Mr. Hood's Learning Journey

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Category: Distributed and Open Learning

Reflecting on the Pivot

July 11, 2020 / / 0 Comments

Finding a Line“Finding a Line” by vpickering is licensed under CC BY-NC-ND 2.0

 

Everyone had to pivot their approach to education without a choice after the spring break, but we are very privileged to be living at this period of time where technology has allowed us to support both teaching and learning online. In our current summer course session we are focusing on the pivot moving towards remote learning, and how we can best support our learning community when we meet in September.  We are fortunate to have already been immersed in an online learning group with the ability to find resources, communicate with peers, and to have a sounding board to bounce off ideas with each other.

In reflecting the past few months of teaching in an online environment there were things that worked, things that didn’t work, things that need tweaking, and things that you knew should be there but weren’t present at all. It’s challenging to find the best solutions to all of these “things” and even define what that missing “thing” is. As such, it is natural to start with a messy canvas of thoughts and ideas before a clearer picture can be presented.

One valuable activity that worked for one of my courses was for students to communicate in small groups with each other in designated Zoom rooms. Some of the communication revolved around curriculum, but it also blended into a social and emotional support for students who have a natural need to connect with people outside of their isolation due to Covid-19 restrictions. I was unable to be present in each Zoom room at all times; however, I am not always present at each student space in the classroom. Creating a safe online learning environment with transparency for all parties is imperative for the opportunity to continue peer to peer interactions to continue. In September, we may not have the opportunity to develop those interpersonal relationships within physical proximity of each other. Having a system in place and a set of consequences to deal with harmful behavior is needed. My current goal is to reach out and find if there is anyone who has already developed the wheel on this topic. If not, with help from a community, we can develop the wheel and share it to all.

Are Open Peer Review Journals Viable?

January 12, 2020 / / 0 Comments

Dollfie Handcuff“Dollfie Handcuff” by gordon (TD8316) is licensed under CC BY-NC-SA 2.0

 

From reading Marc Couture’s article on Academic Publishing at a Crossroads, it sets the tone of asking ourselves if open peer review and peer review journals are the new future of publications? Marc explains to the reader that there is a shift by large publishing houses in using an open access model. Publication houses are changing from a subscription revenue model and instead moving towards article processing fees  (APC) which the author pays directly,  partially, or fully by supporting institutions or grants received. As well, we are seeing alternative initiatives in providing open access content to the public.

Students and faculty members enrolled in a Canadian university have reading access to publications through online subscription fees paid by their educational institution. As a master’s student at the University of Victoria, our library is part of the Canadian Research Knowledge Network (CKRN) which helps secure digital access to publications, advocates for Canadian researchers, and to support a digital infrastructure for preserving heritage documents. However, such costs for an individual who wants independent learning or for educational institutions that can’t burden the costs for access sets up barriers for learning.

One suggestion is creating an open peer review model, where anyone can publish an article in an online journal with review from their peers. Who then decides the individuals who will complete the peer review of the publication? Is it an established educational institution that completes the process, a government agency, or is it general members of the public? In addition, Jaime A. Teixeira da Silva brings a valid point  of  author confidentiality. The author may not want to be identified during the peer review process in an open access forum, and may prefer a traditional peer review process that has guidelines and boundaries to protect the author’s privacy and confidentiality. Presently, there doesn’t appear to be a conclusive guideline and set of rules for outlining an open peer review process for authors.

Another consideration is the financial cost of having experts in their field complete peer reviews. Some educational institutions are well funded, and have tenured professors on staff with salaries that give individuals paid time to complete reviews. However, on a global platform we have financial inequity, and not all experts have the financial freedom to complete peer reviews or have the same salary system that Canadian universities provide to their professors. The decision to work and provide basic necessities in life or to read an article that gives no financial benefit is the reality that individuals need to face in different countries. In many cases international students who want to be experts in their field or professional academics come to Canada for training and the possibility of staying in Canada due to the financial stability and the support system of the educational institutions found in the country. In the article Academic Salaries and Contracts: What Do We Know? a comparison of salaries involving twenty eight countries identified the United Kingdom, Australia, United States, and Canada as the top countries in which the profession of academics offers the greatest financial security and transparency. In countries that don’t have financial security, professors moonlight outside of their educational institutions to sustain themselves.

However, there is evidence that open access journals can be developed and maintained. There is a very successful consortium open access journals found at the Open Library of Humanities (OLH). The funding model as outlined on their website is a charitable foundation that collects funds from institutional libraries who then pay the costs for publication. The fees are much lower compared to accessing journals from publishing houses. The OLH also received two grants which helped the initiative to get started. Each article published costs about $500, which covers the cost of the staff, maintaining the website, and other expenses related to having the article as open access. All of the participating library institutions in the OLH are notably located in Europe, Canada, the United States, or Australia.  All of which have stable educational institutions to support academics. Social equity through open access to scholarship is the main driving force in creating the OLH partnership.

An alternative business model for funding open access is demonstrated by the Sponsoring Consortium for Open Access Publishing in Particle Physics  Sponsoring Consortium for Open Access Publishing in Particle Physics (SCOAP³). The European Organization for Nuclear Research (CERN) is the governing body which collects funding from over 3000 libraries and institutions with over 40 participating countries. Money that previously went directly to publishers is centralized under the consortium, which is then given to pay partner publishers that provide open access to articles. An additional benefit are authors retain copyright over their published work.

Open access may need to be seeded in countries that have the institutional resources or grant funding from wealthy contributors to begin an initiative. An organized system of governance and support staff must also be made available to create an open access system that is also peer reviewed by experts in their field. Open peer review systems are quite new to the publication world, but partnerships are being made from large publishing houses such as Elsevier and scientific institutions such as SCOAPÂł in exploring funding solutions that benefit the private and public sector. Overall, it is a step in the right direction in providing equity in education. How it moves forward in academia remains to be seen.

 

Impacts of Online Learning

December 24, 2019 / / 0 Comments

In Ontario, the Ministry of Education is making it mandatory for high school students to take at least 2 courses through online learning. Moving forward, deciding on the most effective delivery of instruction through online learning creates a framework in reading articles on best practices, modes of delivery, massive open online courses (MOOC’s), blended models, and overall deciding on the most effective pedagogy for e-learning and supporting theory behind the model delivery.

 

Mapping Pedagogy and Tools for Effective Learning Design summarizes some of the key theories when delivering an e-learning course. Behaviourism, cognitive theory, constructivist, activity based approach, socially situated learning, experiential, and systems theory are the foundations in basing a design for creating an e-learning platform. The challenge is finding the correct delivery method, the presentation of material, learner engagement, mode of assessment, and the human resources which are available to deliver the curriculum.

 

An educator who previously worked in Ontario during our online collaboration informed us the Ontario government has  already spent money on infrastructure to create an e-learning environment. Students are able to access courses from remote communities that may not have the course being offered in their school. Some of my colleagues from Fort St. James explained the E-BUS program, School District 91 in northern British Columbia, allows their e-learning instructors to visit students in remote communities in person to develop a relationship in order to meet the learning needs of the individual. Presently, I don’t have information on the delivery method that will occur in Ontario for their e-learning course, hoping that learners won’t feel isolated when completing the course. 

 

E-learning can be very effective, but the challenge is to ask oneself if it is effective for every student? The variation of e-learning courses makes it challenging to answer this question, but the potential of meeting the needs of a larger percentage of the population may be a more suitable approach in giving flexibility for students with their education. Students with special learning needs such as mobility, pace of learning, or with social emotional challenges such as being in a classroom setting could find an e-learning environment the only successful choice. Additionally, an e-learning environment not only takes away limits for the learner, but also for the instructor. An example is having a distributed learning environment where synchronous communication can occur with guest speakers and specialists. If the course 

One more aspect of the e-learning environment is having effective training for the instructor. Peers in our distributed learning course for our masters program described how there was very little training from finishing their undergraduate degrees in education and then entering the field of distance education. As well, new software management tools need to have a support system for educators to be taught to educators.  As outlined by my peers, if no training is provided for using new technology, then the technology isn’t as effective at what it is supposed to do.  

 

In Learning Design and Open Education, the article summarizes that there is still a need for professional development in OER’s and MOOC’s to engage, create, and enhance the learning of students. How governments move forward with consideration to funding models, e-learning theory, and best practices hopefully moves towards meeting the needs of a large proportion of our learners. What happens in Ontario will most likely be analyzed for either the mistakes that are made and for the positive steps that created success.

 

 

How Open are Open Educational Resources?

December 14, 2019 / / 0 Comments

Technology“Technology” by Sephko is licensed under CC BY-NC-ND 4.0

 

In the context of Open Educational Resources (OER’s) we are reshaping the world where access is now on a global scale.MIT Open Course ware Initiative presently has 2400 courses, with the most popular course being an Introduction to learning the coding language Python. The privacy and terms of use with all the course content allows the learner or user to download all of the course material with the ability to share and adapt the content. The adaptations allows users to modify content to best suit the needs of their community, such as a language barrier or mode of delivery. EdX is another OER platform which consists of an amalgamation from various educational institutions who provide open access to materials for auditing, but requires a fee for unlimited access to content and for the ability to receive certification. 

 

The question then is what is the purpose of OER’s for the learner? For some the motivation may be self fulfillment and acquiring a new skill set for their own purpose. For others, there may be a need for proof of accomplishment in order to show an employer that a specific skill set has been acquired and assessed by master instructors in their field. Either way, I feel there is room for not only true OER platforms, but a hybridization of having paid content for the learner to receive the benefit of having contact with a real person who is an expert in their field.

 

One of the challenges with having a true OER framework is the cost of maintaining such a network, maintaining content, and keep material current. Institutions such as MIT, may have the financial backing from tuition fees, private donors, grants, and bursaries that flow into being one of the most prestigious schools in the world as cited by The World University Rankings website. An OER can be created anywhere in the world, but the resources are still needed to create an OER community along with presenting learning objectives that individuals are interested in acquiring. In asynchronous communication through the use of Hypothes.is in which our cohort reviewed the article Reflecting on the Impact of the Open Education Movement. Journal of Learning for Development, comments on how the need for a curating shared resources, and determining if a shared resource has value takes time. Finding a curator and the time needed requires a volunteer or an individual who is employed. Not all master educators have the luxury of having university tenure, institutional support, or have free time because of the need to work for paying the cost of living and raising a family. 

 

My present journey with OERs is the use of code.org, which allows teachers to use the tools and guided activities that are provided by the software. My grade 8 students create a website of their own creation within a three week period learning the basics of HTML and CSS coding. In addition, English is one of the many languages of the software interface that can be chosen, giving the ability for users throughout the world to have open access to the tools in learning how to code. Coding activities are set from preschool to adults who want to improve their skill set. The free course material is updated annually with some of the module offered, thereby reducing the traditional cost schools would have needed for the purchase of new textbooks. However, there is no assessment tool or certification provided by the software. I feel in this realm there is a break between open access and the cost of giving feedback, assessment, and certification from professionals who can check a learner’s progress that determines a level of competency.

 

OER’s that have either institutional or private funding support have a global impact with the reach of their resources, but do such deep pockets also present an English ethnocentric showcase for viewing how learning itself is presented? In the classroom discussion earlier in the week, our professor highlighted viewpoints about OER’s in South Africa and how many of the creators of such global reaching sites may not reflect the cultural interest of the community. There is a barrier in infrastructure, hardware support, and financial support in comparison to the developed and developing countries. However, the advent of technology itself can be a catalyst for leapfrogging into the 21st century. Vanessa Bates Ramirez’ article on Leapfrogging Tech provides a great summary on the use of OER’s in Africa and how new technology in infrastructure, power grids, health care, and agriculture and open education are being brought to remote communities. Open educational resources are not technically free due to the costs of maintenance and support of the platform, but overall are making waves in improving the overall quality of life for many people in the world into giving guidance to educators and students.

 

In  the first time of my career, I will be teaching three courses based on OER’s to teach website development and coding using Code.org or Khan Academy.  My ability to teach coding comes from the same resources the students use in my courses. The reality is to teach new skill sets that are current with 21st century learning, educators need  to be learning online. The reality for some teachers is there are no supports, mentors, professional development workshops, or courses in their community that will teach them the knowledge needed to present new curriculum. OER’s have allowed educators and students to acquire new skill sets, but to for them continue to be open without service costs will be up to our society in supporting them through institutional or private funding.

 

References

Conole, G., & Brown, M. (2018). Reflecting on the Impact of the Open Education Movement. Journal of Learning for Development – JL4D, 5(3). Retrieved from https://jl4d.org/index.php/ejl4d/article/view/314

edX. (n.d.). Retrieved from https://www.edx.org/

Hypothes.is. (n.d.). Retrieved from https://web.hypothes.is/

Khan Academy: Computer programming. (n.d.). Retrieved from https://www.khanacademy.org/computing/computer-programming

MIT OpenCourseWare. (n.d.). Retrieved from https://ocw.mit.edu/index.htm

Ramirez, Vanessa B. (2018, May 6). Leapfrogging Tech Is Changing Millions of Lives. Here’s How. Retrieved from https://singularityhub.com/2018/05/06/leapfrogging-tech-is-changing-millions-of-lives-heres-how/

World University Rankings. (2019, September 12). Retrieved from https://www.timeshighereducation.com/world-university-rankings/2019/world-ranking#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats

A Reflection of Summaries

October 15, 2019 / / 0 Comments

“Park Bench Reflection”by CPSutcliffe is licensed under CC BY-NC-SA 2.0

 

Over the last week various groups summarized and reflected upon readings from Second Handbook of Information Technology in Primary and Secondary Education, and from The Cambridge Handbook of Multimedia Learning. The summaries allowed me to brainstorm alternative possibilities for my final project in the master’s program, and to put layers upon ideas that have started to take motion in moving forward with my final project. 

 

Recently I have been thinking about how collaboration can be successful with students in my classroom with their peers situated at much distance from our own community. How could students in my classroom help build a website collaboratively a peer, make learning relevant to both learners, and create personal meaning for individuals and for their community?

The article on Advanced Principles in Multimedia Learning from the The Cambridge Handbook of Multimedia Learning gave some insight on ideas to consider. Presented by Gary, Deirdre, and Andrew, these individuals brought in the three viewpoints on how  one can create an environment in which deeper thinking strategies and tools for the learner are provided through multimedia. 

 

The Guided Discovery Learning Principle in Multimedia Learning

The biggest consideration is how much scaffolding, support and guidance does the teacher provide in supporting discovery learning with the application of multimedia. There is no definitive answer on how to proceed, but it does get the educator to think about starting students with a level of success by not making the learning goal too challenging that results in a lack of motivation, or inert drive, for the individual to move forward. With the new B.C. core competencies, there is a move towards collaboration, thinking, working with others, and being creative in a landscape with ever changing content. I agree with the groups thought on how I can consider the aspect of multi-leveled designs to support students. In an inclusive classroom, I would need to set adapted or modified goals that are clear, supportive, and within a framework in which collaboration with peers not only takes place, but is also valued and part of the overall whole.

 

The Learner Control Principle in Multimedia Learning

The initial goal of the learner control principle was to give the learner more control of their learning which would cause an improvement with engagement. Andrew, Gary and Deirdre made a big note on mentioning that there is very little empirical evidence that it works, but did suggest that the model can work under certain conditions such as a high level of prior knowledge, instructional support, and scaffolding. I feel before attempting a project in which students are engaged with peers from another school through technology, scaffolding of prior knowledge can support the learning relationship between peers. Skill sets such as self regulation, codes of conduct, and providing peer review between individuals could help support the learning activity.

 

The Collaboration Principle in Multimedia Learning

The greatest amount of reflection came from the information presented to me through the collaboration principle. With the advent of new software and technology, I feel the bridge for students to cross is getting smaller. The key ideas for success with student collaboration is making the activity cognitively challenging but not overwhelming, making sure the flow of information between peers flows without obstructions, and that students share their vision of moving forward when collaboration occurs. Working on a project together, the individuals in the group can break activities into workable units and form the overall whole together. Programs such as Trello and Skype are software possibilities in which I can get students to collaborate with each other and allows coordination of learning.

Also, being aware of some of the pitfalls of collaborative projects such as social loathing, where an individual in a group project decides not to put in the same effort compared to when a project is reliant solely on oneself. Finding adaptations would be necessary in such a case.

 

Summary

I enjoyed watching the videos and found the summaries quite valuable as a resource guide in exploring concepts such as using technology for assessment, basic principles of multimedia learning, and challenges related to digital equity.  The summaries from peers in our course highlight various topics in which further research can set up positive impacts for our learning community as a reader and researcher.

 

The Big Picture: Models for Including Technology in the Classroom

September 24, 2019 / / 1 Comment

Using technology in the classroom is what many teachers have incorporated as part of their craft. With the ever changing landscape of software tools and applications, it creates an exciting atmosphere of the possibilities that one can accomplish in the classroom. Incorporating technology has always brought me back to the thoughts of Bloom’s Taxonomy, and how to scaffold towards higher level thinking for learners. 

Image courtesy of Jessica Shabatura 

 

I find models have merit in creating a framework for my own pedagogical practice,  but feel it is dependent on the practitioner as to which model is the best fit. I feel the SAMR model is dependent on one being a master teacher, whereas the TPACK model is more inclusive towards helping the practitioner understand the multi-faceted relationships that are required to implement technology.

Thoughts on the SAMR Model

 Dr. Ruben Puentedura developed a framework for incorporating technology in which one progresses towards greater incorporation and complexity with the use of technology by the following strategy:

  • Substitution
  • Augmentation
  • Modification
  • Redefinition

In his model Dr. Ruben Puentedura identifies when technology changes from enhancing to transforming the classroom environment. The model sets a framework for an individual to identify and reflect on their own practices where they are in the model.

What the model doesn’t reflect is the instructional design process. In The SAMR Model as a Framework for Evaluating mLearning  article, the authors suggest that when developing a unit with the SAMR model you must consider the instructional design process taking into account technical, pedagogical, and management issues. 

In a critical review of the SAMR model,  authors Erica R. Hamilton, Joshua M. Rosenberg, and Mete Akcaoglu suggest the SAMR model could be more context sensitive, add more layers to the complexity of the various relationships involved with learning, and address instructional design. The authors also highlighted the lack of peer review to analyze the model and various perceptions readers have in the implementation of the model. 

 

The TPACK Model

The Technological Pedagogical Content Knowledge Model provides a multi-dimensional view of learning the SAMR model lacks. The presentation by the authors illustrating a Venn Diagram with Technological, Pedagogical, and Content knowledge surrounded by contexts allows the reader to identify the complexity of including technology in a successful way. 

 

The pertinence between Pedagogical Knowledge (PK) and Content Knowledge (CK) is the most crucial element to master, and what I feel many teachers (including myself) strive for to consider themselves a master teacher and leader. The TPACK model creates a foundational footprint towards being 21st century expert teacher; a person who creates their own path for encapsulating technology into the deeper core of learning in a successful way.

 

Conclusion

I appreciate how the SAMR model scaffolds technology from a form of enhancement to a transformative element, as it is a useful concept when being mindful of creating new units and lesson plans when teaching. The SAMR model feels more substantial if you layer in Bloom’s Taxonomy as to how you can apply technology into bridging learning communities together. The SAMR model on its own has challenges when addressing pedagogical practice for the practitioner. It is my opinion that an instructor with a strong background in curriculum design and pedagogy could connect the dots in layering the SAMR model with their own prior knowledge.

I feel the TPACK model is overall a more holistic view of education that provides the big picture. It can be more useful than the SAMR model with highlighting how one can grow in their own professional development in their knowledge base. It can allow one to reflect from all 3 spheres and connect towards the interlocking relationships in moving forwards towards incorporating technology effectively. 

 

 

Media Influences Learning

September 17, 2019 / / 1 Comment

 

“media – treated as singular or plural The main means of mass communication (broadcasting, publishing, and the Internet) regarded collectively.” defined by Lexico

Personal Experiences with Media and Learning

Seventeen years ago my daughter was born in South Korea. She grew there up to the age of five with both parents being non-native speakers of Korean. My partner’s first language is Indonesian and mine is English. My child went to playgrounds, took Taekwondo, and even joined a pre-school belly dancing classes. However, we created opportunities for her to use media as a learning tool through dependent and independent experiences. From DVD interactive learning games, recordings of Sesame Street, video CD’s of Indonesian children songs, activity books, and story books, my daughter was being prepared for her transition to live in Canada and attend Kindergarten.  It is my opinion that media enhances and enriches the lives of individuals and communities. Media has reached its tentacles into many faucets of our life, to the point where children are being exposed to the use of media at younger ages and have digital content specifically targeted to toddlers who can independently navigate content. Toddlers can now video conference with their grandparents using software such as WhatsApp. Their cognitive landscape is altered by the use of media compared to generations past. Media gives the opportunity to make personal connections and experiences without having another individual to be physically in the same space.  

 

My son phoning grandma from Canada to Bali (2 years old)

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Going back 36 years ago to the Present

The Clark-Kozma media Debate pits two individuals on the use of media and learning. In 1983  Richard E. Clark published results that media doesn’t influence learning. From Clark’s follow up article on Media Will Never Influence Learning, Clark frames his argument to the reader in asking, “Whenever you have found a medium or set of media attributes which you believe wilI cause learning for some learners on a given task, ask yourself if another (similar) set of attributes would lead to the same learning result.”   It wasn’t until 1991 when Richard Kozma did a literature review of media in relation to learning and concluded that  learning can compliment and provide experiences that are unique for the individual.

Technology has changed since 1983 when Clark published his initial findings where online and personalized experiences were non existent. Kozma’s theory has even more public support in the form of mandates and courses outlined by provincial governments to include media and technology in curriculum. In British Columbia you can find Applied Design, Skills and Technology   curriculum that supports Kozma’s theory in intertwining technology and cognitive development. The implementation of how technology can provide learning experiences unique and personalized is what many educators throughout British Columbia are exploring at the present time.

 

Gaming the answer?

Katrin Becker entered the debate in 2010 with a reflection on the use of digital games in her paper The Clark-Kozma Debate in the 21st Century. I was intrigued with her concluding thoughts on how educational games, game design, and incorporating creativity into games has “tremendous potential.” Games growing up for me had specific objectives with specific levels and embedded coding that couldn’t be changed. Games are now giving the opportunity for children to create their own levels, objectives, and produce their own content to share with others. A great example is Super Mario Maker 2, or Minecraft provide immense opportunities for creativity. Code.org  or Scratch are online software tools that provide free scaffolded lessons for learners in teaching how to code and create games.

 

Concluding Thoughts

Earlier in the week at my school, I found a student drafting textbook sitting in the photocopier room published in 1976. Glancing through, it gave instructions on how to draw 3 dimensional objects in a 2-dimensional space. We still need people to create casts of objects and to create items from various materials. One can still learn how to draw using a pencil and paper to provide accuracy with dimension and space, but now those skills can be applied with software such as Autocad or the student derivative called Tinkercad. Clark states,in his article Media Will Never Influence learning that,”The problem with the media attribute argument is that there is strong evidence that many very different media attributes accomplish the same learning goal.” Clark is correct that students can learn similar skill sets with drafting by pencil and paper or with a computer, but one then has to question the value of learning by pencil in hand or the value of learning through digital software? The value of providing inclusion to students who may have the physical or developmental challenges compared with the challenges of using a pencil, paper and textbook? The ability to share and create results through the use of 3-D printing in school classrooms?  Do media attributes serve a unique cognitive effect for a learning task? I feel there is more evidence that the answer is yes. Our digital landscape is reshaping how a new generation cognitively perceives their world. 

Trends in Technology Education

September 10, 2019 / / 0 Comments

Technology and Society

“Technology and Society” by Michael Steele is licensed under CC BY-ND 4.0

 

Holland’s article on the Implications of Shifting Technology in Education, the author quoted Douglas Rushkoff on his view that the learner should be asking, “Am I learning? Am I becoming a smarter more innovative human being?” Douglas’ quote speaks volumes on how we are shifting in our educational practices with the new curriculum changes in British Columbia revolving around curricular competencies, rethinking as educators on how to develop 21st century skills for the future workplace, and how to implement those skills into the classroom to create more innovative human beings. I agree with the trends viewed by Holland five years ago and identify how changes with technology influence my own practices and those of my colleagues in the classroom.

 

Use of technology in traditional classrooms

Collaborative learning through cloud computing

Students have for generations in our schools collaborated with each other with lab partners in science class, participate in debates, create projects together in a humanities or mechanics course, and have organized themselves into activities such as team sports to reach a common goal. It is much more recent that students have used a memory stick or save their work on the computer server to develop and retain their documented work as a presentation, Microsoft Word document, or an Excel Spreadsheet, but now this model itself feels outdated with the use of programs such as Google Docs. Students can collaborate on presentations and allocate project management to work on multiple facets of an online document that is updated in real time by all collaborators who can either be present in the same room or work together through distances that are only limited to internet access. As educators, we can use the same tools to share resources between colleagues which can be edited and personalized for the classroom. No longer does an individual need to worry about losing a memory stick having to restrict themselves to developing their learning at the school. Students and teachers alike can access online material through phones, tablets, or electronic devices in other locations such as public libraries to connect with others.

Analytics for Feedback

Holland points out the importance of transparency and timely feedback on meeting assessment criteria. Data management has been a hot topic, and in British Columbia we have seen attempts to provide online learning portfolios through Fresh Grade. Video, images, documents, and assessment can be transmitted to the guardians of students, and learners can access their portfolios. Communication can occur through text messages using an online application between all participants. Student progress can be displayed through graphic organizers such as bar or line graphs to show progress over time with specific content and how it aligns to the new British Columbia curriculum. Fresh Grade does have its drawbacks such as the time it takes by the teacher to input information and to upload image content for younger learners, but it has made inroads into a few of the elementary schools in Northern B.C.

Software and Targeting Curriculum 

I feel the greatest amount of development is in teaching 21st century skills in the use of technology, such as how to use programming language, creating a web page, and using software to develop 3-D models for printing. Holland mentions previous uses of resources such as CD’s, TV, stopwatches, radio, tapes, and newspapers. We must keep in mind such resources were past uses of technologies, but technology nevertheless. In my school one of the courses that I am teaching is Digital Media 8. The material for the 4 week elective is being provided by code.org, in which students learn to code using HTML, CSS, in developing a website. The course itself emphasizes collaboration between others in debugging software and coming up with solutions for students self directed projects on their website. It also provides a foundation on how learning looks, at that it doesn’t need to be centralized with the constraints of a classroom. Employers are looking for skill sets that may be quickly outdated from course curriculum offered by universities, and are recognizing self initiative in having skill sets without receiving degrees. One such avenue is how students can learning training through google remotely  and receive accreditation. 

Final Thoughts

Holland’s article was published by TechTrends in May/June 2014, and five years later it is still relevant in its message on how technology needs to tool our learners for use in a collaborative mindset to problem solve and apply critical thinking in solving towards 21st century issues. From robotics classes that are available in many of our high schools in B.C,, flipped classrooms, and using technological tools in innovative ways to motivate learners through inquiry or problem based activities are some of the unique ways educators are adapting in my school district. We have seen a shift in the new BC Curriculum that is emphasizing less on content but more in having the ability to be more innovative with authentic experiences. Technology has been a part of past generations who have learned on electronic typewriters or used dial-up modems, and it will continue to change as time marches forward.  

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