For my Ed-Tech project, I focused on four main tools and ideas that I think are actually useful in a classroom: Canva, digital citizenship, flipped learning, and accessibility tools.
One tool I found really helpful was Canva. It makes creating resources quick and easy, especially with all the templates available. I liked that everything is customizable and easy to share with others, which saves time when planning lessons.
Another important area is digital citizenship. Teaching students how to act appropriately online and understand their digital footprint is really important. Itās something students are already part of, so helping them navigate it safely makes a big difference.
I also looked at flipped learning and AI tools. These can give students more time in class for interaction, instead of just listening to instruction. It shifts the focus more toward active learning and engagement.
Lastly, I explored accessibility tools. Features like photo-to-text and captions can support students with different learning needs and make content more inclusive for everyone.
Overall, these tools and ideas show how technology can support both teaching and learning when itās used in a thoughtful and practical way.
This semester my free inquiry was focused on gluten free baking, and honestly, I ended up enjoying it even more than I expected. At the beginning, I thought it might feel repetitive doing one recipe a week, but it actually turned into something I looked forward to. It gave me a reason to slow down, try something new, and share it with others.
One thing I realized pretty quickly is that gluten free baking is not as straightforward as just swapping flour. Some weeks went really well, like my muffins and cookies, and other weeks definitely didnāt turn out how I expected. I even had one week where I used a photo from my favourite breakfast place because keeping up with a new recipe every single week was honestly a bit challenging. That being said, it made the whole process feel more real and less about being perfect.
If I could give advice to myself at the start of the semester, I would say donāt overthink it and donāt expect every recipe to turn out perfectly. The point of the inquiry is to explore and try things, not to get it right every time. I would also tell other 336 students to pick something they actually care about or enjoy in their everyday life. It made a huge difference for me because it never really felt like āextra work.ā
What I enjoyed most about this inquiry was being able to experiment and then share the results with people. Bringing baking into class and having others try it was honestly one of the best parts. It made the learning feel more interactive and fun, and it connected really well to the idea of learning through doing.
In terms of EdTech tools, I mostly used TikTok and YouTube to find recipes and ideas. These were super helpful because I could actually see the process instead of just reading instructions. I also used my blog posts each week to document what worked, what didnāt, and what I would change next time. Looking back at those posts helped me see my progress over time.
Overall, this inquiry helped me realize that learning doesnāt always have to be formal or structured to be meaningful. Trying, failing, adjusting, and improving each week was a big part of the process, and it made the experience more engaging.
This class we watched a few of the EdTech presentations that different groups have been working on. One that stood out to me was about using AI to assess student work. It got me thinking a lot about how AI could actually fit into teaching, especially when it comes to marking.
The group talked about how AI could make assessment more efficient by saving time and creating more consistency. I can see how that would be helpful, especially when teachers are marking a lot of assignments. I also think AI can be useful behind the scenes, like helping teachers create rubrics or assignment guidelines. For example, my group used AI to help build a rubric for our health assignment, which made the process a lot quicker and gave us a solid starting point to work from.
At the same time, I have mixed feelings about using AI for actually assessing student work. As a student, Iāve had moments where I wondered if feedback I received was AI-generated, and it didnāt feel very meaningful. It made the feedback feel less personal, like my work wasnāt really being read or understood. Because of that, I donāt think I would want to rely on AI for giving feedback or writing report card comments. Those parts of teaching feel important to keep personal and connected to the student.
I do think there are some situations where AI could be helpful, like marking multiple choice quizzes or helping organize assessment data. But in a subject like PHE, where a lot of learning is based on participation, discussion, and personal growth, it feels harder to rely on AI to capture that kind of learning in a meaningful way.
Another thing I kept thinking about is how assessment isnāt just about giving a mark, it also helps teachers understand where students are at. When teachers go through student work themselves, they can notice patterns, misunderstandings, or areas where students might need more support. If AI is doing that work, I think it could be harder to pick up on those details and use that information to plan next steps.
We also talked briefly about consent, and how students and parents would likely need to be informed if AI is being used for assessment. I think thatās really important, and Iād be curious to know how comfortable people actually feel about that. It also made me think about school policies, since expectations around AI use seem to vary depending on the setting.
I didnāt get a chance to ask questions during the presentation, but a couple I was thinking:
1. How do you make sure AI feedback still feels meaningful and personalized for students?
2. In what situations would you trust AI to support assessment, and when would you avoid using it?
Overall, this presentation made me realize that AI can definitely be a useful tool for supporting assessment, but I still think teachers play an important role in actually understanding and responding to student learning.
This week in class we participated in an Ed Camp, where everyone submitted topic ideas and then voted on which ones we wanted to discuss. There were quite a few interesting topics, so it was actually hard to choose. One of the topics that was suggested was using AI for lesson planning, and it ended up being selected as a discussion group.
I chose this topic because I have been experimenting with AI while preparing for my upcoming six-week practicum. What I have found so far is that AI works best when the prompts are very specific. For example, one of my group members asked ChatGPT to help create a list of real and fake news headlines for a hook in their āSources of Health Informationā lesson https://docs.google.com/document/d/1KiJhz0TzGxndx9cogchcWY0SDdZ4no_W3F24vV5U8HU/edit?tab=t.0#heading=h.72qn1n4tfxw9.
One thing our group discussed was that some AI tools work better than others depending on what you are trying to do. We also talked about how important it is to fact-check AI responses. At the end of the day, teachers know their students and classroom dynamics best, so AI ideas still need to be adjusted to fit the real classroom.
Our group found that after about 10-15 minutes we started running out of discussion points. Looking back, having a few prepared questions might have helped keep the conversation going. Overall, the Ed Camp was a fun way to share ideas and hear how others are thinking about using AI in education.
For this presentation we explored the question:Ā How can fitness technology and activity-tracking apps promote healthy habits or unhealthy competition and anxiety among students?Ā It examines how tools that track steps, heart rate, activity minutes, and sleep can support teaching and learning by encouraging self-monitoring, goal setting, and health literacy. At the same time, the project considers potential drawbacks such as unhealthy competition, pressure to maintain streaks, anxiety tied to performance metrics, equity and accessibility concerns, and student data privacy. It also highlights best practices for educators, including focusing on personal growth rather than comparison and promoting balanced, healthy mindsets when using fitness technology in schools. Enjoy!
Their menu has a lot of great gluten-free bakery options and sandwiches, but my go-to is always their aƧaĆ bowls. Theyāre actually pretty hard to find in Victoria, and Iluka makes them perfectly from scratch with fresh ingredients every time. There are about six different bowls to choose from, but my favourite is the Mermaid Bowl. It has never disappointed me.
The bowls are colourful, fresh, and packed with toppings like banana, coconut, granola, chia seeds, and fruit. Paired with an iced coffee and some sunshine, it was honestly the perfect little breakfast break this week. Sometimes when I donāt get the chance to bake, itās nice to step out and enjoy someone elseās great food instead.
In class this week we talked about computational thinking and how games can be used as learning tools. During the lab activity I tried the coding game with Anna and Elsa from Frozen. I do not have much experience with coding, so it took me a bit of time to figure out how the steps worked and move through the levels.
The only time I remember doing something similar was later in my undergrad I had to use programs like Python for a biomechanics class. I found that really difficult and mostly just followed the instructions without fully understanding what the code was doing.
When I think about coding in relation to Physical and Health Education, I personally donāt see it fitting into most parts of the curriculum. While technology could be connected to areas like biomechanics, I think PHE classes should mostly focus on movement and being active. School can sometimes be one of the only places students are away from screens, so I try to keep that in mind when thinking about teaching.
While planning a lesson recently about identifying reliable health information, I came across an online activity called the Bad News Game that focuses on misinformation. It looked interesting, but I decided not to use it because it talks about fake news more generally and I wanted the lesson to stay clearly focused on health information.arly focused on health
This week our focus was on assistive technology and being intentional about how we use technology in learning. As I worked through the readings and videos, I kept wondering why assistive technology does not feel more common in classrooms if it can make such a difference for students.
In one of the videos we watched, the conversation around technology replacing traditional reading and writing really stood out to me. I understand why people worry about that. There can be a fear that students will rely too much on technology and not develop important skills. But what resonated with me was the idea that technology can act as support rather than a replacement. For some students, it gives them the confidence and independence they need in order to participate more fully in learning. It can be a bridge, not a shortcut.
We also explored common misunderstandings about assistive technology. Some people think it is cheating. Others believe it is too expensive, only meant for students with significant disabilities, or that it creates more work for teachers. The idea that it creates more work really made me reflect.
I will admit that technology can feel overwhelming at times. Even in our program, there are tools I am still learning about. While I have personally benefited from assistive technology before and have seen how it can remove barriers, I can also understand why some educators hesitate. Learning how to use new tools effectively takes time. Teachers are already balancing so many responsibilities, and adding something new can feel like one more thing.
As someone whose teachable is Physical and Health Education, I think about accessibility often. In PHE, inclusion usually looks like modifying equipment, adjusting rules, or adapting activities so everyone can participate. Technology is not always the first thing that comes to mind in a gym setting. When I picture assistive technology, I often imagine laptops or tablets, and that does not always feel like the natural fit for a PHE block. At the same time, I recognize that assistive technology is not limited to screens. There are many forms of support that could enhance learning and participation if used intentionally.
We also discussed the Triple E Framework, which I found helpful. It encourages teachers to think carefully about whether a digital tool is actually enhancing learning, engaging students meaningfully, and extending their understanding beyond what could be done without it. I appreciated this framework because it does not suggest using technology just for the sake of using it. Instead, it asks us to be thoughtful and purposeful.
Overall, this week made me reflect on my own growth. I know there is still a lot for me to learn about assistive technology and how it can fit into my future classroom. I want to continue building my confidence with these tools so that I can create environments where all students feel supported and capable. Even if it takes time, I believe it is worth exploring how technology can reduce barriers and help more students experience success.
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