Overall, I very much enjoyed watching the presentations this week. Each group shared its information uniquely and engagingly. The video created by the BandLab group was brilliant and hilarious. It inspired me to want to try out the technology with my students one day. BandLab is a social, online music creation tool with features such as messaging, video sharing and an online collaborative music workspace. Using BandLab in a future drama class, for a musical theatre unit, I would have groups of students work together to create a music video for one of their favourite songs or write a script and use BandLab to create a mini-musical film. Then, I would schedule a viewing party with the class to have popcorn and watch the films/music videos made. This assignment would promote creativity, incorporate tech in the Drama room, and foster teamwork and collaboration.
Readers, how would you use BandLab in your classroom?
What strategies can we employ as educators to teach the ethical and productive use of AI?
Educators can recruit various strategies to instill a sense of ethical responsibility and productive engagement with AI among students. Integrating discussions about AI ethics into lessons and exploring real-world case studies can prompt critical thinking about the societal impacts and ethical dilemmas associated with AI technologies. Hands-on experiences through interactive workshops and projects, guided by an understanding of bias in AI algorithms, can deepen students’ comprehension of responsible AI development. Inviting guest speakers and industry experts to share insights offers real-world perspectives, while collaborative classroom discussions create an environment where diverse opinions on AI ethics are valued. Utilizing online resources tools, and staying updated on AI developments enable educators to provide accurate and current information, empowering students to think critically and make informed decisions in the evolving landscape of artificial intelligence.
Using AI to generate an answer to this question felt a bit creepy because it is aware of its own ethical limitations, which strangely surprised me. To my fellow future educators, how do you feel about our students ethically using AI to complete their work?
AI is an excellent and slightly terrifying tool. Based on what I have learned so far throughout this semester, I feel that AI is highly useful to teachers for saving time on tasks like writing report card comments and creating detailed lesson plans. I had the opportunity to attend a couple of professional development sessions at Oak Bay Secondary School. Our mentor teacher ran these sessions and emphasized the benefit of saving time on certain things as a teacher to maintain a work-life balance and spend more intentional time building a positive classroom community. I am not sure yet what my position is on students using AI in education. However, I think they need to do a significant amount of school assignments and activities without relying on AI.
I used AI to answer the second two questions for this reflection (in green font below). I found it helpful in saving time, but I also found it unhelpful because the answers (copied and pasted from Chat GPT) did not incorporate my genuine opinion, and they diminished the reflective element that would have come from writing the answers myself.
Should teachers modify how they assess students? If so, how?
Teachers should consider modifying how they assess students to align with evolving educational paradigms. Traditional assessment methods, like standardized testing, may not fully capture a student’s diverse skills and capabilities. Instead, incorporating a mix of assessment strategies, such as project-based assessments, portfolios, and collaborative evaluations, allows for a more comprehensive understanding of a student’s abilities beyond rote memorization.
What do you think falls under the category of legitimate use for AI in schools? Where do you draw the line?
Legitimate uses of AI in schools encompass several areas that enhance educational processes without compromising key human elements. Some valid applications include:
Personalized Learning: AI can tailor educational content to individual student needs, adapting the pace and style of instruction to optimize learning outcomes.
Automated Administrative Tasks: AI can streamline administrative processes, such as grading, scheduling, and record-keeping, freeing up educators’ time for more personalized interactions with students.
Learning Analytics: AI can analyze large datasets to identify patterns in student performance, helping educators make informed decisions about instructional strategies and interventions.
Support for Special Education: AI technologies can provide additional support for students with special needs, offering customized learning materials and adaptive resources.
Early Intervention Systems: AI can identify students at risk of falling behind early on, enabling timely interventions to address learning gaps and provide additional support.
However, it is crucial to draw a line when AI is employed in ways that undermine essential human aspects of education:
Ethical Considerations: The use of AI should adhere to ethical standards, avoiding bias, discrimination, or privacy violations. Transparent and accountable AI systems are crucial to maintaining trust. ,/
High-Stakes Decision Making: AI should not be the sole determinant in high-stakes decisions, such as student evaluations or teacher assessments. Human judgment and understanding play crucial roles in these contexts.
Replacing Human Interaction: While AI can enhance efficiency, it should not replace the human connection between teachers and students. Emotion, empathy, and mentorship are integral components of effective education that AI cannot fully replicate.
Lack of Adaptability: AI should not replace the adaptability and creativity of educators. It should be a tool to support teachers in their roles rather than imposing rigid structures.
Ultimately, the responsible and legitimate use of AI in schools involves leveraging its capabilities to augment, rather than replace, the human-centric aspects of education. Striking a balance between technological advancements and the core values of education is crucial for ensuring ethical and effective implementation.
I generally agree with incorporating gamified learning into education and find it a valuable tool for engaging students and enhancing their learning experience. However, moderation is important. I feel that over-reliance on gamification may overshadow other essential teaching methods, such as the value of discussion in a social studies classroom. In my planned teachable concentration, I imagine using aspects of gamification as supplementary tools rather than the primary mode of instruction. For example, I might use gamified elements for reinforcing concepts, promoting collaboration, or as rewards.
Gamification resources I would use in a social studies class are Kahoot! and Quizizz for creating interactive ways to practice knowledge and understanding and for assessments. To use both online and face-to-face gamified learning, I would incorporate scavenger hunt activities for team building or board/simulation games relevant to the subject matter. In a Drama class, I will always use improv games, and I would be curious to know how other teachers incorporate improv games into classes for subjects other than Drama. I think using gamification in a moderate way can increase motivation in students and provide engaging variety in a classroom environment.
Reflecting on our Zoom lesson about accessibility in education, the fact that specific disabilities are invisible highlights the importance of fostering an inclusive environment as a baseline. The concept of universal design for learning (UDL) is a helpful framework because it emphasizes creating educational content and environments that serve diverse learning needs and styles. This approach recognizes that accessibility goes beyond physical accommodations and extends into varied learning preferences and capabilities.
Web accessibility tools have become vital for ensuring that online educational platforms are easy to navigate and understandable for everyone. These tools, such as screen readers and captioning services, are important to dismantle barriers and provide equitable access to educational resources. It is essential for educators and institutions to continually educate themselves on evolving accessibility standards and proactively implement strategies that prioritize the diverse needs of learners, to promote a virtual and face-to-face classroom environment that genuinely embraces inclusivity.
As a teacher, I aim to continue learning best practices for accessibility and inclusivity throughout my career. And, I would love to know: What are your ideas for how to increase accessibility and inclusivity when it comes to online learning in a Drama class?
During the transition to online learning in the recent COVID-19 pandemic, I was working at a prestigious private school in Toronto catering to grades 9 to 12. The students at the boarding school came from various corners of the globe. As the shift from in-person to online instruction unfolded, some students opted to fly home, while approximately 15 students couldn’t and remained in the boarding school throughout the academic year. In my multifaceted role as an educational support, camp counsellor, and student caregiver in the boarding school, I observed the back and forth between online and face-to-face learning.
During online learning, students expressed that they liked staying in their sweatpants all day and doing their work from the comfort of their dorms. However, issues arose around our students, who felt lonely and isolated from their friends. Because they went back and forth between online and face-to-face so much throughout the year, they said they liked it because it felt like a hybrid model.
I was never a student during COVID, but I would prefer to learn mostly face-to-face with the occasional online day if I had to choose. I feel more motivated by in-person learning that occurs in a face-to-face community, but I always appreciate a day every once in a while when I do not have to leave my house.
Microsoft Designer is a user-friendly graphic design tool with significant potential for integration into Social Studies classes. Instructors can use this tool to craft visually engaging materials, such as infographics depicting historical events, maps illustrating geographical data, posters highlighting cultural movements, and timelines encouraging interactivity. Its straightforward user experience makes it accessible to educators and students and provides a convenient means to enhance the visual aspects of educational classroom content.
Nevertheless, alternatives like Photoshop and Illustrator (or similar free programs) would be more appropriate when needing more advanced graphic design options, especially those requiring intricate image manipulation, detailed graphics, advanced text effects, or professional print. Photoshop is good for complex image editing and complicated graphical tasks, while Illustrator is useful in the creation of precise vector graphics and illustrations. These tools are more advanced and have a more comprehensive selection of features, making them the preferred choice for projects requiring high professionalism and greater precision in design. The appropriate tool selection ultimately depends on the specific needs and intricacy of the Social Studies project.
A friend of mine is a graphic designer and said that she prefers working with Illustrator over Microsoft Designer because of the advanced options it provides her in her practice. However, I think that Microsoft Designer is good for a learning environment.
Prompt: Reflect on your experience using H5P for creating interactive videos. What are some pros and cons that you foresee in implementing this technology in your future classrooms?
It was easy enough to create a screencastify tutorial, but I’ve had significant trouble embedding the interactive H5P video into my blog post. It is not clear where the URL link for the interactive video I created is, and I tried several times to embed it into this post but it did not work. which has made me frustrated with WordPress and the application. I think the Screencastify tool could be very helpful for uploading lessons for students who miss class into an online platform such as Google Classroom. However, the user experience of H5P and WordPress is too complicated and a con could be that it wastes time that could be used in other more effective ways.
Prompt: How can the SAMR theory of technology adoption help you evaluate technologies you might consider using in your classroom?
In an increasingly digital world, the SAMR (Substitution, Augmentation, Modification, Redefinition) model is a guide for educators excited to access the full potential of digital tools. The SAMR model helps us critically evaluate these technologies as we explore the dynamic realm of ed-tech. Substitution refers to where technology directly replaces traditional tools, educators should ask if the tool merely replicates existing methods or brings a transformative edge to the learning environment. Technologies in the Augmentation category enhance the educational experience, offering improved efficiency, collaboration, and information management. At the Modification and Redefinition stages, educators must assess whether a technology allows for a significant redesign of learning tasks or, better yet, the creation of entirely new and previously impossible educational experiences. By applying the SAMR model as a lens, educators can ensure that integrating technology into the classroom goes beyond substitution and ultimately enriches and reshapes the learning journey for students.
If the goal is to empower education through technology, the SAMR model is a compass for educators navigating overwhelming digital possibilities. When considering tools for the classroom, it’s not just about incorporating technology just becasue; it’s about strategically selecting tools that elevate the learning experience. Augmentation is key in offering enhancements beyond the basics and making tasks more efficient and collaborative. However, there is seemingly more power in modification and redefinition because that is where technology becomes a catalyst for transforming our education systems. By embracing the SAMR model, educators can ensure that technology integration is a purposeful journey, where each tool selected contributes effectively to the educational process and works to prepare students for the challenges and opportunities of the digital age.
How would the SAMR model help you in your teaching journey?
Infographic retrieved from https://taylorinstitute.ucalgary.ca/resources/SAMR-TPACK#:~:text=Substitution%2C%20Augmentation%2C%20Modification%20and%20Redefinition,experiences%20(Arantes%2C%202022).
Nootka rose (also called wild rose) grows prolifically in Alberta and BC. In British Columbia, it blooms from May to September.
Aside from being beautiful to look at, the Nootka Rose has many uses. The leaves are used for salads and teas by First Nations Peoples. This beautiful plant is also jam-packed with vitamins; it has more vitamin C than oranges! In addition, it is high in vitamins A, K and B. The inner bark was also used to smoke tobacco. The rose hips were also used and eaten by First Nations peoples. Apparently, the fruit tastes better after the first frost.
These wonders of nature benefit humans and wildlife. Various animals feast on the fruit and flowers, and plants themselves help maintain embankments and soil.
