Category: EDCI 336 (Page 2 of 3)

For the past two weeks I’ve had some kind of debilitating bronchitis or intense cold of some sort. Needless to say I have been knocked out of class time. I haven’t been able to learn any of the great tech tools in class, but I didn’t want to stop my learning! Instead I decided to continue my tech exploration on my own from the comfort and safety of my own home.

I was able to explore Twine, the storytelling application.

I explored Mighty Coconut’s writing game example and was amazed by everything it had to offer! What an incredible program to use with students. So, seeing all it could do, I had to try it out for myself. Below is a screenshot of the beginning of my personal example on Twine. (Classic sick day as I have been home sick for what seems an eternity).

If I were to reflect on what I have learned so far, it is that the resources and creativity of humanity is endless! There are so many incredible tech options to explore that can enhance and illuminate learning in so many ways. I look forward to exploring Twine and its capacities further.

The idea of dual coding – connecting textual and visual information – makes a lot of sense! In our other classes we’ve been exploring different tools to engage this theory in our classes, such as Sketchnote. As a doodling, drawing person, I have always taken my notes this way. I have two apps, one is Procreate, the other is Notability and they help me engage the theory of dual coding in my own note taking.

When helpful infographic videos became popular to explain concepts, theories, history, and more (!) I realized how easy it was to retain and pay attention. Teachers started to show these videos in their classes, and students were watching! For example, you can have a history based video that demonstrates the theory of dual coding like this one:

Not only does it help to learn, but it also helps in your own note taking to help remember. They always say that studies show that pen and paper help to remember information – but so does drawing and writing together! Here are some examples of note taking that reflect dual coding theory.

Image from: https://inkfactorystudio.com/blog/sketchnotes-part1/, examples of how to use Sketchnote.

This website is a great tool for getting started to introduce Dual Coding theory in your own note taking, and I going to continue to do so! Now I don’t have to feel guilty about doodling in class – I am learning!!

Last week we discussed privacy and using the Internet carefully as educators. We discussed FIPPA, which can be found on the BC government’s website here. The storage of Internet content was something I had not considered.

This week in class we were asked to Google ourselves to see what we have on the Internet. I am not a huge Internet poster, even with my existing social media accounts, but I was curious as to what I would find.

The first Helena Wahl is not me. Even the second link to Facebook is not me. The third, however, was a link to an old WordPress Blog that I had nearly 12 years ago called “Hows Helena.” I would hyperlink it here, but I have since deleted it entirely.

Our discussion in class helped me to become conscious and intentional about what I will post, and have posted, on the Internet. When you Google my name and click ‘Photos’ the first three are of me. Two were from the website I have recently taken down, but the third belongs to a domain that I have no control over.

I am not longer affiliated with the organization and hope they will take it down. It is not an inappropriate photo by any means, I actually look great in the picture, but I have become aware of the impact and influence educators have. Certain associations and affirmations a teacher presents online can have a severe impact.

I hope to continue to reflect on and be cognizant of these facts.

Photo by Nathana Rebouças on Unsplash

In our discussions of technology and its imminent expansion and advancement, I spent time to ponder this week the ways in which it can both enhance and hinder classroom learning. I have been curious as to the ways accessibility intersects with technology. As we incorporate new programs with video, audio, text, and interaction in the classroom, are there ways that certain students will be excluded? Language, or communication, has been a major theme within the technology discussions in class. Along this theme of language, how can learners be enhanced or hindered by the use of language in new technologies? In this situation I thought specifically about the hard of hearing and deaf community.

For my Inquiry Project I selected learning ASL (or as much as I can for the duration of the semester. I hope to learn new content and discover the ways in which language and communication can take many forms with new technology. As we discussed in class, the SAMR model for technology innovation demonstrates the capacity for new tech to not only be utilized in the classroom, but enhance the classroom.

SAMR Model (https://sites.google.com/a/msad60.org/technology-is-learning/samr-model) Image credit: Sylvia Duckworth, via @DavidGuerin

As you can see, the submarine is where I am headed. My goal is to integrate my ASL learning with new technologies to redefine how new technologies can enhance accessibility in the classroom. This is not a new thought! There are many teachers already working to incorporate these principles in their classrooms. You can view some of them here. I hope to add on to these practices along my inquiry journey and exploration of redefining how technology enhances accessibility.

Thank you.

Helena