Leadership for Information Technology in Education, discussed the importance of educators taking a leadership role in implementing technology into one’s teaching practice; and the importance of maintaining a learning environment that is both flexible and personalized for learners.  This particular article intrigued me as I am personally grappling with trying to incorporate more technology-based activities into my teaching practice, while at the same time trying to build a learning environment that supports flexibility and personalized learning, thereby recognizing the individual needs and interests of my students, which is not always easy.

What Intrigued Me:  

Incorporating information technology into the classroom, is an ongoing learning process for me as I gain new technology skills and confidence in the technology I am using, develop new ideas around how to teach curriculum, and gain an insight into the best practices I should implement, to meet the diverse needs of my learners. I agree with Emily’s and Trevor’s point that teachers’ values and beliefs are significant factors in whether technology integration is successful. Their inclusion of the quote “Educational change initiatives, requiring new teaching strategies must fit with teachers existing conceptions of students learning” (Tondeur et. al., 2017), stands out to me, as an educator, implementing technology into my practice. For example, when adding any particular item or structure, to assist in the learning process, in this case technology, I must develop the skills and confidence needed to use the technology itself, and portray an attitude demonstrating that I believe in this process, thereby facilitating in authentic learning. Furthermore, although I believe that technology can assist in the learning process, I have a responsibility to choose programs, or allow projects that integrate technology, which will support my students’ needs and benefit their learning journey.

Regarding establishing an environment that supports flexible and personalized learning, as outlined in the presentation, I am a supporter of this process. In my teaching practice, which includes both History and Career Life Connections, I adopt a guided inquiry style of learning. Following this method, students choose an area, within a given topic, that they would like to explore in greater detail, while at the same time working to meet specific course criteria. As suggested in Emily’s and Trevor’s article, this style of learning promotes an opportunity for learners to share their interests and strengths, and showcase what they have learned through a product, or activity, of some kind. When technology is incorporated into this style of learning process, students can create a variety of products to demonstrate their discovery, growth, and success. Additionally, I appreciated the five guiding principles of inquiry that was included in the write-up, including: focusing on what works, keeping students motivated about their learning process, providing questions that support creativity, facilitating in students working towards their (end) goal, and fostering the notion of possibilities in students as they undertake their inquiry. These points are important to consider, not only while involved in the inquiry process, but also to reflect upon while teaching in general.

Masters Final Project & Connection with Presented Topic:

Lastly, my group’s Master’s final project follows the essence of Emily’s and Trevor’s presentation and article – leadership in technology in education. Our project will be focusing on technology-based, collaborative, inquiry in our school. This process follows the WHAT, HOW and WHY approach of inquiry presented in Emily’s and Trevor’s article; and it will provide flexible learning opportunities, and the incorporation of computer technology and carpentry skills into the creation of a final project. This process of learning will draw on many learning styles and processes, thereby providing learners with the opportunity to pursue an interest within a particular subject and be creative. As educators, developing our Masters’ project, cross-curricular, will enable us to focus on, and share, our strengths and skills through collaboration. We can discuss possibilities and routes of change that may need to occur, while at the same time promote creativity, facilitate students in their learning, and take the steps to complete the process.

 Thank all of you for sharing your knowledge in both video and print formats. It was very interesting (and entertaining) to see how each group presented their information, and from which to learn. It is not easy putting yourself on video, and even harder to watch yourself. Thank you! 

“Sharing knowledge occurs when people are genuinely interested in helping one another develop new capacities for action; it is about creating learning processes.” – Peter Senge 

By: D. Houghton

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TPACK vs. SAMR: My Choice of Integration – EDCI 571 Assignment 1C Sept. 23

Photo by Ian Schneider on Unsplash

Introduction:

Reading about the Technology, Pedagogy and Content Knowledge (TPACK) model, and the Substitution Augmentation Modification Redefinition (SAMR) model, both as frameworks for incorporating technology into the classroom, gave me cause to pause and reflect on my teaching practices. I thought about how I am implementing technology to enhance students’ learning experiences, while meeting their needs and challenging their skills. Although I could identify with both models, TPACK resonated with me more so than the SAMR model. I see the TPACK model as being more encompassing of students’ learning processes, of my teaching and assessment practices, and of the context in which all of this is occurring. The SAMR model focused more on the final product or outcome, and the different technologies a teacher could use, rather than student learning processes. 

TPACK vs. SAMR:

The TPACK model used to  integrate technology into the classroom, focuses on three main areas, including the integration of teacher pedagogy, content knowledge and technology. TPACK identifies the importance of educators using a sound teaching pedagogy and solid knowledge of the content they are teaching. The TPACK model embodies the addition of technology as a supplementary tool, to enhance or compliment students’ learning. TPACK is a model I can see implementing as a method of guidance in my teaching practice. I see this particular model being more holistic, than the SAMR model, as it considers important factors that assist in student success, including the necessity of the educator’s knowledge of the content being taught, the significance of teaching pedagogy that consider a range of student learning processes, and the provision of technology tools to provide support and learning enrichment.  TPACK also accounts for the context in which the teaching and learning is occurring. Koehler and Mishra’s article state that TPACK is a “complex interaction among…content, pedagogy and technology [and it is this interaction] that produces the types of flexible learning needed to successfully integrate technology use into teaching” (Koehler, Matthew J. and Mishra P., P.60). Indeed, the “flexible learning”, appeals to me, as it provides room for options when considering the diverse needs of my learners, and my accessibility to resources. Furthermore, TPACK supports me in outlining my teaching strengths and content knowledge within my teaching area. Following the TPACK model will assist me in defining the best teaching methods for my students, the type of assessments I will choose, and the technology tools to facilitate in students’ growth and understanding of the content area. Lastly, the TPACK model, takes into account students’ learning processes, which I believe is important to examine while assessing students’ learning.  

The SAMR model follows a linear or hierarchical path where students move through levels from a beginning or enhancement point, to a higher level of learning, or a transformation stage. I agree with the concept that technology can improve and enhance student learning, as the SAMR model suggests, and the ease of access that technology provides to students, as was demonstrated in the article mLearning by Danae Romrell, Lisa C. Kidder and Emma Wood. However, I do not find the SAMR model as flexible or comprehensive as the TPACK model.  SAMR focuses heavily on student product or output, rather than processes made which are an integral part of learning and important to observe. Hamilton’s article states “technology and other instructional tools are intended to play supporting roles in the learning process” (Hamilton et. al., P. 438), which doesn’t seem to be the case in the SAMR model, as there is a push to implement more and more technology to reach a final project. I further agree with Hamilton’s argument that the SAMR model, “underemphasize[s] the  multifaceted and complex nature of teaching and learning with technology [and] instead emphasizes the types of technology teachers should use to move themselves up… the [levels of the model] giving primacy to technology rather than good teaching (Hamilton et. al., P. 439). The SAMR model’s simple, hierarchical, design is too simplistic and it does not consider that learning is not a simple process for all learners. Furthermore, this model does not consider outlying factors that can influence students’ learning; whereas the TPACK model does, including teacher’s knowledge of content, their implementation of a sound pedagogy and their access to technology resources. In spite of my dislike for the SAMR model, an area that did stand out for me was the implementation of augmentation. This level is important, and could be used to incorporate different types of available technology, to assist in meeting students’ specific needs. Since I support the TPACK model, this augmentation step could be incorporated within the intersection between Pedagogy and Technology, otherwise known as the Technological Pedagogical Knowledge intersection. 

My Implementation of the TPACK Model:

Adopting the TPACK model to integrate technology, is a step I am interested in following. As a Social Studies teacher, I have enjoyed teaching a wide variety of content, specific to grades 10 and 11; and I am comfortable with my knowledge of the content. However, I do collaborate with others in my department to get new ideas or answers to questions. In terms of pedagogy, I always examine what will work best for my class.  I recognize, what may have worked for one class may not work for another group of learners in terms of teaching methods and assessment. When working on a project, I may get students to work independently, with a partner or in small groups to research a specific topic, depending on their skill set. Upon finishing their research, students will choose from a variety of options that incorporate technology and take their interests and skills into account, and which further enables them to demonstrate their learning. Presentations of student learning may be represented in various ways, including the development of  a web page that can serve as a resource, a video news report, a Prezi with the addition of artifacts or characters created from a 3D printer. Of course there will be criteria that students must meet to demonstrate and evaluate their learning processes along the way, in addition to my own.

Conclusion:

As educators, we face many challenges in our classrooms, including, but not limited to,  available resources, learners with diverse needs, and our own knowledge of specific content. I see the overlapping and interconnections, of the three main areas that comprise the TPACK model, supportive of both learning flexibility and teaching.  It is this flexibility that supports students in taking pathways to develop their skills and understanding of a concept, and for teachers to choose the best pedagogy to teach specific content. Furthermore, the TPACK model assists educators in identifying and implementing the use of technological tools that best fit with their knowledge, pedagogical practices, and facilitate in students’ learning processes. 

Written By: Deirdre Houghton