Does anyone remember this movie? No, it wasn’t the prequel to The Matrix….or was it????

Virtual Reality and Augmented Reality hold so much potential for education, but the cost is extremely prohibitive. When I was looking at this presentation, I had seriously considered buying an Oculus Quest headset, and getting some hands on time with this toolset. In the end, I held off because through the research and the studies that I encountered, it became clear that the uses for this technology in my own classroom was limited. I did not have the curriculum available to support the use. The laser pointer presentation clicker that I have in my desk seemed to hold more value to my teaching than this VR headset.

Every kid loves the idea of the parachute in gym class, but as we all know, this was something that was brought out rarely. Because it was so seldom used, it held a level of mystique, and I think that a VR headset in the classroom is quite similar.

When looking at the benefits of VR, Khukalenko et al. (2022) lay out five characteristics of VR for learning:

• 1. VR offers experiential learning using visually-rich simulations;
• 2. VR caters for pedagogically-sound, student-centered learning where students engage in settings and scenarios independently or in socially-rich contexts;
• 3. VR allows to experience scenarios that may be too dangerous, costly, difficult, or impossible to experience in real life (e.g., manipulating a solar system);
• 4. Users experience the sense of presence and immersion;
• 5. Abstract concepts are easier to visualize in VR. (p. 11594).

There is little doubt that these things are afforded by the technology, but again, the cost is prohibitive.

I know that in Alberta, there is very little in our curriculum when it comes to VR/AR integration. As Mohamed and Sicklinger (2022) point out, the curriculum needs to be designed around the use of the technology, otherwise teachers run the risk of doing more harm.

Gorman et al. (2022) ran a study where they looked at the use of virtual learning in a foods technology class. This study is suggesting that teachers can use VR to engage students in a learning environment that is too expensive to maintain, or such as during COVID, when it was inaccessible.

Students used Oculus Go headsets that then allowed them to virtually move around the kitchens. This study used 360 video, and allowed students to interact through ‘gaze-click’, and then gain the information needed for the lesson.

The use of the headset allows students to engage in the material that would be presented in the classroom.  The clicking of links is done through engaging with the floating cubes.

Students were also able to move around the classroom and click on objects to gain information about them.  

As highlighted, at the end of a video, students were presented with a quiz that tested knowledge on the interactions that they had in this virtual space.

At my school, we were gifted with a cardboard headset for every student. So, we have had the opportunity to make use of this technology, but more as an experience than for any real teaching. Much like I suggested last week about 3D printers, the time and effort needed to make good use of this technology is vast. Teachers have to invest a lot of time to be able to make good use of this technology.

As a final note, I somehow glossed over the following in our presentation. When we are looking at rolling out VR in a classroom, we need to consider what our goals are with the technology. Teachers need to consider whether they are seeking to train, teach, or have students observe.

Click to access 2112.04619.pdf

I think this is a good place for teacher to start when exploring what potential use there is for this technology in your classroom.

This past week, with the groups presentation on coding and maker spaces, I must have been in the process or trying to print my own brain. I was asked by Gilles what my own experience was in Alberta with a makerspace, and I completely forgot that 3D printing counted! It was definitely one of those weeks.

At my school, one of our former principals was working extremely hard to find ways to offer all the courses that the big schools were. One of the ways that he wanted to offer more was by bringing in 3D printers, two of them to be exact, Machina X 16.

I was given a quick tutorial on how to print a print, how to use slic3r to export designs, and then the web interface that we would be using (this is currently eluding my thoughts as this was five years ago).

I love technology. I love understanding how a tool works. But, man-alive, this was a steep learning curve.

Luckily there were modules built that I could access for my students to use, and the way that I set up the course was that it was a critical thinking challenge. I wanted my students to tackle a problem and design a solution to that problem. As I read in this past weeks articles, “The ability to solve problems is probably one of the most important manifestation of human thinking process and a critical component of intelligence” (Djambong & Freiman, 2016, p. 44).

Much like the above image, my students minds were extruded and turned into what I called a ‘tornado of plastic’. The above is the result of a misprint, and this happens way more often that I liked.

I spent the first two and a half months of the school year learning now to properly set up our printer. And when playing with new technology to understand, I printed a variety of things from Thingiverse. To be quite honest, my goal was to 3D print lightsaber hilts and anything else Star Wars. Along with learning what worked and what didn’t work, I spent just about as much time fiddling with the printer itself, calibrating it, figuring out what media printed the best, how often I needed to wash the print plate, how long prints would take, discovering what happens when you misalign the print bed, what happens when your print is set to print below the print bed, and the list could go on.

Every single student that I had in my class worked hard to understand the challenges around design. As we had an amazing art teacher, they understood many of the principles of art and design, but working in a 3D environment was a challenge for them. The biggest obstacle for us in this class was around the ability to print and the time required for each print. We had two printers, but it always seems as though “Dumb” or “Dumber”, as I came to affectionately call them, had other plans.

The lack of a dedicated IT support system made the use of these tools difficult, as when we ran into issues the assistance was 3-4 weeks out from providing support.

In the end, we ran the course for 3-4 years, but the technical issues made running it longer too challenging. We have lent one of our printers out to another school while the other is collecting dust.

A techie is not always needed, but having someone who is willing to learn and dedicate time is essential for the use of this sort of technology.

Coding? No thanks, I am not a “techie.”

This has always been my thoughts around coding and therefore, I have not engaged with it within the classroom. The one time I did engage with it, I had someone else come in and do it with my students. When this occurred, the students loved it but I have never felt equipped enough to teach coding to my students.

I think coding brings value to students as it gives them an opportunity to try new things with technology and create. Firstly, most of my students are gamers, who spend most of their free time, well gaming. Coding is something that would bring them joy and excitement as they would be creating their games. I think it is valuable in that they would feel accomplished/successful in creating a game or “telling the computer what to do”. My students would get a thrill from sharing it with each other and trying each others game. I think it is also valuable when looking at Bloom’s Taxonomy, as they are able to take this knowledge and create. Technology is everywhere and it is not going away. In many different professions, this would advantage them.

“Everybody in this country should learn how to program a computer.. because it teaches you how to think” (Steve Jobs).

In my personal opinion, I think all students benefit as an in class activity, grades 2 and up. Students may not benefit with the idea of taking it home to try, as many of my students do not have access to technology at home. However, in class, with computers provided, I think all would benefit. Looking at the website we explored in class, Hour of Code, it varies with grade level and experience, which would allow all students the opportunity. There is even an option of pre-reader, if they struggle or are unable to read. I think coding gives opportunities to students within school and gives them the potential to try to create!

“Programming is an incredibly empowering skill to learn” (Hadi, code.org)

I currently do not engage in this, as discussed prior as I feel like I have never had the knowledge to and would be a lot of pre-teaching. I feel I already use so much of my spare time to mark, coach, plan and create that I honestly feel lazy in the aspect of teaching myself something else (how bad that sounds, but honest). It is my own self holding me back and I can acknowledge that. As discussed in Code Stars, it can be summed up as intimidating, but Chris, NBA star, had a point.. What isn’t?? Everything new is intimidating. Being provided with this website within class, I feel this is a start to beginning to engage with coding in the classroom.

,,"Most people won't grow up to become professional computer scientists or programmers, but those skills of thinking creatively, reasoning systematically, working collaboratively … are things that people can use no matter what they're doing in their work lives.”

I think this is valuable to acknowledge as creating is something we actively encourage students to do and think outside of the box; digging them to dig deeper.

I disagree in saying that coding should only be taught by techies as it is true, technology is everywhere and there are so many resources now accessible that anyone can learn at the tip of their fingers. Through these different resources, like Hour of Code, it is beyond easy to navigate and learn. I think saying it can only be taught by techies is simply an excuse. I have been using this excuse but its not valid. Technology is only evolving. Creating is empowering. Creating is fun, as suggested when I type in “creating is” to Google.

As stated in ,Teachers Essential Guide to Coding in the Classroom,

"Coding also provides students with skills that apply across content areas. By learning to tell machines what to do, students engage in problem-solving and computational thinking, which apply to academic and professional disciplines across the board."

Since embarking upon my educational journey, I have had ample opportunities to use assistive technology within my classroom. When I first think of assistive technology my mind immediately goes to using electronics - Talk to Text, computer, iPad, etc. but assistive technology is so much more than that! Understanding this, can give more students in the classroom an opportunity and helps me to understand every student can take advantage of assistive technology.

Through this weeks facilitation, I have come to understand that assistive technology is simply not just connected to a power source aka. an electronic, it is so much more than that. As stated before, I can give every student in my classroom the opportunity to use assistive technology without even realizing at. When looking at low tech, this could involve graphic organizers, pencil grips, manipulatives, sticky notes, highlighters and displaying my visual schedule each day. These are simple ways I am meeting the learners of my classroom, everyday, where every one has access to these tools at a low cost!

As we move to mid tech this could include word prediction, calculators, audio books (Raz Kids being one of my favourites), voice amplification or devices to help people move around (wheelchair). Each day my students use word prediction and audio books, which helps them to be successful in the classroom. For many of my students, they are below grade level with reading and therefore, audio books are a very useful tool to ensure they are still interacting with books and have the same opportunities to read. For one of my students, I use a voice amplification which evidently helps them to hear clearly through their hearing aid.

Finally, high tech would be using the power sources - computer, iPad/tablet, SMART board and Talk to Text. All the students within my classroom have SETT devices (Student, Environment, Tasks, Tools) where each of them have an iPad or Chromebook to assist with their day to day tasks within the classroom.

There are inevitably limitations and challenges with using assistive technology. One challenge that Childhood and Assistive Technology: Growing with opportunity, developing with technology highlights would be lack of products, services and financial barriers. These all go hand in hand, as when it comes to budget cuts, looks of services and products go with it. For myself, in my school division, there is not enough high assistive technology available to every one due to finances. However, with saying such, Botelho stated, “even though there is no denying how powerful a talking computer, a hearing aid, or a motorized wheelchair can be for those who need them, there is today a tendency to overlook how helpful low technologies can be in many circumstances” (p.590). Inevitably, the challenges and limitations that initially come to mind revolve around high assistive technologies. When thinking about low to mid technology challenges, I think there is sometimes not enough time to learn how to utilize all these tools to effectively bring into the classroom and in turn, teach your students how to use them. Going back to budgets, we are only given a certain amount of money per year, per classroom. It is not an option for me to have access to all these tools and I have to be aware and stringent with what ones I am choosing for my learners.

Provided here is a description of SETT devices and how the process works provided by Joy Zabala.

My role as a Learning Resource Teacher, I am constantly creating IIPs (Inclusion & Intervention Plan) and ROAs (Record of Adaptions), which typically involves low, mid & high technologies to utilize within the classroom. After the presentation, articles provided and digging into this blog post, I realize how many opportunities assistive technology has!

What limitations and challenges come to mind with using assistive technologies in your classroom? What assistive technologies are you using daily, weekly, monthly within your own classroom?

After this weeks presentation I felt that I had not done much to provide tools to my students, yet at the same time each of my students has been finding themselves solutions to problems that exist in their own learning. In Alberta, students all have access to universal accommodations on all their provincial based testing. Prior to this change, schools had to have documentation of the need for these accommodations for individual students.

Some of these accommodations include:

1. Extra Time
2. Large Print Tests
3. Audio
4. Writing in Isolation

For several of my students, these tools level the playing field for them. As we are coming to learn, equity is not the same as equality. And now because these tools are accessible for all students, there is less stigma attached to them, so those students who truly need these accommodations are able to access them comfortably and free from judgement.

Similarly to the Ted Talk by Jane, I have a cousin who was provided with the opportunity to have a better quality of life. My cousin was an extremely active athlete, she had a scholarship to a University in the United States where she played both basketball and Volleyball. When she returned home, she got a job teaching at the high school she attended. While she was coaching she had a stroke, and after complications, was unable to communicate verbally and lost most of her mobility. She has been supported by Kinsmen with tools that allow her to communicate. She has assistive technology that allows her to use a computer to ‘speak’. This technology allows her to post on Facebook and share moments from her life.

Although I do not use much assistive technology, during Covid it was essential to record lessons for students who were unable to be present in class., as without this they would have missed key lessons and information.

For students that have struggled with dyslexia, there are so many tools available to them to make reading that much easier.

Click to access chromebook-apps-and-extensions-for-learners-with-dyslexia.pdf

A major challenge that I have come across is when students get used to only using specific assistive technology, yet when we come to the major exams in the province, these tools are unavailable as they are specific to chrome, or as preinstalled software. Although the province of Alberta has done a good job to acknowledge that all students should have access to accommodations, the ability to access the technology to do so is not universal.

The use of assessment technology in my teaching career has been sporadic at best.  As a teacher of mainly English, I do not have many tests, and if I do, they are paper and pencil.  

When we were in the throws of Covid, I did have some quizzes on the reading that we had been doing in class, so I leveraged Google Forms as my assessment tool.  As I have noted previously, our school uses Hapara (Workspace) as our online platform and it leverages the use of the Google Suite of software.  So, the choice of Google Form was easy, and some previous experience with the software to elicit feedback from students gave me the familiarity.

As highlighted by Neumann et al. (2019), Forms allows for easy administration of the information, as well as quickly allows for data to be available to the teacher.  

A concern that I had was the lack of control.  I was unable to control the environment from which students operated, as we were in remote learning and students could complete the quiz at any time.  I had considered students completing the quiz during our synchronous sessions, but due to the disparity in student progress, this was not feasible.  The assessment data was used then to inform student knowledge and allowed me to help fill in the gaps for their major writing projects. 

Another tool that I used frequently were Smartboard Response Clickers.  

I was able to take my previous PowerPoint presentations and export them to Smart Notebook software.  In Smart’s software teachers were able to place questions and then students could use the ‘clickers’ to respond.

Setting up each presentation required 20-25 minutes to create and the addition of the questions did not take much more time.

At the end of the presentation you were then able to go through the data and review it with your class.

If you were just looking to gather some data and not track student progress, then the process for handing out these ‘clickers’ was simple.  As the clickers that we had only had basic numerical responses, it was a challenge to have student names attached to their data.  A system that I devised, as I wanted to use some of the data for summative marks, was to have each student have a preassigned ‘clicker’ that they used.  

The goal in using these assessment tools was to quickly gain information that I could use to provide feedback to my students.  

I still have the Smart Response clickers in my classroom, but I have not used them more than once or twice as the use of google forms has supplanted it.  There is less set up in using forms, but the lack of integration into presentations does change the way that I had taught in the past.  Now, there may be a method to integrate the two, but I have not made the effort to find a solution to this.

My class was all engaged... It truly is magicial.

The tool I chose this week was Quizizz and was a great success! I initially chose this tool because Kahoot has always been a hit with my students and during the presentation on Tuesday, it caught my eye immediately. I think it is a good indication of what the overall class knows and needs further teachings on.

Challenges

I did not face many challenges to set up Quizizz. I had to sign up for an account, which was free, and I was able to get started. The site is easy to navigate and utilize. The biggest challenge would have been setting aside time to create the Quizizz. While creating it, I had to come up with a variety of questions and answers. The toughest part was creating a variety of answers to the questions. Other than that, I found this assessment tool very accessible and easy to use!

Students Response

All I have to say is it was a HIT! It was a very positive response, with students asking to play another round and making it a consistent game, weekly. I asked the students for their thoughts and conducted a list of what they stated, as seen below.

Clearly we will be playing this again…

How did you use the tool for assessment?

This tool was used as formative assessment regarding our read aloud – Because of Mr Terupt. It had a variety of questions from a poll, to a multiple-choice selection, to illustrating. This was a way for me to gather if they are following along and/or are missing key concepts in regard to the book. Through this, I was able to see everyone is on track and comprehending Because of Mr Terupt.

Pros/Cons to using the tools

Pros:

- Easily accessible

- Fun/engaging

- Free

- Easy to navigate

- Formative and summative assessment tool

- Answers are coloured coded on the presentation screen and their screen, to help with non-readers.

Cons:

- Need internet (our internet can sometimes be wonky at our school)

- Need to have time to create Quizizz

- Time limit (students may feel rushed and make mistakes)

- Need to simplify answers/questions for non-readers

- Students can make mistakes due to rushing to try to be the first to answer. (Students get more points if they answer first and it is correct)

Is its purpose more formative assessment/summative assessment or both?

I think its purpose could be both, dependent on the way it is used and when. It collects data that you can look over after, which can either be used at that time as a formative or summative assessment. Whether it is used mid way through a lesson or at the end, could determine which way it can be used. I think it is important to remember though, sometimes mistakes are made due to the time limit and quickly answering due to the time limit. I do believe, it would be best used as a formative assessment due to the nature of the game. However, if needed, it could still be used as a summative assessment.

,Cannot wait to continue using Quizizz, to unleash the magic...

Decentralizing seems like stepping back into the past.  I don’t know if this is a good thing or a bad thing, but I do know that the idea of Web 3.0 is a bit confusing.

Coming from Saskatchewan to Alberta was a bit of a jarring experience in the mid-2000s.  If I needed car insurance, I went to SGI; if I needed power for my house, I went to SaskPower; I could go on, but I think the point is made.  In Alberta, I had to choose who my insurance provider was -what in tarnations?!  As I stated, it was jarring, I liked the idea of knowing who I was supposed to go to for the services that I needed.  I am ok with a lack of choice.

Web 3.0 feels a bit like this.  

I trust known entities.  

The world today runs on the centralization of power and resources.  If I see the TD Canada Trust logo, I know that I can put my money in the bank and I will have access to it from any location that has that same logo.  

When we are instructing our students on how to access information on the web, we know that they are typically going to utilize Google, or Bing if they accidentally open the Edge browser.  But they have grown to trust these giant corporations to help them gather their information.  Not only do they trust these corporations to give them access to information, there is an almost implicit trust that these organizations will be responsible with the information.  That somehow keeping their data in the cloud protects them.

If we look to the Netflix film, The Social Dilemma, it presents the idea that big tech is watching, scheming, and manipulating us through the use of social media.  I know that I originally started to use facebook as a way to connect with people that I thought I would never talk to again.  I remember after using the platform for years, and I was not even talking to any of these people that I had reconnected with that I started to purge my friends list.  It had nothing to do with what was being posted, as FB at the time was a very different beast, it was because I no longer had anything in common with them.

Today, social media seems much more insidious than it did back in the late 2000s.  These platforms have gameified their systems, found ways to appeal to a person’s sense of accomplishment.  Again, The Social Dilemma highlights how tech companies have weaponized the use of our personal data to keep us on their platforms.  It reminded me of my time in another class, we had a discussion around the idea that the lack of TV and commercials has had a huge negative impact on how people interact with media.  As kids, we would watch a show, have commercials, and there was an ending to a show.  It signaled us to change tasks.  Now, with platforms like TikTok, there are no real commercials, there is no end of the show.  We can now just ‘doom scroll’ to get the fix that never seems to be there.

Web 3.0 won’t bring about an end to this issue, but it does signal a possible shift.  It should allow us to have more control, but it will be up to the individuals to make the choice.  I doubt it is very likely that 3.0 will have an opt-in feature to get out of the monetization of one’s personal information.  We gave that away a long time ago.  It will be the next generation of teachers that will have to make this big push in media education.

How has our lives been influenced and affected by the Web 2.0? I believe it has a balance of positives and negatives that it has to offer. Such as, positives it has to offer - easily accessible, supplements learning and has sites I love to browse. This also leads me to the negatives that it poses such as it is distracting, time consuming and we get into a spiral of scrolling these sites. After watching The Social Dilemma on Netflix, it proved to me that my thoughts are accurate.

The Social Dilemma on Netflix highlights many negatives that the social web presents in this day and age and how “scary” it is becoming. They stated that initially "there were meaningful systemic changes, that were positive around the world.” However, they were naive about the flip side. Meaning, they did not understand the potential that the web had and what it would transform into. We have shifted from the information age to the disinformation age. Where information we are getting, is typically from the web and is not always accurate as it change dependant upon where you live and sites you typically enjoy.

As I watched this documentary I made a positive and negative chart. My negatives outweighed my positives, which was highlighted within it.

“There are only two industries that call their customers ‘users’” illegal drugs and software” (Edward Tufte).

It is clear that these positives and negatives clearly impact our daily lives. This has affects schools and society in many ways such as:

• Distractions: It has created distractions in person and professionally lives, where people are so consumed and fixated on their devices, they forget that there is a world around them
• Loneliness: Being so immersed into social media, people start wishing they were different, wishing they had a different life, etc. They get into a rabbit hole that never ends and get a feeling of loneliness. This also relates to the distractions as people forget that there are still others around them, wanting to support them.
• Incapable of healing itself, no truth: Every emotion, you are drawn to your device and the algorithm is tailored to you. You will see/hear things that make it impossible for you to move on and heal through your life experiences.
• Involved even if you are not involved: Even if you are not on your device as much as another person, or you do not have a device, you are still involved in some way. Technology is every where and we are at a point where we cannot escape it. There will only be more of it coming.
• Affecting our family lives at home: Taking away from socialization time and spending quality time together. Even when quality time is shared, there might be a need where someone feels it needs to be documented. Like how the mom locked the phones away for supper, the kids strictly thought about their phones and they did not know how to have a conversation. This lead to one of the kids breaking their phone out, to see what they were missing after only a couple of minutes.
• Hours and hours on technology: People are not realizing the hours spent on their technology that is taking away valuable time from other aspects of their lives.
• Depression and admissions to hospitals increases as people become more independent and involved with technology.
• Controlling us more than we are controlling them. As they stated, “its confusing because its simultaneous utopia and dystopia.”

“If you’re not paying for the product, you are the product."

I really appreciated this document as it lays thing straight out for you and does not beat around the truth, which is something we all need to hear and understand. I support technology and I really do appreciate all the benefits it has to offer. I do think however, it is still important to be aware of the other side (the negatives) and find ways of moving forward in society and ensuring our relationships are still strong, without always leaning on technology. Fundamentally, technology isn’t going in a good direction and we need to change it. We have to get there, as discussed in the documentary.

It is evident that The Social Dilemma highlights the problems with social media, but I ask now... Whats the solution?!

Halfway through the semester?! I was positive we had just begun. Time has been flying, while learning lots and I am very pleased with all the new information learned along the way!

For me, I always prefer in person as opposed to online, as this has always been one of my struggles. However, joining these Ed Tech classes, has allowed me to explore different sites and further expand my knowledge on technology. For me, in my undergrad, taking Katia’s class was my first ever experience with online learning. As seen in the last couple of years, online technology has expanded greatly due to the various lockdowns. In these situations, it has forced me to go out of my comfort zone and begin to use different software and hardware to complete various tasks. The ones that have been most useful and relevant for me have been the following:

,,Google Classroom

This is used to post assignments, communicate with students through their work, provide feedback and differentiate for all students by posting on this platform. This has been a hit in my classroom and is used daily.

,,Canva

Now, similar to a Google Classroom, this is a site where students can post and complete work to hand in to their teachers. They can create different slides, posters, videos and so much more! It offers opportunities for students to be creative and try something new.

,,Google Suites (Google docs, drive, slides)

Within Google Classroom, students are able to complete their work using their different suites. It provides for ample opportunities for success and for each student to try new things. Every student has different strengths, so these suites allow me to tailor towards each of them. Most often, students are able to complete their work on Google docs and Google Slides. For example, if a student may struggle with typing, they can either use Talk-To-Text on Google Docs or even use slides where they can fill in boxes or blanks, to complete a task.

,,Zoom

During the lockdowns, Zoom came to the rescue! This was used to stay in communication with students and it is accessible for parents to communicate with the teacher as well. This offered regular class sessions, extra help and meetings that were needed.

,,Kahoot

A way to motivate and engage learners. This was a way for students to learn while having fun through playing Kahoot. I would share my screen, which would be seen as a projector while students used their devices to play. The students loved it!

,,Prodigy

This is an engaging site where students are able to use their math skills and knowledge to complete different quests. This is a class favourite.

Tyler Dewitt simply said it all when he stated that giving people the potential to complete things online, will allowed it to explode and give people more of an opportunity. For some, in person learning just does not work. For myself, although online is never my favourite, these sites made me feel more capable to teach and ensure my students had some success with their learning. As we all know, students have a wide variety of interests, strengths and weaknesses, in which I have found lots love technology. Finding different ways to keep them engaged is a priority, with means of communication and different platforms. These are some tools that were used and continue to be used in online settings. The best part is, even when they are in the physical classroom, a big part of our learning is still done online. It is evident that as we move forward teaching digitial natives, technology will continued to be used more and more! These tools are accessible for all.

Questions for YOU!

What are some of your favourite online tools? How often are they used? Do you prefer face to face or online?