My Final Project

Here is the final project for my I4Ed course, a reflection on the learning I did within it this semester presented via a video I created using iMovie :)

EEP - Please don't judge me... this is my first time using iMovie all by myself...

Last Blog Post for a While...

Well, well, well. Here we are at the end of another semester. But this is no ordinary semester, oh no it's not. The end of this semester signifies the end of life as I know it: The end of my formal education - for now, at least. It's finally beginning to sink in.

But I am not going to write my last blog post (for a little while, at least) on the topic of melancholy memories, and wrenching reminiscences. I am going to write it about George Couros' presentation in class today (the second last class of my Education degree).

Topics up for Discussion:

1. Defining a Mastery Teacher
2. The Digital Footprint and Employability
3. Professional vs. Private: An Identity Crisis
4. The Right to Choose What is Shared When and Where

1. DEFINING A MASTERY TEACHER
Now, I think that George is right on the mark when he describes today's master teacher as one who connects with and teaches kids first and curriculum second. If you've read some of my former blog posts, you know that I am a firm believer in inquiry-based, student-led learning, and George seems to be a huge proponent of this shift in pedagogy, as well.  He brought up some excellent points about how, as educators, we need to inspire our students to become lifelong learners, rather than learners who are externally motivated by superficial rewards like letter grades. I think that it is fabulous, simply fabulous, that he is a principal, and so has the ability to make this type of teaching and learning a reality for those within his division.

Click here for a link to Mr. Couros' "What Makes a Master Teacher" blog post


2. THE DIGITAL FOOTPRINT AND EMPLOYABILITY
So, not only did George talk to us about mastery teaching, but he talked to us about the role social media and online presence plays in getting a teaching job, as well. This was great because in a couple months, this is exactly what we will be doing, and so we really need all the help we can get. Basically, George drew our attention to the reality that Google is accessible for everyone - from parents to potential employers, and that these people are certainly going to use it to look into our lives. And, quite frankly, I have been hearing this spiel ever since I have considered applying to the Faculty of Education, and the recommended advice seems to go something like this: take the party pictures off social media, jack up the privacy settings, or better yet, delete social media outlets altogether.

However, though Mr. Couros was singing a version of this song, the lyrics were really quite different. He advocated for the active use of social media, and for, rather than falling off the world wide web altogether, making ourselves as easy to find as possible when our names get punched into the Google search bar. He said that when in the midst of the hiring process, the candidates who make it to the "job interview" phase are the candidates who have a positive digital footprint, rather than those with no digital footprint at all. And to an extent, I see where he is coming from. Principals want to see what teachers can share with both their school's students and their teachers, especially in regards to the hot topic that is technology. What better way to exhibit this than through technological outlets such as teacher websites, Twitter, blogs, and ePortfolios? And what better way to connect with other educators?


3. PROFESSIONAL VS. PRIVATE: AN IDENTITY CRISIS
However, where I really fell off of George's wavelength was when he included social media in this digital identity stew. I have both a Facebook account, and two Twitter accounts - but both my Facebook account and one of my Twitter accounts are for personal use only, and so they are not easily accessible through a simple Google search. George talked about how educators need to work towards melding their online personal life with their online professional life, since teaching is an occupation in which it is quite difficult to keep the two separate; after all, we are moulding the minds of the community's children - don't the community members have a right to know just what kind of people we are, both inside and out of school?

Now, I definitely do think that the public has a right to access information about me that is relevant to my life as a professional, but I just cannot accept that they have a right to access information about my private life. And I realize that I have entered into a field where a private life is difficult to have, but I firmly believe that it is a necessity since, though being a teacher is a huge part of my identity, it is not the only part of my identity.


4. THE RIGHT TO CHOOSE WHAT IS SHARED WHEN AND WHERE
It must also be noted that when I refer to my personal life, I do not mean it to be synonymous with "inappropriateness." I just feel that the content that I choose to share in these media outlets is content that is shared between myself and my friends and family, not people I have never made the acquaintance of. Just as I wouldn't feel comfortable sharing the funny things that happened at my part-time job, my family photos, or my relationship status with a stranger on the street, I don't feel comfortable sharing these things with anyone who has access to the internet.

This is not to say that I won't choose to share these things with my coworkers, and the students in my classroom, should I happen to get an interview based on the merits presented in my professional technological outlets - it is just that I should be able to make this decision, and not have it affect my employment outlook.

Shelley's (W)Right: eduBlogging about an eduBlogger (extra post)

So, as one of our tech tasks in I4Ed, Mike had us find, follow, and report on an eduBlogger and his/her blog. So I have, based on his advice, been reading through some of the posts on a blog that I will be sure to continue reading in the future. Here is some more information about it:

Link to the Blog: http://shelleywright.wordpress.com/

Name of eduBlogger: Shelley Wright

EduBlogger's Background: Senior Years ELA and Science educator in Moosejaw, Saskatchewan and current PhD student in the area of Curriculum and Instruction.

Why I followed blog: Mike (my professor) told me that Shelley's blog deals a lot with inquiry-based learning within the Senior Years age group. I happen to be pursuing a degree in the Senior Years stream, and I truly believe that inquiry-based learning is the only future of Education.

Description of the Blog: Shelley's blog discusses, in depth, the importance of inquiry-based and problem-based learning in creating lifelong learners with developed identities and relevant skill-sets. Throughout her blog posts, she states her case intelligently, and eloquently (she is an English teacher, after all), and it is a case that I strongly agree with. Honestly, reading her blog has been such a validating experience for me, since almost everything she has written has been on my mind sometime in the past two years of my Education degree. I will definitely continue reading both her blog posts and her Twitter tweets.

Shelley's TEDtalk Video:


Here is an excerpt from one of Shelley's posts titled "Academics: What's it Good for?," which I feel really sums up what I have experienced in some of my own secondary and post-secondary education classes, and what I believe many students are still experiencing today:

"Schools value hoop jumping. For the most part, kids who we consider “academic” tend to be good hoop jumpers. They’ve figured out the system and can navigate their way through the predictable demands of the system. But they are seldom truly engaged. Rarely are they transformed by their learning. They’re going through the motions."

And here is a response I wrote to Shelley after reading the full post from which this excerpt came from. I feel that it will serve to further explain why I am such a fan of her blog.

Hi Shelley,

I am in my final year of Education (high school stream, with teachables in English and Biology - we sound a lot alike in more ways than one) at Brandon University. I came across your blog because my Internet for Educators professor, Mike Nantais, recommended it, and I am sure glad he did. What you have written here about inquiry-based and problem-based learning mirrors my thoughts on the future of education, exactly, and I am so thankful to have read it. I am thankful because I feel that in many high school classrooms, including some of the ones I learned in (only 5 years ago) and some of the ones I've student-taught in, this style of teaching and learning has not quite been accepted - which is too bad, since I know the consequences of academic hoop-jumping from first-hand experience.

I was always thought of as being an academic student through both high school and my undergrad degree. My whole self-concept was based around my ability to get good grades in school. It wasn't until I entered into the Faculty of Education that I began to realize that "academic" is not synonymous with "skilled" or "intelligent." I mean, sure, in order to jump through the hoops presented in school, one needs to be smart enough to know the system, literate enough to read the textbooks, and resilient enough to memorize the content - but these skills are not the skills I realized I would need if I was going be successful in my Bachelor of Education degree, and then eventually as a classroom teacher. During my student teaching placements, in between teaching my students, I was also re-teaching myself how to learn. I realized that I did not truly understand many of the concepts outlined in the curriculum, because when I learned them in school, they were memorized, spewed out on an exam, and then forgotten almost immediately, as you say in your blog post. Skills that should have been built up in school, like critical-thinking, creativity, logical reasoning, collaboration, and independent thinking, were skills that I had to develop on my own.

It is wonderful to know that a real, live teacher is putting inquiry-based learning into practise, and is being recognized and celebrated for it across the country. It is very reassuring for someone like me, who believes in the theory, but has not yet had the opportunity to put it into practice. 

Thank you,

Brittani

Twittering Away (Extra Post)

Hello!

I hadn't realized that I am a litttttttttle behind in my tech task blog posts! Oops. So I need to talk about my experiences with Twitter today... Hmmm... What to say?

Today's Topics:

1. My Thoughts on Social Media
2. Twitter in the Classroom
3. Twitter and the PLN

1. MY THOUGHTS ON SOCIAL MEDIA
I have used Twitter for about two years now, so it's nothing new for me. I like it okay, but honestly - I am not a big social media person. Now, don't get me wrong - I love technology and I think it is very useful in the classroom. But in terms of social media, I would rather live my life in the moment, than spend it documenting the moment. And this does not only go for Twitter. I am RARELY on Facebook, and I don't use any of the new social media platforms that all the cool kids are using, like Instagram or Snapchat.

2. TWITTER IN THE CLASSROOM
Twitter is good because it is concise and to-the-point. Because of this, I think it would make a great classroom tool. In an English classroom I can see myself using it to teach kids to write concisely, or to summarize. It would make a great, modern way to do exit slips as well.

3. TWITTER AND THE PLN
In terms of my personal learning network, I have no doubt that the education professionals I have added to my Twitter page will have interesting and insightful tweets, and that they will share many fantastic resources. However, if I am being honest... I don't check as my Twitter feed as much as I should in order to gather these resources. This is something that, now that I am heading out into my career, I am going to make an effort to work on. Even though, as I've said, I am a bit of a humbug when it comes to social media.

Bottom line: Twitter is a great social media platform - I'm just not that into social media. But I realize its value as a professional, and so I am going to try harder.

The Future of Education & My Educational Philosophy, Based on the Horizon Report (extra post)

What do I think the future holds for education? What an enormous question to be asked of such a little person. 

I think that the future demands strong, intelligent, and educated role models, especially when dealing with technology. Manitoba's teachers need to be well-versed in apps and the internet, and must be prepared to model this knowledge pedagogically. Students are able and willing to use technology in their social lives, but are not as savvy as we would assume when it comes to their academic lives. This needs to change, since, when it comes down to it, technology is the future of both academia and the workplace. And by teaching our students how to use technology academically, I do not only mean teaching them to use Microsoft Word - I mean bringing the social media they know and love outside the classroom, into the classroom.

As was discussed at the BYOD panel, I think filters and uber-privacy are concepts of the past. The future is about seamlessly integrating technology into both our lifestyles and the lifestyles of students, and this means teaching how to use it both safely and appropriately. 

I also think that the future of education is problem-based and inquiry-based learning, a key component of which is differentiated learning. With internet access quickly becoming a norm across the province, students are able to take control of their learning now, more than ever before. Each individual now has access to millions of resources, rather than a single classroom teacher, which will have a huge impact on when, where, what, and how they learn. The teacher's role MUST shift from dispenser of knowledge to facilitator and guider of learning and creation. Technology opens so many new doors for students who are motivated to walk through them, and it is an educator's job, now more than ever before, to help students cross that threshold. 

By no means is the future of education a walk in the park; we have a lot of work to do before we phase out the teacher-centered pedagogy of the past, and replace it with the student-centered pedagogy of the future. But this awkward in-between stage won't last forever. I am confident that educators will evolve because, simply put, education is a profession that demands they do so. I mean, we got into this job to help our students succeed, and what the students need from us now are the tools to do so in an increasingly technological society. 

 

Using Video in the Classroom (extra post)

Soooo ever since I asked a principal from the Portage La Prairie School Division what some popular questions to ask in a job interview are, and he replied with: "What is your favorite TEDtalk?," I have been on a mission to find the answer to that question by immersing myself in as many of these videos as my schedule will tolerate. Fortunately, I4Ed has given me plenty of opportunity to multitask: I am able to watch TEDtalks AS assignments. Talk about relevant and meaningful. Anyways, I visited the TEDtalks website, and came up with a couple gooders I could use in my future classroom:

Oh yes, the list of topics: 

1. Two Videos I Could Use in My Classroom
2. Using Video as a Teaching Tool 
3. How Students Could Use Video in the Classroom
4. Student Videos on YouTube?

1. TWO VIDEOS I COULD USE IN MY CLASSROOM
My embedded videos are not working. I am not sure if these videos will magically appear in my blog post at some time other than now (do videos do that?), so I am going to include the direct links just to be sure that you are able to have access to them. Video #1 features Joe Kowan, a folk singer who discusses, with a ginormous audience, how to beat stage fright. Kowan is relatable, down-to-earth, funny, and personable - all features that would make him appealing to students. I can see myself using this video near the beginning of the school year, before students had to do an assignment in which they would need to speak publicly in front of the class. In English, I might even have an opportunity to use this video as part of an activating strategy for an entire Public Speaking unit.

Watch Joe Kowan here if you are not able to watch him below.



In video #2, you will have the pleasure of seeing one of my favorite speakers, Temple Grandin, share her thoughts about people with autism - especially those who are savants - and the kind of minds the world needs. I could use this video in both a Science and an English course. In science, autism would be a fascinating topic to study when dealing with the human brain. Grandin actually discusses the anatomy of an autistic brain vs. that of a "normal" brain in the video. In English, the sky is the limit, as this is just the nature of the course. In my upcoming placement, I plan on doing a unit based upon a novel called The Curious Incident of the Dog in the Nighttime, which is a fictional work told from the point of view of a child on the autism spectrum. Grandin's video would be an excellent asset to a unit of this nature, in order to have students further their understanding of autism (and thereby, the novel) as the exceptionality is discussed from the perspective of someone who is actually experiencing it.

Watch Temple Grandin here if you cannot watch her below.


2. USING VIDEO AS A TEACHING TOOL 
Video can be used as a teaching tool in many ways, some of which I have discussed above. I think video works very well as both an activating strategy (so long as an engaging video is chosen) and an acquiring strategy. Videos have props, tech effects, colours, sounds, and people students have never seen before in their classroom environment, which brings forth a novelty and intrigue factor that can lead to engagement. I think that it is also great that classroom teachers are able to bring in experts via media platforms such as Skype and video, so that students may receive content directly from the source. In addition to engagement and expertise, videos are also a great source platform from which visual learners can receive information.


3. HOW STUDENTS COULD USE VIDEO IN THE CLASSROOM
Just as teachers can use video to relay information to students, students can us video to relay information to teachers. Student-created video can act as a powerful assessment tool. I say powerful for a couple reasons: 1) because it not only allows students to tackle course-specific outcomes, but ICT outcomes as well - which is hugely important in our present and future society, and 2) because it video greatly expands the forms a finished project can take. There are so many different video-making tools available both as software and online, and these tools allow for endless possibilities. A video is also very storable and sharable piece of work, meaning that students can easily keep and have access to their finished product, and easily share it with their teachers, family, friends, and even the world.


4. STUDENT VIDEOS ON YOUTUBE?
If the school division I work in allows student-made videos to be made public, I would definitely consider doing so. My mind is not fully made up on the topic, because though with sharing comes fantastic opportunities to connect with others across the world, it also comes with great responsibility. While I am all for teaching digital literacy and citizenship (especially when it comes to privacy) I am not sure that I am ready to take the fall for a student who posts inappropriately or shares too much information.

My Life Just Got So Much More ExZITEing.

Wahahaha. I am totally blogged out for the night, but seeing as how I have mountains of I4Ed to do tonight, I will persevere, albeit a little deliriously. Trent is here, in the background, calling me a fatty because I chose to sit down and do my homework instead of pouring him a... Dr. Pepper. Dear reader, I feel as though you are quick enough to spot the irony of this situation all on your own.

Anyways, the cats are being their typical selves - Benni is chasing shadows, and Jax is judging her. I am eating a delicious bowl of honey-flavoured greek yogurt with crushed almonds and raspberry granola in it. House of Cards is playing in the background. Trent is now avoiding his homework by playing car racing games on his iPad. I am avoiding doing my homework (my blog post) by summarizing what is happening around me.

Today's topic is:

1. Zite

1. ZITE

John Evans came to our classroom on Thursday and introduced us to some really sweet ed-tech resources, one of which is an iPhone and iPad app called Zite. This app is absolutely perfect for me, since I definitely do not watch or read enough news, and I just don't know where to get started when searching for educationally relevant and compelling reading material. 

When one gets started with Zite, one chooses as many or as few topics of interest as one likes, and adds these topics to one's dashboard. The app gets this decision-making process started by providing its user with a list of popular interests and common categories. However, the user may type various, more specific categories into the custom search bar and add them to his/her own dashboard as well. 

Jeeze, is Kevin Spacey ever good at being a creepshow...

Anyways, once it's users' personal interests have been selected, Zite gathers articles from all over the web (from Facebook to CNN) and displays them on it's user's newsfeed, or dashboard. The user may then flip through countless articles custom-tailored to his/her interests.


Some of the things I have read about lately are Edublogging, the Flipped Classroom, A revolutionary Dutch dementia-focused care village called De Hogeweyk, and 10 simple lessons that make up a Writer's Bootcamp. I have been clipping these articles to my Evernote so that I am able to keep track of all of the great information I am finding. This has been working out really well; Because of this, I am finding myself really enjoying Evernote as well (I have had it for quite a while, but had not yet found a great use for it until now).

I have been addicted to this App, basically since I downloaded it on Thursday. And it is so easy to justify spending hours and hours on it, rather than doing my homework... because I am actually learning! It has re-introduced me to the joy of reading in a manageable capacity, since the articles it exposes me to are a lot shorter than the novels I enjoy reading through the summer.

Infographics & Cat Balls (extra post)

Well. I certainly hope that you enjoy the infographic I have created (just hang on, we'll get there), since it took me forever and a day to figure out and get it done (technology + me = slow). But that is not where I am beginning my post today, no siree. I will give those of you who need structure and organization (like me)...

Today's to-do list first:

1. What, Exactly, IS an Infographic?
2. Infographics Within the Classroom
3. Some Examples
4. MY Example

1. WHAT, EXACTLY, IS AN INFOGRAPHIC?
The concept really is quite self-explanatory, but just to ensure that we are all on the same page: an infographic is basically a visual (graphic) representation of information (info) or data. They are pretty great because they allow for a large, sometime complex, idea to be communicated quickly, and visually.


2. INFOGRAPHICS WITHIN THE CLASSROOM
I think that infographics are absolutely magnificent. Especially in a society that is becoming increasingly technological - people are not reading the way they used to! I mean, I am an English major and even I find it discouraging when I pick up some informational reading and find it in large, novel-esque chunks. And let's be honest - a lot of academic and expository texts are... well... a little dry. These are a few reasons why it is important to break things down and spice them up as much as possible when we are trying to communicate important information to our audience, especially when that audience comes with a need for visual learning, a short attention span, and raging hormones (I am referring to the teenagers I hope to be teaching in the near future).

The uses of infographics are limitless, really. I can see myself using them in the form of awareness, research, or summary posters, and having my students do the same for class projects. They are great to communicate information about anything - so they are a great tool for teachers and students alike.

Even before this I4Ed class, I really liked the idea of visual communication, since I definitely connect with it over auditory communication (and I now know that most people are the same). I was actually planning to put up some comical (and maybe sliiiightly racy), yet accurate infographics from The Oatmeal up on my classroom walls (should I get that English job).


3. SOME EXAMPLES
Here are some examples of these, which would be used to communicate the proper use of irony and grammar:

Here is a link to the
FULL I-GRAPHIC ON IRONY

Here is a link to the FULL
I-GRAPHIC ON SEMICOLONS










Now, not only are infographics a way for educators to communicate with students, but they are also a way for educators to communicate to one another! I downloaded the Zite app, which John Evans recommended in class last Thursday, and have since found a whole pile of infographics about technology in the classroom, BYOD, and the flipped classroom. They certainly appear to be the educational tool of the present and future.


4. MY EXAMPLE
Okay, so. If you found this next infographic floating around on the World Wide Web, I am pretty sure you would know who it belonged to...

English Concepts: Check.
Borderline Inappropriate Humour: Check.
Cats: Check. 

I made the following infographic using Piktochart, which I found to be both aesthetically pleasing and simple to use (two absolute musts for me). I would also like to give credit to Storybird.com, where I took some of the images found in my infographic.

And now, without further ado:

BYOD at BU

Today, in place of I4Ed class, we attended a BYOD (Bring Your Own Device) Panel put on by our instructor, Mike Nantais. To be honest, going into it I was not as excited as Mike was - but coming out of it, I was absolutely buzzing! 

So today's topic is:

1. BYOD at BU

The panelists, which included representatives from Dakota Collegiate (Winnipeg), St. James Assiniboia School Division (Winnipeg) and Rolling River School Division (Rivers, Minnedosa, Erickson etc.) were phenomenal. I've had the pleasure of listening to Darren Kuropatwa (of St. James Assiniboia) speak in our ICT class last year, and he definitely didn't disappoint the second time around. He and Andy McKiel (who also presented last year) have much useful and inspiring information to share about infusing classrooms across Manitoba with the latest and greatest technology, and the BYOD program they are involved in in their division appears to be very well-thought out, well-implemented, and well-oiled. It was excellent to have an opportunity to ask these two, as well as the other panelists, some of the questions that had been brewing in my mind for some time.

And so, if you are feeling inquisitive and ready to read, you might ask what, exactly, these questions were about. And I will tell you, whether you are in such a mood or not. The most important topic I was interested in learning about is how teachers heading BYOD classrooms manage students who are allowed constant access to phones, laptops, and tablets. On this topic, the panelists were able to offer the following responses: Internet filters are a thing of the past - students must be taught to become their own filters, and part of device, and thus student, management is teaching students (and their parents, so that this education may continue at home) the ethics associated with technology. Also, as modern educators living in a time when technology is all around us, we must let go of the traditional concept of having all students working on the same thing at the same time once and for all. This will require an overhaul in terms of the way we think of pedagogy and assessment, but this overhaul is a necessity if we are to keep up with our evolving culture. 

Not only did the panelists respond to each question that was asked thoroughly, and knowledgeably, but they presented their BYOD programs efficiently and engagingly within the fifteen minute span each division was given. It was very interesting learning about the different ways these divisions installed the same program into their schools - including the level of choice each student was given in choosing a device, which brands were preferred, how the devices were paid for, what infrastructure was put into place prior to the BYOD movement, division policies on broken devices, etc. I also liked that there were representatives from both urban AND rural school divisions, since it is generally the urban ones that are making the quickest advancements. It was great to see a rural division allocate both its priorities and its resources to modernizing its outlook on education by ushering BYOD through the doors of its' schools. 

Goodness gracious me, have you ever seen so many blog posts in one week?!

Podcasting the Malaria-Free Day Away (extra post)

Name of Podcast: TEDtalks: Sonia Shah, 3 Reasons Why We Haven't Gotten Rid of Malaria

Justification for Watching the Podcast: Okay, okay, I realize that this is not a cutting-edge podcast that nobody has ever heard of that I am bringing to the forefront of our I4ED class for everyone to expose themselves to for the very first time, so that they may bask in the wondrous benefits of such a valuable, yet previously unknown resource. But I have honestly not watched a lot of TEDtalks, considering my career plan revolves around becoming an educator. So I watched one. And it was good. And I liked it.

Description of Podcast: This particular TEDtalk was about Malaria, and the three reasons Ms. Shah maintains are behind its continuance: 1) Scientific (the Malaria parasite is one nasty little bugger, since it has 7 life stages, and two hosts - mosquitos and humans, of course - so it is very hard to find a cure and/or prevention that will combat each of these hosts and life stages), 2) Economic (the countries with the most Malaria are the countries with the poorest economic situations, so it is difficult to raise awareness for the disease and its treatment/prevention, as well as to market and distribute its cures), and 3) Cultural (the people who live in Malarial countries are so very used to the disease - since it is so prevalent and affects so many people that the death toll does not appear shocking to them -  that they view it as a natural part of life, similar to how we view a common cold or flu). Because of these three factors, but primarily because of the third, Shah advocates for "attacking the disease according to the priorities of the people who live with it" - meaning, attacking their living conditions, such as bad roads and houses, a lack of running water, drainage and electricity, and rural poverty, rather than attacking the actual disease. She maintains that the best form of prevention is changing the conditions within which Malarian mosquitos thrive, rather than changing the cultural view on Malaria itself. Very insightful, if you asked me.

Why I liked the Podcast: I liked this podcast because it was informative, well-reasoned and insightful, yet short and to-the-point. Shah made a convincing argument based on research and scientific evidence, and presented it in a way that was intriguing and engaging. These are all features that would be necessary for high school students (or students of any age, for that matter) to get the most out of a podcast as a classroom resource.

How I can use the Podcast in my Classroom: I would definitely use this in a Grade 11 or 12 Biology class - maybe even in a regular science class, since Malaria is a huge global issue (hehe I guess I could also use it in a Global Issues class, like the one Trent taught during our last student teaching experience, or in a History class, for that matter). It could be used to promote class discussion about the history, persistence, and future of the disease, as well as an introduction to a larger student-lead inquiry or design project based specifically around Malaria, or generally around a different global disease or world issue.

An Activity Wherein Kids' Could Make their own Podcast: Kids could make their own podcast in virtually (pun intended) every class, every subject, and every topic. It would be a simple, quick, creative, hands-on, and writing-free (bonus, since most assignments seem to be written) way for students to express their learning, and it would give them some freedom to add their own little quirks, be it via their humour, editing, or simply their voices!

Texting in Class: 7 Easy Steps... (Just kidding, but oh-my-goodness, there are so many Wikihows on this topic)

This past Friday I spent my day subbing, and it was fantastic. Why it was fantastic is quite a mystery to me, as 1) It was Friday, 2) It was Valentine's Day, and 3) The kids had a sub, for goodness sakes'. Everyone (okay, almost everyone) was very much on-task and well-behaved, except for the last class of the day, when I had to emergency-sub for another teacher at the school who had to leave at the last minute. Since he was unable to create a sub plan, and the students had finished the last task he had given them, he was left with basically no choice but to equip me with the only two DVDs he had on hand at the time (A Knight's Tale and The Day After Tomorrow), and instructions to allow his 20 students to choose which one they would be watching while I subbed. This made for an easy instructional day, but a not-so-easy management day. 

This particular school has chosen to embrace technology in the classroom, and because of this, students are allowed access to their phones at all times. During the movie, I looked out across the classroom and what I saw was that about 80% of students were engaged... with their cell phones. And I sat back and thought to myself, well, what am I gonna do? On what grounds could I ask the students to put their phones away? It's not like they were missing out on valuable instruction. But it just felt wrong, somehow. All this texting and gaming in class. So I decided that tonight I would take to my own technological device and investigate this texting-in-class issue.

So, in case you are feeling a little slow today, and because I like routines, this post's topic is:

1. Texting in Class

1. TEXTING IN CLASS
So my investigation all began with an article called "Tough Questions on Texting in the Classroom," which actually focused on University Marketing students, but the concepts discussed could be related back to high-schoolers. It brought up a great point about how terrible humans are at multi-tasking, and how, if students are texting while trying to listen to their teacher AND take notes, they are definitely doing a poor job at two of these things... and my money is on listening to their teacher and taking notes (teens are, after all, rather social creatures).  I decided I needed to learn more.

My search took me to a website called Edutopia, and a topic called "Texting in the Classroom: Not Just a Distraction." According to this website's stats (taken from a Nielson survey in 2010 - which means that these numbers will have likely risen substantially since), people between the ages of 13-17 send an average of 3339 text messages per month. This means that teachers are, without a doubt, going to have to face the issue of texting in class, especially in schools which permit personal devices in the classroom.

As I continued to read this Edutopia article, I thought of my Friday subbing experience. I thought of the lack of engagement, and the tidal wave of texting, brought on by the movie students were expected to watch, and I realized two things: 1) Texting in the classroom is inevitable and so, rather than waste time scolding students for doing so, and taking personal devices away, I need to focus my energy on teaching students under which circumstances it is appropriate, and non-detrimental to do so, and 2) Texting occurs not out of a lack of respect for the teacher (I had taught the kids I subbed for before and have established good relationships with them), but out of boredom, or a student's belief that what they are learning in class is not important enough to listen to. So as a teacher, to combat texting in classroom, I need to make sure that my lessons include information and activities that my students either won't want to miss, or can't afford to miss. 

While I've adopted the approach of working with texting (because I believe it is inevitable, and it is the future of communication - I mean, I text during class too, simply because I am very busy, and there are times when I really do need to communicate with someone), I'm sure many other teachers (modern and traditional alike) have not, and likely for good reason. I would like to hear the other side of the story, if anyone would like to share! I would also like to know if teachers can be held liable for any inappropriate text messages that are sent out during their classes (I feel as though this would be out of the teacher's control, but I am just a lowly educator).

As always, thank you for reading.

Sophia Palahicky & Web-Based Course Delivery

Keepin' it short and sweet today, as I've had a loooong long weekend thus far (Friday = prep for my best friend's social, Saturday = my best friend's bridal shower and social, Sunday = clean-up/organization/visiting-with-friends-who-are-home-for-reading-week/out-of-commission).

Today's Topic:

1. Sophia's Thursday Presentation on WBCs

1. SOPHIA'S THURSDAY PRESENTATION on WBCs

What IS a WBC, and who is Sophia Palahicky, you might ask. A WBC is a web-based course and Sophia Palahicky is a WBC instructor from MB Education who came to talk to us about the possibilities of web-based course delivery in our own classrooms. 

To start with, something that stood out for me was the ease by which we may access these courses (all of which are Manitoba made, and thus, follow the MB curriculums), and the sheer number of courses available (42 and counting). I think there is definitely a place in my classroom for such a resource.

However, I do not think this place is centre stage. I think that a web-based course would be an excellent place to start when planning my own course, especially as a first-year teacher. Working with a curriculum for the very first time, and having limited resources as we begin our careers is going to be overwhelming! Having a ready-made course would be useful in that it would provide a general outline to work with, which could be (and should be) tweaked along the way in order to suit both the students' learning styles and the teacher's teaching style. It would also provide some of these much-needed resources that first-year teachers just have not had the time and experience to gather yet (I know this is one of my top 3 fears going out into my first year teaching).

Now, I'm honestly not fond of web-based course delivery as an alternative to a classroom learning environment, primarily because I believe that this type of presentation is too rigid, as it does not (and cannot) take into account the interests, personalities, and teaching/learning styles of the individual students and teacher(s) involved in a course. Also, an issue brought up by a classmate during Sophia's presentation really got me thinking. My classmate was concerned about a lack of social learning and peer interaction when it comes to full-fledged web-based course delivery. This is a very valid concern. The student-directed aspect WBCs is good in that students can work through the material at their own pace, however, it is not-so-good because students spend all their time with a computer, rather than their actual peers. This peer interaction (and age-appropriate, rather than learning-level appropriate, classroom grouping) is the foundation of inclusive education, which Manitoba has adopted as a key component of its Educational philosophy. 

So, if we are to whole-heartedly buy into web-based course delivery, we cannot possibly whole-heartedly buy into inclusive education. And herein lies the problem. Is there a way for our schools to embrace WBCs and inclusive education? For me, it's just not adding up. 

Please, I would love to read your comments on the matter.

Until next time...

Inquiring About Inquiry

I am quickly exhausting my sense of silly and my verbose vocabulary. I have been at it all evening - first with Wedding Shower/Social Chatter, then with my Environmental Science Report, then with my Extra Blog Post, and now with my REAL blog post. Aiiiiggggh.


I suppose I will just get to it then, and write a little (okay, so it turned out to be not so little) blurb about:

1. Sneezing Cats (note: this was not initially included in this list)
2. Inquiry-Based Learning in General
3. Inquiry and John Finch 
4. Environmental Science: An Inquiry-Based Approach to Learning

1. SNEEZING CATS

As I was writing the title of this particular segment, I happened to sneeze. Because I happened to sneeze, Benni (my female cat) did her weird little meow-chatter (you know - or, maybe you don't - the noise cats make when they are perched in front of a window watching birds) and plonked down into my lap. This is what she does whenever someone sneezes. It's weird. Her paws are inhibiting my ability to type on my keyboard. And I thought I was going to be able to get this done quickly.

2. INQUIRY-BASED LEARNING IN GENERAL

Okay, inquiry-based learning. This is, basically, the type of learning that occurs in classrooms where students are able to choose topics that interest them, or that they would like to learn more about, and where the teacher acts as a facilitator of learning, rather than the all-knowing-one, and where students are able to use resources within the school to figure out answers to their questions and problems all by themselves, and where principals and teachers and students realize that is it not the content that matters, but, rather, the skills that are used to acquire this content. Yes, I am an English major. Yes, I realize that this was an atrociously long and awkward sentence. But this is MY blog, and so if I desire to write in lengthy, complex sentences that reflect my stream of consciousness, I will certainly do so.

As you have probably gathered based on the tone with which I used to describe inquiry-based learning, I really like it. In fact, I like it so much that I plan to use it as the foundation of my classroom instruction when I grow up and become a real, live teacher in the next few months (fingers crossed). I believe that this type of learning is the most effective, because students are far more likely to commit information to long-term memory if it is 1) interesting to them, and if they 2) went out and gathered it themselves. This type of learning is relevant because 1) students have unlimited access to Google and other resources of that nature, which allows them to search up anything, anywhere, anytime, rendering much (but not all) of specific content covered in the curriculum redundant, so 2) the acquisition of digital citizenship, research, social, organizational, reasoning, critical thinking, and literacy (both print and new media) skills are crucial for success in the world we live in today. 

3. INQUIRY AND JOHN FINCH

The reason why I bring this up in my I4Ed blog, is that a couple classes ago, John Finch came to our classroom to speak with us about technology within the school system, and copyright laws. Quickly (and I may have had something to do with this), the topic of discussion changed, and John became a valuable resource in my own inquiry-based learning about inquiry-based learning. I brought forth both my ideas (see above) and concerns about inquiry, and John did an excellent job of reinforcing my ideas, and combatting my concerns. He assured me that while the road to an inquiry-based classroom is not a smooth one (since it is radically different from traditional classrooms, and on the part of both teachers and students within the current school system, it will take some getting used to), it is one worth following. 

4. ENVIRONMENTAL SCIENCE: AN INQUIRY-BASED APPROACH TO LEARNING

I am, once again, going to stretch the connection between this blog post and I4Ed, but I really want to mention the inquiry-based learning I am doing as a student within Chris Beeman's Environmental Sciences course. I am so very glad that I decided to re-adjust my schedule to include this course, because it has been phenomenal to be able to immerse myself in the kind of inquiry-based, experiential learning that I plan on facilitating with my own students in the future. In Environmental Science, we (the students) come up with both the topics and questions we wish to study, and the methods (always activity-based) by which we wish to study them. Chris acts as guide within the classroom, providing additional supports (such as valuable and relevant readings, and ideas based on his own knowledge) and keeping us on track, but the real learning is driven by us. To put this course into perspective, I will provide an example: 

Some of us were interested in learning about the science behind skating, so two of us paired up and took the lead on organizing a trip to the Brandon skating oval in order to gain some information through experiential learning. Prior to our trip, we created a Google Doc., and each person from our class recorded some questions they had about skating (Eg. What role does friction play in skating?  Why is metal the best type of material for skating? How many calories does one hour of skating burn?). After out trip to the oval, we answered the questions we were able to answer by actually going out and having the experience. Then, we collaborated to answer the rest by researching them using online resources. Afterwards, the activity leaders compiled a report, and we all gathered together in class to discuss what we learned, how we learned it, and what we would do next time to further our learning. 

I am thankful that I am finally able to have a direct experience with inquiry-based learning, since within my years of schooling, these experiences were few and far-between (except, notably, during the Connections Fair at Boissevain School). I have retained so much more information from my Environmental Studies class than in most others, because I am actually going out and finding the answers myself.

I have typed FAR too much... My goodness, nobody is going to want to read and comment on my blog postings! I must stop typing immediately... well almost... first, I will leave you with this: 

Last week Chris introduced us to a fantastic document called Natural Curiosity, which explores outdoor inquiry-based learning. It is available as a free PDF on the Natural Curiosity website (click here for link). 

Thanks for sticking this out 'til the end! 

Organizing Myself Online (Extra Post)

Booooy am I ever going to have to write a lot of blog posts in the next few weeks (there are soooo many extra ones, due to the Tech Tasks). SO I will keep these extras short and sweet (highly unlike my usual style of blogging)


Topics for today:

1. Digital curation as a necessary skill in today's world
2. Some things I do to organize my life online
3. Some things I will have my students use in the classroom

1. DIGITAL CURATION AS A NECESSARY SKILL IN TODAY'S WORLD

Since there are so many digital curation tools available to us, I think we would be crazy not to spend the few minutes it would take to familiarize ourselves with a few of them. Digital curation allows us to organize ourselves in an environmentally-friendly, accessible, (physical) space-free, non-messy, low-fuss kind of way. It also provides us with a hassle-free way to continuously update our lives, and the lists that go with them. Rather than cart around physical binders, folders, and lists, we can keep track of virtually everything online! Because of this simplicity, I do believe that is an absolute necessity in the lives of both teachers and students.

2. SOME THINGS I DO TO ORGANIZE MY LIFE ONLINE

I have really enjoyed becoming familiarized with some digital curation tools through both ICT and I4Ed, although I do not use many of the tools that I acquired in these classes, simply because it would be overwhelming, and many of them have the same functions. The tools that I currently make the most use of are:

1. My Google Chrome Bookmark List (It is quick, comprehensive, and highly organizable. I have all of my websites sorted into separate folders, and subfolders and they are all right there at the top of my browser, where I need them. Because of this, I just haven't been able to get into Diigo)
2. Wunderlist (This is a quick, simple little app that allows its user to create multiple "to-do" lists with descriptions of tasks, sub-tasks, and due dates. I really, really like its ease of use)
3. Dropbox (I am new to Dropbox, but so far I am really enjoying it. It makes storing, organizing, and sharing files very easy - and it removes the issue of me forgetting my flashdrive)

Though this is a fairly limited list, there are several different digital curation tools I hope to familiarize myself with in the future (when I have more time, which will realistically be never), including Diigo (since it has really neat highlighting and clipping tools), Evernote, and Symbaloo.

3. SOME THINGS I WILL HAVE MY STUDENTS USE IN THE CLASSROOM

I can see myself encouraging my students to use Dropbox so that they, too, cannot use the excuse of a forgotten flashdrive to get out of work. Also, it would make handing their assignments (at least those done digitally) in to me very simple. I also like the idea of using Evernote to keep track of students' grades, coursework, and my own observations of their progress. Students could also use this tool, especially in gathering notes for research projects, or studying for tests. I also really liked what Kiersten (sp?) did with Symbaloo on her classroom website! Having quick links to both necessary and extra online resources for each subject available to each student in such an accessible and organized way is brilliant. I will be sure to look into that for my future classroom.

MY COMPUTER IS TOO COLD TO TYPE ABOUT FITNESS ON... (extra post, show and tell)

AGGHHH, like a bad keyboarding student, I have a habit of setting my wrists down on my keyboard (I'm sorry, Mrs. White), and right now my keyboard is INCREDIBLY COLD. -19 degrees, to be exact. And metal is QUITE a good conductor of heat. But I am a trooper, so troop I will.

Hmmm what to blog about today? I think I will blog about fitness. And try to make it relevant to this blog, which is supposed to be about technology.

On the docket for today:

1. My Insanity insanity
2. Exercise videos and at-home fitness
3. Neat fitness & healthy eating apps

1. MY INSANITY INSANITY

So, my best friend (Alanna) is getting married in June, aaaaand she chose me as her maid of honour. When one is in a wedding party, one often gets one's photo taken... numerous times. And these aren't just your run-of-the-mill-party-hardy-Facebook-photos that pop up on the newsfeed, get liked a couple times, maybe commented on (if you have ambitious friends who are up for more than just a lazy lurk and actually want to take advantage of Facebook's interactive features), then sink back into their photo album, never to be viewed again. These are pictures that will be cherished, and thus, on display, forever (dunh dunh dunh dunnnhhhh). 

And so I thought that maybe I should try to get in shape for said pictures. And so I started running at the BU gym, and bring veggies (gasp) to school to snack on. And then a friend of mine said that if I really want to get results, I had to do the Insanity workout with Shaun T. The program starts you off with a fitness test, wherein you are required to exert yourself by doing MAXIMUM INTERVAL TRAINING for 30 minutes, wherein you must do as many of each exercise presented by the tall, dark, and handsome (and ripped) Shaun T. If this was a pass/fail kind of test, I failed. No doubt. BUT I am not one to give up during a fight, so fight I shall. I will keep you posted, likely with funeral arrangements and a will that will divvy up custody of my cats, since I will mostly likely be on the verge of death by the end of the week. 

2. EXERCISE VIDEOS AND AT-HOME FITNESS

But, getting to the point, Insanity is an at-home workout in the format of a series of DVDs. And, it is not the first at-home workout program I have tried. I have got my ass kicked by Jillian Michaels, and I've partied (Turbo style) with Chalene Johnson. AND I have really liked it, in comparison with going to a gym (especially BUs - yep, I said it). I like it because it's private, because I don't have to leave my house in the freezing cold, and because I can pause, fast-forward, rewind, adjust the volume, and count down the minutes before my workout is done. Workout videos are both accessible, and engaging - and you don't have to wait for the guy across the gym to get the hell off the elliptical (he's not even using it right, anyways). I get to keep fit and have fun (a little Hal Johnson and Joanne McLeod for you) all because of technology. And not only are fitness apps great for personal use, but I think they would be great for school use as well. I remember doing Turbo Jam until I wanted to drop during gym class in Boissevain, and actually liking it, because it was choreographed right in front of us! Fitness videos would be especially great to have on hand as a high school gym teacher in today's day and age, since much of Phys-Ed has become about getting fit on your own time, at your own rate, doing your own activity. The vids could be loaned out to students who aren't sporty, and are unsure of where to start fitness-wise. Workout videos could also be used in the conventional classroom as well! Students could take small fitness breaks between work periods, wherein they follow a brief routine (1-5 minutes long) to knock the bored out of them. Just a thought.

Now, I am picturing you as you read this, shaking your head and scoffing (or, saying, depending whether or not you are like me, and frequently talk to yourself - out loud): "Psssht Brittani. Are you really going to blog about DVDs as a revolutionary form of technology in 2014?" To that I say... kind of? It gives me a springboard from which to take a running dive (this blog entry is about athleticism, you know) off of into an exploration of some more modern technology surrounding healthy living. I have done some research on apps (since I now own both an iPhone and an iPad) , and here is what I have come up with:

3. FIVE NEAT FITNESS & HEALTHY EATING APPS

• Endomondo Sports Tracker
• This relatively cheap app for smartphones has a built-in GPS tracker that will track the duration, distance, and speed at which you perform your desired athletic endeavour (from ballet to boxing) and the enable you to share this information (though, God knows why anyone would want to) with your social network.
• FitBit :)
• This app does basically the same thing as Endomondo, but it also allows you to log the foods you eat so that you are able to count calories. Fun.
• Sworkit pro
• This is basically an inventory of popular, yet effective exercises that can be pieced together (like a fitness playlist) according to target outcomes of an individual's workout. The app visually shows the exercise, counts down the time you should be doing it for, then moves on to the next exercise. Comprehensive and simple.
• My Fitness Pal
• Out of all the fitness apps I have tried thus far, this is my personal favourite. It allows you to create a very holistic fitness profile for yourself, logging information about your age, height, weight, activity level of your job, average weekly workouts, and fitness goals. Using this data, the app calculates the average amount of calories you burn in a day, and the average amount of calories you should be consuming. From there, you are able to log everything you eat (it contains over 3 million foods - including brand names - and their calorie counts; in fact, you can even scan the barcodes of foods right into the app) and every exercise you do (it contains over 350 exercises to choose from). The app keeps a running total of your actions against your fitness goals in the form of a graph, so it is easy to track your progress. Best of all, it's free.
• Zombies, Run!
• I haven't actually tried this app yet, since it costs money, and I am cheap. But in addition to sounding undead, it also sounds unreal. Zombies, Run! is a fitness game (a concept that sounds contradictorily awesome) written by an award-winning novelist, in which you, as the runner, become the main character in the game. It is your job to escape, and then eventually defeat, the zombies and complete missions that are outlined to you by some sweet British guys via your ear buds. It seems highly engaging, entertaining, and motivating. Once I am done Insanity, I will be sure to give this a try!




Well, that's all (for now) folks! If you're looking for a way to warm up in this wretched weather, give one of these apps a bit of a go. Then feel free to comment about your findings on this bloggety blog!

         Bye byeeeeeee :)

Losing Steam...But Gaining PLNs

I am feeling rather down today. Rather bland. Rather blue.

Perhaps it is the weather (a snowy, blowy, bad-roads-kind-a-day), perhaps its that I have spent the entire weekend visiting with family, rather than doing homework (and the homework has accumulated to the point where it is so depressing to even think about doing it, that I would rather just sleep, but I can't actually sleep because all I think about when I try is my accumulating homework), or perhaps it is that the end really is near. The eighteenth, and final, year of my life as a student. In seven months I will be entering (eep, hopefully!) a school to do the teaching, rather than the learning (though, I suppose that teaching really is one of the best methods of learning).

I mean, it's not that I'm not excited to be graduating, and teaching, and moving on with my life. It's just scary - as any kind of change is to the simple human being. And it's the weather. It really, probably is the weather.

So I guess I need to talk about something other than my feelings. I choose...

• PLNs

From what I understand, a PLN (or, personal learning network) is made up of all the resources (and, not just the people) a learner interacts with, and reaps knowledge from. In the context of the Internet for Educators course, some examples might be Twitter, Wikis, Blogs, YouTube Videos, Websites, Weebly, Mike Nantais, etc. etc. But, even though we discussed PLNs in an online context, I don't think that all PLNs are comprised of online resources, only. 

I think that each individual has a single, ginormous PLN that encompasses the learning that occurs in their entire life. I also think that this ginormous PLN can be separated into several smaller, more specific PLNS (as evidenced by the description of my "Internet for Educator's" PLN, described above).  These smaller PLNS could be networks comprised of resources for particular courses, topics, communities, interests, skills, lifestyles, etc. If we were to roll with this definition (which I sort of just made up based on my extrapolation from what we talked about last class), some of my PLNs would be:

• The Internet for Educators Course (Twitter, Wikis, Videos, Weebly, Mike Nantais)
• Boissevain School (Teachers, Coaches, Peers, Course Matter, Sports, etc.)
• My Social PLN, meagre as it may be (Twitter, Facebook, Game Night, TV, Novels, Magazines)
• And many more.

There is a strong chance I could be wrong about some of the things I just typed out, but I do think that terms mean different things to different people, and this is simply what the term means to me.

One of our tech tasks in in our I4Ed course is to create a diagram/map/something concrete with which to reflect and keep track of our PLNs. I think this is a good idea because I have a terrible memory, need to be organized in order to be sane, and am a visual thinker. I chose MindMeister as a medium with which to express my PLN for no particular reason. I just took a shot in the dark, really. I have not played with it too much, yet, but from what I have seen so far it is...

• Visually appealing (a necessity)
• Verrrrrry easy to use
• Customizable (another necessity)
• Practical
• Flexible
• Inclusive (I can insert images, videos, links, etc.)

Here is a link to my MindMeister, thing (which is far from finished, let me assure you). This will be followed by a funny picture of my cat.

http://www.mindmeister.com/368743968/brittani-s-pln

Like. A. Boss.

                                      Hammond out. 

SMART(or not-so-smart)watches?!

I am not sure if this topic meets the conditions of our class blog, or not - but I am going for it anyways, since it is actually a topic I have a high level of interest in right now, and I was not able to attend Thursday's class (therefore there are no new class topics for me to talk about.

SO, there isn't really a need for a blog-post summary, but I am a sucker for routine, so here it is:

1. SMARTwatches

SMARTwatches

I am sure that you are sitting back in your chair (or laying back in your bed, as I am doing right now after a long night's work at The Dock) wondering to yourself, "Why SMARTwatches, Brittani?" - well, the answer to this most pressing question, is that I am considering buying Trent one for his birthday (I am relying heavily on the hope that he is not following my blog as an example to model his after). Now, I guess these technological time-tellers are the next BIG thing, according to Trent and several online sources. I hadn't even HEARD about them until November, when Trent introduced me to the Pebble SMARTwatch - shows how up to speed I am.

Pebble SMARTwatch

I think that if I did end up buying the big bum a watch, it would be a Pebble. The Samsung version only works with Samsung phones (naturally) and the others I've read up on aren't very popular. It would seem that Pebble is the front-runner. BUT I am nervous that since SMARTwatches are fairly new, the kinks might not be quite worked out of them. I am also worried that Apple will release their version of the watch (undoubtedly to be called the iWatch) soon after I purchase the Pebble (Trent and I are Apple people now), since there is many a rumour floating around the interweb about such possibilities...

I am also wondering... are they worth it? I mean, the "old" Pebble is $150 dollars, which I think is reasonable, since if I am looking at buying a Nixon or Guess watch it's gonna be the same price or more, but the Pebble I am interested in is the new, sleek, higher quality one - that retails for almost twice as much... EEP. This begs the question - is it worth it (and, more importantly, can I reeeeeallllly afford this PLUS my eating-at-restaurants addiction?) 

I will now present you with a list of Pros and Cons, which I will try to make relevant to education:

PROS of Getting a Pebble:

• Largely customizable (bands, faces)
• Has apps to allow for increased life functionality (email, calendar, organizer, run-tracker, etc.)
• Makes for a great timer, or weight-loss tracker (think pedometer/calorie-counter) which would be handily worn at all times.
• This could be a good tool to use for coaching, or gym class (to track students' fitness)
• Sends discreet notifications that are accessible at all times
• Which is why I think this would be a great device for a teacher to have. This way, he/she would not have his/her phone out all the time (which could be distracting), but would still be notified when an important text/email/phone call was incoming. This could be done without interrupting class, as the watch vibrates to inform its wearer of any new notifications

CONS of getting a Pebble:

• Expensive
• Not well-branded yet (like Nixon or Guess)
• Not a lot of apps/software available yet, since they are quite a new concept
• Not necessarily necessary - I mean, isn't this why we have phones?
• Cannot text/email off the screen
• Apple will, inevitably, come out with something better - its only a matter of time

I would say this is a pretty even list. I am really, really curious to know what other people think about this topic, so any comments on this particular post are welcomed (though I will likely also just ask everyone what they think about this in class on... Tuesday [or do we have a guest speaker?]).

Are SMARTwatches a useful tool right now?

Oh, definitely.

Not. At. All.

Not yet - they need to iron out the kinks, and create more apps!

Poll Maker

I think that's all for now, folks!

Until next time...

Digital Identity... What, When and Where to Share?

I am going to try an experiment, and this experiment requires me to take a relatively large step out of my comfort zone, by sharing with you the actual (not-so-funny) goings-on in my life. My cat is ill. I realize that this may seem comical, being that I am a critically-acclaimed crazy cat lady, but alas, it is not. He (Jax) has just recently had an operation, re-enabling him to urinate. Approximately 2 weeks since, he has taken to vomiting profusely in all areas of the house. This is worrisome. Also, my grandfather has unexpectedly passed away today. I guess it just feels nice to tell someone who is sitting outside the situation, and who literally cannot reach over and give me an awkward hug. What a strange thing to say to people I hardly know - that is, if anyone chooses to read this particular post, - especially given my current mindset on digital identity (spoiler alert!).

Jax, Post-Operation-"Pee-like-a-Champ"

Alright, enough of that. Now, allow me to begin again, on a more light-hearted note, but forgive me if I am not as light-hearted as usual:



Well hello, semester four of four of my Brandon University Education degree. What a terrifying statement to be making... I simply cannot believe that in EIGHT months (fingers, toes, legs-like-a-proper-lady crossed) I will be heading my own classroom! Oh how I digress. The real topic on today's agenda is the formation of one's digital identity, not Ms. Britt's upcoming classroom shenanigans.

SO, topics for tonight:

1. Defining digital identity
2. My current opinion on digital identity
3. My digital identity's future

DEFINING DIGITAL IDENTITY

During our most recent Internet for Educators (IFE) class, we discussed a few key definitions, one of which was Digital Identity. According to Techopedia (I am not sure what its all about but it seemed legit) this is what it is:

A digital identity is an online or networked identity adopted or claimed in cyberspace by an individual, organization or electronic device. These users may also project more than one digital identity through multiple communities. In terms of digital identity management, key areas of concern are security and privacy.

My understanding of one's digital identity is:

All of the things one (knowingly or not, but for this post I would like to focus on the knowingly since the not is not something that can be controlled, therefore it is not something that is worth discussing) tosses out into cyberspace. These things could be in the form of an inebriated image on Instagram, a lascivious love letter on Facebook, or a shameful shout-out on Twitter.

MY CURRENT OPINION ON DIGITAL IDENTITY
Yes, I am aware that all three of the examples I have provided are not-so-awesome ones. Perhaps this tone is reflective of my current (yet, slowly altering) stance on forming a digital identity. Presently, I am of the mind that when it comes to forming a digital identity, less is more. I DO have Facebook, but the privacy settings are maxed out. I DO have Twitter, but I must approve you before you can read my tweets. I DO blog, but I make sure that there is nothing offensive (or more than mildly offensive) or too personal within my posts.

I am going to come right out and say it: I am generally afraid to broadcast information about my personality, interests, thoughts, feelings and opinions out there on the interweb for all to see. Why? Because once one tosses these things out there, one cannot simply take them back. They are out there, somewhere, FOREVER (dunh dunh dunh duuuuuuunh). What if what I think is fine to broadcast now, at 22 years of age, turns out not to be so fine in 2-3-4-5 years?? What if a potential employer finds it off-putting? What if what I said is boring, pretentious, irrelevant, or stupid? What if my MOM sees it (this is a joke, since my mom is technologically handicapped and will actually never see it, as she cannot even identify the "browser").

What if I am just a private person?

MY DIGITAL IDENTITY'S FUTURE
Nantais (who I will have to begin referring to by name, rather than my one and only fan, since this semester it is a requirement that others read my blog) believes that having a public digital identity is a good thing. And deep down, I must admit that this seems to be the direction the world is going in. I really got to thinking about this over the past few days, and here is where I am trying to be, mentally:

• By putting myself out there, I would be inviting others to learn about me, and therefore (if they like what they see), opening myself up to forming new and interesting connections
• There are many functions (including those which I have named earlier in my post) that allow the private to be separated from the public, so different digital identities can be created for different digital audiences (the same way in which we present ourselves differently to different audiences in "real life") 
• I find all of the new social networking possibilities interesting, and time-saving. I can share the goings-on in my life with my family and friends with the click of a (several) button(s) (on my keyboard which will spell the name of both the URL I am seeking and the message I wish to type into it). Sometimes it just makes sense. 
• It feels sort of nice to just toss things out there into the abyss 

As you could see in the second section of my blog post, I have not fully embraced this kumbaya mentality surrounding my digital identity. But, as you can also tell by the intro, I am giving it a trial run.

Until next week, (I mean, assuming that you do not think that what I have to say is boring, pretentious, irrelevant, or stupid, of course),

Britt