Are BYOD Programs Hindering or Assisting Student's Learning?

                                       
CP Schools. (2014). Frequently Asked Questions (FAQs). Retrieved from: http://www.cpschools.com/BYOD/BYOD_FAQs.php
  
         As society becomes dependent on technology, lifestyles, norms and education changes to assist these technological structures. Within the education system, many schools are creating a program which encourages students to bring your own device (BYOD) to school. "BYOD empowers students to become the experts with the device they have" by giving students "access to a variety of resources and tools to support their learning anywhere, anytime, at any pace and individual path" (Upper Grand District School Board,  ND).

            As a teacher candidate experiencing the transition from a ban of personal devices within the class to an encouragement towards personal devices; I believe these technologies potentially hinder a student’s ability to develop knowledge. I agree with the Upper Grand District School Board stating personal devices enrich educational experience by allowing students to engage deeply by using hands on activity to enhance ones learning. But I question students dependencies developed for/on their devices. Technology has many great factors that should be taught to students. These factors are

- Providing easy access to information

- Learning how to research

- Becoming aware of global issues

- Having a wide range of resources


However, why are the below issues overlooked?

- Increased cyber bullying

- Decreased life span

- Makes children dependent on technology to find all their information instead of thinking or storing it in their own minds

- Having poor communication skills

- Losing basic/real world skills such as basic math, vocabulary, and geography

- Not learning basics such as how to use a map, how to have a face-to-face conversation, or even how to write

- Some students/families cannot afford devices




 Manning, K. (2014). 5 Reasons Why Bring Your Own Device Is Becoming Popular. Retrieved from: http://www.itsmonkie.co.uk/5-reasons-bring-device-becoming-popular/ 

What happened to teaching students how to find out information on their own?

I believe that without BYOD programs students will be more engaged in their learning as they will have to actively search for information, which will make them develop more knowledge, independence as well as a longer attention span and increased information storing. Students will learn how to search for knowledge and connect a bunch of information they have learned to problem solve.


If education in the past was successful without these technologies, why make a drastic change for them now?

It is prevalent that society is more dependent on technology and it is agreed that students should have hands on experience with using technology within school. However, children who are not part of the BYOD program can learn on their own with minimal dependence on technology, leading to the development of the basic skills that many students today are lacking. Students are becoming lost without technology as these BOYD aid technologically dependent lifestyles and minds (Pyatt, 2015). In addition, Technology is a great distraction to many and because of that, having BYOD programs can lead to children feeling confused and not learning as they are focused on things they see with their devices.

            As a teacher candidate, I see the benefits of devices as they help me to develop ideas as well as keep me up to date with education systems across the world. In elementary school I was taught everything without technology and with that I had great motivation, determination and goals. As I got to high school I became dependent on technology as we had similar programs to BYOD. I became so dependent on technology that I lost a lot of motivation and determination. I now regret conforming to the device programs as I now need to relearn a lot of the basic skills that are needed when there is no access to technology.


Technology is good for connecting the world and supporting ones learning, but it is overused within many schools today.


References
Pyatt, C. (2015). Teenagers becoming too dependent on technology. Retrieved from: http://cdssunrise.com/19343/opinions/teenagers-becoming-too-dependent-on-technology/

Upper Grand District School Board. (ND). Bring Your Own Device (BYOD). Retrieved from: http://www.ugdsb.on.ca/byod/

Is Media Common Sense? A Media Literacy Perspective

How many times have you believed information seen or heard in the media and argued it was right and then come to find out that it was false?

Weebly. (ND). [Graphic illustration March 3rd, 2016]. Unit 5- Media literacy: The power of the media. Retrieved from

            http://mrswelshsclassroom.weebly.com/unit-5---media-literacy.html

 

            Media is prevalent everywhere in our external environments and can be interpreted in many different ways. Mass media influences ones development of characteristics and is widespread within many readings, issues, videos and images presented in the classroom (Redmond, 2015). It is a way of portraying dominant knowledge and representing certain issues, so I question if it is common sense. Media has a great influence on thoughts, beliefs and worlds views and because of that, media literacy is an important aspect of 21^st century education. In order to teach individuals how to view media by looking past the dominant common sense knowledge, media literacy should be implemented. Media literacy is “the ability to access, analyze, evaluate, and create texts in all forms” (Redmond, 2015, P. 10). The video below further explains the meaning and importance of media literacy.

 

CMFRPhilippines. (2014 October 10th). What is Media Literacy. Retrieved from https://www.youtube.com/watch?v=q8ntNPXQnS0

                As today’s society is growing in the use of technology, it is important to target media within the class. Media literacy could be taught implicitly through students searching Information and Communication Technologies (ICTS) to emphasize and explore false beliefs that are advertised (Redmond, 2015). Exploring false beliefs is important because it puts great emphasis and connection on real world issues and concepts that are being taught with the distortions of what media is showing or saying. By doing this, students can become critical thinkers and advocate for change in society.

                However, even though media literacy is important within the classroom, many conflicting policies and ideologies come into effect when implementing it. The Common Core State Standards (CCSS) is a text that helps teachers implement media literacy within the classroom in order to develop students who are 21^st century literate (Redmond, 2015). However, the No Child Left behind Act tires to promote equality within the class, but discourages and comes into disagreement with print and non-print texts that try to encourage media literacy, and critical thinkers (Redmond, 2015). The No Child Left behind Act sets standards for narrowly focused testing, reading and writing, rather than the exploration and interpretation of ones environments. Below are Category Example Statements from Redmond (2015) findings that The No Child Left behind Act fails to recognize and discourage. These statements emphasize the importance of media literacy within the classroom.

“Integrated Model of Literacy

✶    Using images, sounds, and videos to communicate your ideas is important and it is becoming a more and more important way of communicating (Travis, 1-1).

✶    .. .what media literacy tries to do, just like you do with actual literacy; we try to break it down. We try to slow it down... (Tamara, I—1).

✶    Kids have a way to talk about literature. It is a part of how we educate children. But they never break it down or slow it down or talk about it for media. Media kind of just happens to you (Tamara, 1-1).

Developmental Perspective

✶    This is a perfect age because they're skeptical. They are shifting their ideas (Lisa, 1-1).

✶    We are kind of trying to play catch up with the amount of stuff they see that is not developmental^ appropriate (Tamara, I-1)

Socio-Cultural Perspective .

✶    You really need to question what the ulterior motive is of pretty much any media that's gonna come in your face (Tamara, 1-1)

✶    The goal is for kids to become critical viewers of media, and, in that, critical consumers (Tamara, i-1).

✶    The first day we say "all media is constructed'' and it's constructed to elicit... it's either after your money, power, or your emotion. There is something that they want and they are going to contrive to get it in some way. And [students] may go along for the ride and say: "That's great. I'm happy to be entertained by that," or they may say: "But I know what you're doing." And I think that's really what we want kids to end up with. Where they say: "You know, that's an interesting thing you just did" (Lisa, 1-1)” (Redmond, 2015, P. 14).

In the end, media literacy has value and should be understood as a way of integrated literacy, valuing students, and become committed to new 21^st century education and skills (Redmond, 2015). As a student Judy from Redmond (2015) states, “We talk about stuff from outside of school, sort of. We talk about the media and all the different brands and how they put them in movies. We also talk about, like, celebrities, and stuff like that— things that we can relate to or know a little bit more about and are a little bit more interested in than, like, science or something. (Judy, class discussion, 12/17/2010)(Redmond, 2015, P. 15). This quote emphasizes, not only do teachers use media literacy to develop 21st century literate students, but also students remember and enjoy media literacy within the class as they can connect to it

 

 

 

 

References

Redmond, T. (2015). Media literacy is common sense- Bridging common core standards with the media experiences of digital

learners. Middle School Journal.

The First Steps To Designing An Interdisciplinary Unit

                    Do you want to motivate students to learn?                                                                                                                  

Smart ELT. (2016). [Graphic Illustration February 9th, 2016]. Good and bad lesson targets. Retrieved from  http://smartelt.com/the-smart-approach/smart-alt-training/smart-training-intro/

 

Teachers need to use an interdisciplinary approach when creating units in order to connect subject areas and lessons to the curriculum. Within the 21st century, many subject boundaries are not distinct; in fact, they are fluid (Drake, Reid, & Kolohon, 2014). Not only are subject boundaries fluid, the curriculum is also fluid as it is in constant change to fit the needs of shifting societies. By implementing an interdisciplinary approach, students will learn critical thinking by applying many different disciplines to one specific topic.  In order to design an interdisciplinary unit, a teacher must begin by looking at who, what, where, why and when (Drake, Reid, & Kolohon, 2014).

As a past elementary student, I have not experienced an interdisciplinary lesson. When in school I was always curious to know why we were learning certain topics and why those topics were beneficial to me. I always questioned the teachers asking why we were learning what we did, why it was one sided, and how did it connect to my education, but I never received an answer.  As a teacher candidate, I will practice an interdisciplinary approach, as I believe it is important to connect all aspects of education to students within the class in order for them to gain interest, meanings and experience on how to apply their knowledge.

As a teacher candidate, I will use the integrative design as a way to help students succeed within their learning, as I do not want anyone to experience an undesirable education as I did.  In university, I have learnt that an interdisciplinary design needs to start with the teacher (who).  It is also important to know what an interdisciplinary design looks like.  Once a teacher knows how an interdisciplinary design looks, they need to know where to use it. In this stage, teachers should ask themselves, in what unit and activities I would use this approach. Once a teacher determines who, what and where of the design, they need to focus on the why. The why stage is where the teacher determines the purpose of their lesson and its relevance to the curriculum (Drake, Reid, & Kolohon, 2014). Lastly, the teacher needs to think of when, the appropriate time to implement the curriculum. 

The last step in developing a basis for an interdisciplinary design is getting to know their students, the curriculum and brainstorm (Drake, Reid, & Kolohon, 2014). Getting to know the curriculum is important for developing an interdisciplinary design, as the teacher needs to see the big picture of the curriculum. By knowing the curriculum, the teacher will be able to determine what they want their students to know, do and be for the unit there are creating. Not only is it important to know the curriculum, but it is crucial to know one’s own students. Teachers should know their students in order to develop lessons, assessments and information that will assist and interest their students. It is beneficial to get to know your students because as a teacher you can change your style and cater to the needs of the students in order to be a positive role model.  Once a teacher knows the curriculum and their students, they can then brainstorm, connecting the two aspects. Teachers can use the knowledge of their students and the curriculum to help them develop 21^st century skills. The video below gives an example of interdisciplinary teaching and learning.

 

Lewis, S. (2014, June 24).  Interdisciplinary Teaching and Learning. Retrieved from https://www.youtube.com/watch?v=7_IbNoLzZjs

 

 

 

 

 

References

Drake, S., Reid, J., & Kolohon, W. (2014). Interweaving curriculum and classroom

            assessment.Oxford University Press.

 

21st Century Literacy: A Focus on Cultural Literacy

           New coming teachers, students and parents wonder how 21^st century literacy will fit the specific needs of their child as every child has different experiences, cultures, genders and ages. A common question on literacy is “what does it mean to be literate?” (Berger, Die, & Forgette-Giroux, 2009, P. 5). As a teacher candidate, incorporating 21^st century literacy into my class is a fear of mine as I had assumed that it focused specifically on reading and writing, which writing is my area for improvement. Little did I know, 21^st century literacy is an extremely complex concept that focuses on a range of factors, rather than just reading and writing. 21^st literacy is the focus on “contemporary societal demands for literate workers and citizens”, which means that it takes a multilateral approach as today’s society is in constant change towards a more diverse world (Berger, Die, & Forgette-Giroux, 2009, P. 2). When learning this definition, as a teacher candidate I was pleased to know that 21^st century literacy can be implemented in many ways and know that the multi-literate skills could benefit each student as it could change to focus on the needs of specific classes.

            One extremely important strand of literacy that is under the 21^st century skills is cultural literacy. I believe cultural literacy is one of the most important factors within the class as the Canadian society today is becoming more diverse every day. Could understandings of many literacies arise when focusing on cultural literacy as it has many components to it?

 

 

Asian Education. (2015). [Graphic illustration January 8 2016]. The 'Iceberg' Model of Culture: Observable and Non-observable Components. Retrieved  from  https://www.pinterest.com/pin/403846291558715584/.

            In the diagram above reveals the ways in which we as humans approach culture. As the picture displays, individuals who are not of our traditional Caucasian western culture are only viewed, responded to and understood by their exterior of speak, clothing, and physical appearance. However, how can children of different culture successfully learn here in Canada if they are not learning about a culture that they can connect to and understand? The implementation of cultural literacy being a main component in today’s classrooms is important because the multicultural society needs a different approach in order to expand communication between and of cultures (Berger, Die, Forgette-Giroux, 2009). By allowing cultural communication, individuals could potentially see what is beyond these children’s appearances and look at what is hidden, just as the bottom of the iceberg, which consists of norms, learning style, personality, and values. I believe that the cultural strand of literacy is important because it can lead to “cultural understandings of what and how”, which could allow students to connect their understandings and meanings to their education and receive successful outcomes that they deserve (Berger, Die, Forgette-Giroux, 2009, P. 4). Thus, the fears of parents, teachers and students of 21st century literacy should not be as prevalent because literacy is a complex factor that is used in many ways to fit the needs of all children. These 21st century literacies are changing to fit society and to make education practical for everyone. So back to the question of what does it mean to be literate? We now know part of being literate is reading, writing and understanding culture.

 

 

References

Berger, M., Die, G., and Forgette-Giroux, R. (2009). Literacy, diversity and education: Meeting the contemporary challenge. Canadian and International Education.

 

Parent - Teacher Partnerships

What do the politicians below believe is the key to students educational success?

Learning Leaders. (2011, March 11). Family engagement = student success. Retrieved from https://www.youtube.com/watch?v=gwEPv2ob_QI

 

            Throughout my educational career, I have been alone when participating in extra curricular events. When I was in primary grades, many parents came into the class to take part in weekly art programs, and I always wished my parents would have participated as well. When my parents were busy at work, I felt discouraged and less motivated to take part in school events because I wanted them to be there as well. In school settings today, parental involvement  is important, however; teachers are individuals who need to use their skills in order to obtain successful parent-teacher partnerships. Most parents are not involved when teachers send out notices about school events (Auerbach, 2010). Parents are more likely to be involved if the school and teachers make them feel welcomed into a safe environment  (Henderson, et al., 2007). Not only is it important for parents to be involved so they know what is happening in their children's classes, but I believe students will feel more comfortable within their school if they see their parents comfort and involvement. Teacher’s actions are the motivation for parents to become involved (Auerbach, 2010). Because parental involvement is extremely beneficial in the development and learning of a child, then why don’t schools promote a welcoming environment to heighten parental involvement? Below are a few tips that teachers can use to increase parental engagement within the class.

 

Morrow, J. (2010). [Graphic illustration October 22, 2015]. Forming Partnerships With Parents. Retrieved from http://www.slideshare.net/jim1035/presentationforming-partnerships-with-parents

 

           Not only are there parents who do not put effort into their children’s education, but it is surprising that there are many aspects needed in the process of parent partnership with school. As Auerbach (2010) states, partnership needs to involve parent’s commitment and social justice, which is the understanding, acceptance, and promotion of all cultures and types of family. I agree that parents need to be motivated in participating within their child’s schooling, but also on a community-based level of different children, cultures and families within the school. I believe that the best way to get parents involved is through communication and formation of belongingness, which could occur through family centers, phones calls and event (Henderson, et al. 2007). I believe that teachers should use great efforts to try and motivate parents into becoming involved in the school community, no matter their race, social status, or culture. Check out the 66 ways to improve parental engagement from teachers perspectives.
 

              The most successful way to develop parental involvement within the school is to carry out education in the home as it increase student’s achievement (Shumon, ND). When education is carried out in the home, students are constantly learning and developing in stages. Not only does home education scaffold the child’s learning, it motivates children to do better and parents to develop interest in the class. Homework is the number one tool that teachers use to keep parents involved in the child’s education (Shumon, ND). Not only does homework allow parents to help their children, but it also gives parents a insight on the class content. In addition to homework, there are take home packs. These take home packs give parents a voice as they could comment on the parent logs and express their individual concerns. Not only is this take home pack worthy for parents to voice their opinions, but it is an efficient way to have successful parent-teacher communication. There are tools that teachers need to follow in order to gain parental engagement. These tools will  welcome family communication, support students, speak up for students, share power and collaborate with community (Hammack, 2012).

 PTO Today. (2013, July 26). Parent involvement matters! Retrieved from https://www.youtube.com/watch?v=nOhZ6U5yaXA

 

 

 

 References

Auerbach, S. (2010). Beyond coffee with the principle: Towards leadership for authentic school- family
            partnership. Journal of school leadership.

Hammack, B., Foote, M., Garretson, S, & Thompson, J. (2012). Family literacy packs: Engaging teachers, families, and  
              young children in quality activities to promote partnerships for learning.

Henderson, T., Mappy, L., Jhonson, R., & Davies, D. (2007). Beyond the bakesale.

            The essential guide to family- school partnership.
Shumon, L. (ND). Parental involvement at home.

 

A Teacher Candidates View On An Educational Flaw?

Doench, L. (2014). [Graphic illustration September 28 2015]. Grounded Parents. Retrieved from http://groundedparents.com/2014/04/12/internet-meme-  
             demolition-derby-childhood-is-not-a-disease/

             I have gone through many years of education and was always labelled as the bad student. I was the bad student because I took longer to understand concepts being taught. I was the bad student because I did not contribute a lot as I was shy. In my opinion, the education system has a great distinction between good and bad students. Though I see the education system as making a positive change in letting students grow and learn individually, I am writing this blog with my thoughts before I came to university. Even though I do feel that schools in Ontario are changing for the better, I still believe this issue of “good” and “bad” students should be discussed, as it is an ongoing dispute in other schools. I believe schools overlook the fact that the education system influences student’s behaviours through repetition in the curriculum (MacLure, et al, 2012). The education system has great influence on “good” and “normal” children, through social and institutional ideals, which could cause children to become someone they are not. I feel that these ideas of good and normal children are potentially not normal or natural, causing students who are not receiving teacher’s approval to be “othered” (MacLure, et al, 2012). In elementary school, I was placed into an alternative class with students who were struggling. I have not received a diagnosis for any learning disabilities, but teachers judged me as being below average. From kindergarten to grade 8, teachers tied to put a diagnosis on me because I was not at my grade level. However, teacher never gave me or tested me on any content that was my grade level, so how was I supposed to show them that I was at an average development? Just because I did not learn as fast as other students, I was othered and it had a toll on my high school educational experience as well. The clip below is an example from students of ways in which teachers categories them as good or bad.

Shark. (2014, February 16). Good students vs. bad students. Retrieved from  https://www.youtube.com/watch?     
            v=pxGccO2PnRw

                Now as a teacher candidate, I believe it is important for students to develop their own identities rather than schools building the identities for children. I question the education system when looking at ideas of “good” students because unnatural approvals and evaluations become highlighted (MacLure, et al, 2012). If education is causing students to be less sincere and built unnaturally, should schools give educational freedom to children? I think that childhood is not a specific kind as it is produced through many societal conditions as children are viewed as becoming (Walkerdine, 1993). I question if children can truly become whom they want to be if the education system marginalizes them based on approval and assessment? In my eyes, there is some problem with the education system because it places children in the good or bad category based on false beliefs. An example of this is teachers giving feedback from assessments or showing the class evaluation criterion. By giving strict feedback and evaluation criterion, students are more likely to give less sincere opinions and feelings (MacLure, et al, 2012). In addition, many students learn in different ways; by giving strict criterion, teachers are automatically placing students who lack those strengths into the “bad” student category.  As being a teacher candidate and seeing this problem in the education system, I will practice student centred learning in order to allow freedom and individuality to all my students. Rather than discovering children for their individuality, is the education system a way to corrupt and produce children for society? To find out steps on how to positively correct difficult behaviours, check out the video below.

1 Millerville. (2015, February 9). 6 steps to positively correcting students behaviours. Retrieved from  https://www.youtube.com/watch?v=yT-
            pUHgVNs4


The two links below provide you with more information on this idea of "good" and "bad" students.
https://raniblogsaboutcausation.wordpress.com/2015/07/29/good-or-bad-students/
http://www.alternet.org/story/39/school_testing%3A_good_for_textbook_publishers,_bad_for_students


                                                                   References

MacLure, M., Jones, L., Holmes, R., and MacRae, C. (2012). Becoming a problem: Behaviour

              and reputation in the early years classroom. British Educational Research Journal.
Walkerdine, V. (1993). Beyond developmentalism? Theory and Psychology.

To Know, Do and Be

      Education is a complex system that has many instructions, which are ignored. As a teacher candidate and student, I  had faced many struggles throughout my educational years. When I was in elementary school I was not allowed to voice my opinions and teachers would constantly put me down. As I advanced in my education, I realized that education should be in the best interest of the child, but how many children are truly receiving education in their best interest? I knew that there were many other children who were faced with negative educational experiences, so I decided to become a teacher to help as many students as I can.
       One thing that I learned within my four years of the concurrent education program is that students need to learn in steps such as, knowing their knowledge, which involves understanding. Doing, which involves using appropriate learned skills to problem solve. And being, which involves using the knowledge learned to become active citizens of society. Students should care about what they are learning and  apply their knowledge in everyday life (Blankstein & Huston, 2011). Education exists for a purpose and I believe that everyone should absorb information and use it in ways to benefit their individual success. The curriculum is universally homogenous throughout North America, and it is not created for everyone to have the same outcomes. I believe that it is important for students to use their values, and attitudes (be) with the 21st century skills to form questions (do), which leads to understanding and bigger ideas (know) (Drake, Reid & Kolohon, 2014).The figure below summarizes the know, do, be theory and compares it to real life situation for greater understanding.

Taylor, Monica. 'KDB Umberella (5P42)'. Unfolding Educational Philosophies and        
       Research- Brock University, Ontario 2014. Web. 17 Sept. 2015.

       As a teacher candidate the three aspects of know, do and be (KDB) are in my opinion the most influential aspect of the curriculum and they are the capstone to children's future success. This is the process by which students use integration of knowledge to develop learned initiatives (Rodriquez, 2011). Capstone is the leading factor in the KDB theory as it emphasizes the steps of learning and taking all learned information to form a bigger picture. I feel strongly on allowing students to express their own opinions and beliefs, thus I provided  videos below with students views and a teachers tips on the capstone/KDB curriculum.

 

Advanced Placement. (2015, Feburary 25). AP capstone: A student perspective. Retrieved
       from  https://www.youtube.com/watch?v=0aoEXEIQKTM

GP Strategies Corp. (2014, April 10). Key pointers on creating engaging curriculum
        design. Retrieved from https://www.youtube.com/watch?v=uAZzHG-Zt3E


The links below provide more information and KDB curriculum examples:
http://kdbps.in/pages/curriculum.html
https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Integrated_Curriculum.pdf

Ending with an influential quote regarding the curriculum, "the changes schools make in students cannot and should not be limited to the intellectual and academic: rather, they will and should encompass the moral and civic development  of students" (Blakstein & Huston, 2011, P. 95).





                                                              References
Blankstein, A., & Huston, P. (2011). Leadership for social justice and democracy in our 
       schools. Corwin Press.
Drake, S., Reid, J., & Kolohon, W. (2014). Interweaving curriculum and classroom
       assessment. OXFORD University Press.
Rodriquez. (2011). Capstone experience general education initiatives. University of
       Delaware.