ECMP 355, Responses

Ed Tech and today’s parents

Recently I read this blog post about how teachers/schools can use technology to increase parent engagement.  I found this useful because in my own school experience parental involvement was minimal right from elementary school.  It was 2000 and at the very beginning of the push for schools to go paperless which is great; what wasn’t so great was that the tech hadn’t really caught up and many homes didn’t have computers quite yet.  Rather than finding other ways to communicate with parents they relied on having students writing notes about school events in their agendas and hoping parents remembered to check them.  The article goes over 5 tech that can be used to connect with parents including social network accounts, iTunes U, Remind HQ, Seesaw, and Blippar.

I use remind HQ currently to get updates about #Saskedchat  and love the system.  I have known for awhile that I want to use it as a tool to remind my students of homework or just for class/school updates, as I know as a university student there have been a few times where I could’ve used a reminder about assignments, room switches, or even if a class is cancelled.  I also love that it is a safe and secure system with no students receiving your number and that students can get the reminders as texts to their phones. The idea of using remind for parents is one I had never thought of before but would be great when needing parent signatures, snow days, and big homework assignments, and would allow parents a glimpse into their child’s school life.

I also like the idea of a class social network account, and would probably go with a class blog and Twitter account.  I like the idea of parents getting to see what their child is working on in real time. And as a student at Globe Theatre School seeing snippets of our classes on their youtube channel was always really exciting.

Posting short videos like this of drama students rehearsing a scene or English students giving a presentation would both be beneficial for students who could watch their rehearsal back and learn from it and to parents who can see their child’s learning in progress. A class blog would also allow parents to come to you with any questions or concerns they may have about the lessons rather than hearing something from their child.

The other three I can’t quite see myself using in my classroom as I think that too much tech may overwhelm parents who do not have as much experience in using technology. iTunes U, Seesaw, and Blippar are also less common and thus there would be more of a learning curve for both teacher and parents.

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ECMP 355, Responses

Digital citizenship in the high school classroom

The Ministry of Education here in Saskatchewan is making digital citizenship a mandatory part of our curriculum as per the digital citizenship continuum; using both the continuum and the Saskatchewan curriculum I was able to create some lessons to teach in a grade eleven English classroom.

Lesson 1 

Outcomes and indicators

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Connection to the continuum:

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I would use this lesson at the very beginning of a class; as it sets the tone for use of technology in the classroom.  For this lesson I would begin by explaining what terms of service are and where they can be found; then moving into a class discussion as to why these may be important.  I would then have students go online and find a terms of service page and write a journal entry/blog post about what they found/why certain points may be in the terms of service.  The next day I would work with the class to create a terms of service/responsible use policy for use of technology in the classroom.  This policy would then be displayed in the classroom and sent home to parents, and be a guide for students as to responsible digital citizenship.

Lesson 2

Outcomes and indicators

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Connections to the curriculum

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For this lesson I would have students in groups of two or three research one of the following topics in regards to online activity/digital citizenship (piracy, gambling, shopping, online fundraising, digital currency) and create a powerpoint based on the information found.  After they present to the class each student would write a blog post/journal article looking deeper into one of the topics that interested them.

ECMP 355, Learning project

My knitting project: a hitch in the (knit) stitch (Part 4)

I am actually beginning to see the accomplishments I’ve been working towards and it’s really inspiring me to continue. This week I learnt the knit stitch and actually began knitting my scarf! For this step I’ve been following along with this video.

I liked this video because it was very simple and showed the actions up close with a lot of detail, as one of the problems I’m finding with the other video’s I’ve been using is that they are not detailed enough for a beginner to use.

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This stitch went pretty smoothly until the end where I realized that mine did not look like the one in the video.

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See how in this picture she has yarn on either side of the needle.

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Whereas mine is all on one side.

After realizing this I went to Twitter and tweeted this to see if I could get any help.  I also found this knitting forum where I thought might find some help.

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I added some photo’s and quickly got repliesScreen Shot 2015-11-09 at 9.21.36 PMScreen Shot 2015-11-09 at 9.23.07 PM

It turns out that my problem was not actually a problem after all, and I can just continue knitting.  At least this gave me the opportunity to find a community for any future problems with my knitting, and they do have a forum to post updates on projects you’re working on, so maybe I’ll try that.

ECMP 355, Learning project

My knitting project: Cast on (Part 3)

After reading the responses on my last post, and seeing that I was not the only one in the class having trouble displaying something that was not perfect; I was inspired to overcome this feeling and post whether my knitting is perfect or not.


Cast on

Casting on is the first step in knitting my scarf and is defined in Merriam-webster as “to place (stitches) on a knitting needle for beginning…[a] knitted work” .  Having found many techniques for casting on around the web I chose the one displayed in the video below because the method seemed straightforward and she displayed it well.

The only problem I faced while doing this was the fact that I had not considered that my cats and yarn do not mix, and they kept trying to steal the ball of yarn.  Once the cats were put into another room the process went smoothly, and I am very happy with the final product.

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Stop by next week to see my experience with learning the main stitch of the scarf.

Citations

Cast on. (n.d.). Web. Retrieved November 1, 2015, from http://www.merriam webster.com/dictionary/cast on