Westcoast Women in Engineering, Science and Technology
Westcoast Women in Engineering, Science and Technology
Inclusion, Collaboration & Innovation
I’ve been fortunate to be working with WWEST for four years now. I was forwarded an email from my Principal in 2020 about this opportunity and it has been an excellent opportunity for growth for myself and my students.
The WWEST come into my classroom and help my students create STEM Projects. We’ve done: Circuit Boards, MakeyMakey, structural builds, parachute creations, Minecraft EDU, Tinkercad, 3-D Printing, and more.
The biggest takeaway I have from this collaboration is that students get excited about novelty and building things with their hands. They don’t need as much direction as I always want to give; sometimes students can just explore something.
From my students, I saw engagement and excitement at this opportunity to create and learn new technologies.
How are you organizing yourself to engage with research about educational technology?
As an educator, I believe in preparing my students for their future jobs and careers; including integrating digital literacy and skills around various technologies. My students create Digital Portfolio’s, allowing them to represent their authentic work through the term, reflect on it, and share it with parents and guardians. They work on the following platforms and applications:
Google Drive: Google Documents, Google Drawing, and Google Slides.
Google Drawing: imbedding links, pictures and videos
Digital Editing Apps: Capcut and IMovie
Tik Tok
Minecraft EDU
Roblox
Tinkercad
Gmail: how to properly format formal and informal emails, including imbedding hyperlinks
Communication:
My hope is that these skills will transfer over to create students who can effectively communicate with the public. If they have questions, they can advocate for themselves if they have the appropriate tools to reach out. I am always surprised at how few students know how to write a properly formatted email, embed a link, upload and download, and transfer files.
Troubleshooting:
Another skill that I’m hoping to address in my students it that of resiliency with regards to troubleshooting. I have noticed students are often quick to give up when they reach an obstacle when utilizing technology. For example, we use our iPhones to create videos. They do not easily transfer data to our school chromebooks; Ipads would be easier. However, the task is not impossible. It usually just requires a few extra steps to get a video from their phones, onto the school computers. I suggest students download Google Drive on their phones, and transfer the videos or content to their computers through Google Drive. I am again surprised by how often students face obstacles and want to give up on the task, without trying various ways to reach their goal. It’s my job to facilitate learning and give them options, so those I provide, but I would like to see them apply more critical thinking and make suggestions for their paths. In reality, I believe they just haven’t had enough exposure to these tasks. I’m curious about this. I hear other teachers discuss E Portfolio’s and they just don’t have the experience themselves to teach the steps; are we providing our teachers with enough support to implement digital literacy?
Brad Crawford – Vernon Fire Captain – Fulton Secondary School
Teaching Careers Life Education gives me an opportunity to bring friends into my classroom to discuss their careers, as well as discuss how technology is utilized in various sectors. On October 11th, 2023, I asked my friend Brad Crawford, Captain of the Vernon Fire Department, to talk to my students about Career Firefighting.
I vividly remember using paper maps when navigating my journey to University from Vernon, and I was happy to hear that our firefighters have also upgraded their technology with regards to navigation. Brad referenced many ways in which technology has woven its way into his career. He too, remembers this time of using paper maps to navigate his way.
After this guest speaker, students were asked to upload media from the presentation, and reflect on their learning experience. These students are in Grade 10, and I am always surprised at how many lack the ability to understand how to execute basic technology skills such as: uploading and downloading media, navigating trouble shooting, typing proficiency, screenshots, screen recordings, crop, edit, and post to their E Portfolio’s. I’m also proud to be helping them navigate these skills and help them grow their repertoire of digital skills.
Michelle Girard – Owner of Remax Vernon – Fulton Secondary School
On Tuesday, October 17th, my good friend Michelle Little came into my Careers classroom to share her experience as owner of Remax Vernon. I inquired as to how she utilizes technology in her job. One of the main ways she utilizes technology is to manage and organize her daily tasks. As managing broker, she has a wide range of responsibilities. Technology facilitates ease of managing these responsibilities on a daily basis.
Another way she utilizes technology is through digital marketing. That includes weekly updates for her staff, video creations, photos of homes, 360 walk throughs, and social media content creation. Michelle has created a vast collection of Tik Tok’s, which has created a stir in the real estate world. One of her videos went viral and she has maintained a strong social media presence to enhance the reach of her business.
Cory Drinkwater – I.T. at Jealous Fruits – Fulton Secondary School
On Wednesday, November 8, one of my Careers 10 students brought her Dad in for her “Mentor Interview”. Her Dad is a volunteer firefighter, and a full-time employee of Jealous Fruits and specializes in I.T.
My questions for Cory were:
“How do you use technology in your career?”
“Do you think digital literacy is important for our youth? How can they be better prepared for their workforce with regards to technology?”
Cory’s responses were interesting and we delved into the areas of importance for student learning of technology. One of the most interesting takeaways he left me with: students need to be able to hold conversations, in person, face-to-face. I enjoyed hearing this from someone who specializes in technology. Although we NEED technology proficiency, we also need youth who can hold conversations, maintain eye-contact, and ask questions when they need help. Empowering students to ask questions and have self-advocacy in a career will help our youth stay safe in their jobs and help them grow and learn.
One of my favourite education podcasts of all time is called, âPreparing Students For Their Future Not Our Pastâ by Jeff Utecht. Listening to it two years ago, I found myself looking at the education system with a more critical lens. I found myself wondering if collectively teachers were preparing students well enough for the rapidly changing social environment; specifically, with regards to technology integration in the classroom and preparing students for the workforce. Jeff calls it the âfourth industrial revolutionâ in this Podcast, referring to the time we live in as the âknowledge-economyâ (Jeff Utecht, 2020). Essentially, he suggests that the way we used to learn is out-dated, suggesting that the education system was founded on a âjust in caseâ model of learning, where we were taught everything⊠âjust in caseâ we needed to know it (Jeff Utecht, 2020). Now, information is everywhere and more easily accessible. So we should, realistically, be changing the education system. Iâm curious about this concept of education reform and thus stems my interest in pursuing this topic more deeply.
Building on this curiosity, I recently listened to another Podcast in his series, called, “302: Honoring the complexities of what it means to be an educator with Dr. Novak and Dr. Rodriguez” (Jeff Utecht, 2023). In this Podcast, he interviews Dr. Katie Novak and Dr. Kristen Rodriguez about their new book, In Support of Students: A Leader’s Guide to Equitable MTSS. I had yet to hear of this term, MTSS. A Google search defined MTSS as, âA multi-tiered system of supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students social, emotional, and behavior needs from a strengths-based perspectiveâ (MTSS Definition – Google Search, n.d.)
302: Honoring the complexities of what it means to be an educator with Dr. Novak and Dr. Rodriguez
Many aspects of the Podcast resonated with me, which I will discuss, but what I want to talk about is more holistic. The entire approach the two Podcast guests were discussing made me recognize parallels in their research approach to what I am reading about in our textbook for 515, âEducational Research – Quantitative, Qualitative and Mixed Approachesâ by R Burke Johnson and Larry Christensen.
In the textbook, they describe action research as being âfocused on solving specific problems that local practitioners face in their schools and communities” (Johnson & Christensen, 2014, p. 116). Action research is a combination of research and action. It generates local knowledge, and it often results in changes in practices. Action research is used to try out new strategies and practices, and the researcher carefully measures and observes the outcomes and consequences of these actionsâ (Johnson & Christensen, 2014, p. 116). As Iâm listening to the podcast, and how the authors describe their work collectively with teachers, empathizing with them and working alongside them to enhance their teaching experience – it made me realize this might be what our textbook is describing. They have helped create strategies, what they deem to be four simple guiding practices, that will create a more equitable experience for learners. These practices will also create ease and clarity for teachers.
In the Podcast, Kirsten Rodriguez describes this aspect of their research: âI think part of the work around systems change is identifying a few key levers that we can pull, a few recipes that we can make available to this particular district that is lacking, that with those few, we can make something really amazing that everyone will benefit fromâ (Jeff Utecht, 2023). She goes on to say, âDesigning deeper learning experiences. We are providing high quality professional development. We are adopting high quality instructional resources. We are using data authentically, and deliberately and meaningfully so that we can fast meet the students needs where they are and bring them to where theyâre going. All of those actions are essentially the different ingredients, the things that we have to do, so that we can build a multi tiered systemâ (Jeff Utecht, 2023). This is describing actionable change, even changing the fundamental system itself, so that teachers and students can thrive. The message of their podcast sparked interest in me, that they are pursuing the very educative reform and adaptation that I had been searching for.
In our textbook, they describe critical action research as that which âemphasizes the empowerment of those with little power in their communities and society.” It further defines it as an “openly transparent form of ideology-driven research designed to emancipate and reduce oppression of disadvantaged groups in society” (Johnson & Christensen, 2014, p. 125) In comparison to the Podcast, Novak and Rodriguez say, âWe cannot serve all students until we design learning that embraces the brilliance and loved experiences and identifies of our black and brown students, learners with disabilities, multi-lingual learners, students who are economically disadvantaged, LGBTQ students, students who experience trauma, and students who need more social, emotional and behavioural or academic support than we currently provideâ (Novak & Rodriguez, 2023, p. 79).
Critical Action Research helps recognize marginalized individuals and groups of people, and makes actionable strategies and practices to create equity. I would then I would therefore classify Novak and Rodriguezâs work as both Participatory / Collaborative Action Research and Critical Action Research.Â
Reference List:
Johnson, R.B., & Christensen, L. (2014). Educational Research: Quantitative, Qualitative and Mixed Approaches (5th ed., pg 125).
Novak, K., & Rodriguez, K. (2023). In Support of Students: A Leader’s Guide to Equitable MTSS (1st ed.). Jossey-Bass.
Utecht, J. [Shifting Schools Podcast]. (2023, September 23). Honoring the complexities of what it means to be an educator with Dr. Novak and Dr. Rodriguez[Podcast]. https://www.youtube.com/watch?v=u6KPqdvSgBo
What is the reality of education technology in your context (district, school, classroom)?
Interview with Chelsea Kiddine: Technology Innovation Coordinator for School District 22
I am grateful to have developed a close relationship with our District Coordinator for Technology Innovation. In 2020, Chelsea came into my classroom and did a six-week residency, integrating gamification into my classes. What I learned from her has stuck to my pedagogy like glue; rather than the mindset that “learning CAN be fun”, Chelsea argues that “learning SHOULD ALWAYS be fun.”
I asked Chelsea to come to my current classroom for an interview to discuss technology integration in our district.
My Question: How do you think our district is doing in terms of technology integration?
âOur district has a long way to go technologically wise, thereâs a few factors. We have an aging teaching population so we have teachers that are comfortable in very traditional roots, which don’t often, we have differentiating supports for students. Schools have different levels of support for things like PAC or tech plan budgets. I think a main drawback is that our teachers are still very uncomfortable with the idea of students using personal devices such as phones to access technologies.â
Chelsea Kiddine
My response:
I agree with this. I came back to teaching after a decade running my own business, and I was shocked to see how little had changed in the classroom. I aimed for a paperless classroom, with the integration of E Portfolioâs and authentic work. The school I taught at, didnât even allow students to access the wifi. This created a great disparity between students who could afford cell phones and data – and those who couldnât. I also saw that I was taking away a crucial piece of their learning by creating the content FOR them. After a long dispute with the staff, I pitched the positives of having accessibility and equity for students, and my Principal made the decision to allow access. By the end of the semester, my students demonstrated their E Portfolioâs to a panel of district administrators and teachers, including the Superintendent of School District 22. I was proud of my students for learning new digital literacy skills, including content creation, video editing, and digital portfolio creations. I still fight the pedagogical preference of teachers who do not âwant to learn anything new.â
Valuable Differentiation Between Creation vs Consumption:
âI think we have this theory in our head like consumption equals bad right? Which is what weâre consuming and how youâre consuming it. Take minecraft for example. We could interview a hundred parents and they might say their child is mindlessly playing Minecraft. My husband calls it virtual lego, like what we are building today. Itâs a huge perspective shift which I think ties into why weâre having trouble with more traditional teachers seeing the value in it. Listening to a podcast about how to support your transition in the LGBTQ plus community, thatâs consuming. But itâs not the same thing as mindlessly scrolling TikTok. Teaching tools off tik tok, itâs like anything else, we donât have to teach the kids to stop consuming so much as we have to teach them how to sift their consumption because we all know social media can be bad.â
Chelsea Kiddine
Me:
This was valuable to hear. Iâve been pushing my students to be aware of their consumption, to track their screen time, and be aware of the addiction and negatives of social media. Iâve also encouraged creation – and seen the creativity of students blossom when theyâre given opportunities to express themselves digitally. Through Minecraft, Video Edits, and Video Game creations, my students have been able to demonstrate an extended understanding of creative thinking.
My Question: Where can teachers start?
âAsk the kids if thereâs something that you want to try. They are better at this than us. We have to stop banning technology from them. What I always tell people is to teach your kids to regulate with their phone on their desk so that youâre not having a conversation after they wrapped a car around a tree. If we don’t teach them to regulate now, weâre going to pay for it later. We see them more than their parents, we play a huge role and we can teach them how to use it properly, but we have to trust them to fail first.â âThey are digital youth. This is their language.â
Chelsea Kiddine
Critical Reflection:
Chelsea has a strong stance. I remember Michael, our class Professor, saying to explore statements such as these: “They are the digital youth” with a critical lens. Exploring this topic more, I found a relevant research paper, “Digital Learning and Participation among Youth: Critical Reflections on Future Research Priorities” (Livingstone, 2010). The article outlined exactly what I was looking for, in that it questioned the validity of using such terms as “digital youth.” It says, “Arguably, the expansion of the field to everything digital stretches the expertise of any single researcher too far, inviting interesting but sometimes difficult multidisciplinary collaborations. The expansion may even lead to the misleading construction of new objects of study. This is less apparent when digital modifies verbal nounsâas in learning and networkingâbecause processes are always fluid; it is more apparent when digital modifies nouns, seeming to redefine what is important about themâfor example, digital youth and its popular counterparts, digital natives, digital citizens, and the digital generation.” The article goes on to describe the importance of not glamorizing the internet and digital opportunity but rather to look at all the factors of influence on an adolescent. I appreciate that the article also dives into psychology when describing the vulnerability of the brain in adolescence. As psychologists know, teenagers are still developing their pre-frontal cortex, an area of the brain responsible for executive functioning, for impulse-control, and risk-taking assessment. I remember reading in my under-graduate studies in Psychology that teenagers will often know that the outcome of something risky is potentially bad, but they will outweigh this knowledge with the necessity to try new things. They cannot yet control themselves. This article again relates this back to my initial comment about the “digital youth” in this paragraph:
âSuch activity is a serious enterprise for teenagers because they are, and must be, âconstantly engaged in risk assessment, actively creating and defining hierarchies premised upon different discourses of risk as ânormalâ and acceptable or âdangerousâ and out of controlâ (Green, Mitchell, and Bunton 2000, pp. 123â24), this being the way they move from dependence to independence. Thus, we may better understand teenagersâ search for freedom, connection, and identity online, a space they are allowed to occupy because of the popularity of the digital native rhetoric among parents and the media.â (Livingstone, 2010, p. 7)
The article goes on to say that typically the conversations around risks of online activity are happening after the incidents take place. That we, as adults, recognize the risks but aren’t appropriately teaching them to the youth. Instead, we expect them to have armed themselves with critical thinking when they are not yet capable of weighing these. âFirst, children do not draw the line where adults do, so opportunities and risks often relate to the same activity” (Livingstone, 2010, p. 8). âThird and most important, learning in and of itself involves risk takingââresilience can only develop through exposure to risk or to stressâ (Coleman and Hagell 2007, p. 15). To expand their experience and expertise, to build confidence and resilience, children must push against adult-imposed boundaries. Thus, identity, intimacy, privacy, and vulnerability are all closely related.â (Livingstone, 2010, p. 8) This is a more comprehensive exploration of the topic of “digital youth” and I appreciate the article’s inclusion of the malleability of our youth from a biological and psychological stance. It feels like every bit of research that I do, I become passionate about that topic and want to explore it more. This research sends me in an opposite direction as I began this blog post and leaves me with the following questions:
How much research is being done about the psychological impacts of technology integration?
Because of the dichotomy of youth pushing against adult-imposed boundaries, is it even possible to create risk-awareness around digital usage?
Reference List:
Livingstone, S. (2010). Digital Learning and Participation among Youth: Critical Reflections on Future Research Priorities. International Journal of Learning and Media, 2(2â3), 1â13. https://doi.org/10.1162/ijlm_a_00046
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