Author: callim10 (Page 1 of 2)

During week four, we had the opportunity to tour Pacific School in downtown Victoria. In the morning we got to meet the principal and owner. He was incredibly welcoming and took the time to answer many of our questions about the school, its structure, and how it operates. One thing that really stood out to me was learning how private schools still work within the framework of the BC curriculum while having more flexibility in how they deliver it. It made me curious about how the same provincial learning standards and BC Core Competencies are interpreted and implemented in different school settings which I thought was very interesting because I never actually took the time to read the differences https://curriculum.gov.bc.ca/competencies. Seeing how a private school approaches the same expectations helped me realize that while the learning goals remain consistent across BC, the environment, resources, and teaching approaches can look very different.

I was especially interested in thinking about what Physical and Health Education might look like in a school like Pacific School. Access to facilities such as gyms, outdoor spaces, and recreation centres can shape how PHE is taught and experienced. This visit made me reflect on how schools without large gym spaces may rely more on community partnerships, outdoor learning, or creative use of smaller spaces. It reinforced the idea that strong PHE programs are not only about facilities but also about creativity, flexibility, and building connections with the local community. Overall, the visit was very fun and made me think more in depth about how school context influences teaching and how educators adapt to provide different learning techniques/ways to help their students.

Think about how you’ve found generative AI useful or not for educational purposes

I have found generative AI to be both useful and limited for educational purposes. It can be a helpful support tool for brainstorming ideas, clarifying concepts, and assisting with planning or organization. In educational settings, including areas I will be teaching like Physical and Health Education, it can be especially useful for opening up discussion ideas or background information for topics related to health, wellness, and mental well-being. At the same time, generative AI has clear limitations. It cannot replace critical thinking, creativity, or hands-on learning, which are essential parts of meaningful education. There is also the risk of being more reliant with it, where learners may depend on AI instead of engaging with the material in class. Overall, I find generative AI most effective when it is used intentionally as a support tool rather than a replacement for learning, reflection, or in person interactions.

Describe possible uses for generative AI in school settings at the level you would like to teach

Generative AI has several possible uses in school settings, particularly at the high school level, and in middle school as well. For us teachers, I feel like generative AI can be used as a planning and support tool rather than a replacement for teaching. It can help generate lesson ideas, adapt activities for different age groups, and support creative prompts or questions that encourage student thinking. In Physical and Health Education, AI could assist with planning health-related lessons such as mental health discussions, goal-setting activities, or wellness reflections, while still allowing physical skill development and movement-based learning to remain hands-on and student-driven. This type of support can help teachers manage workload and focus more time on instruction, relationship-building, and student engagement. At the same time, I have noticed that over-reliance on AI can be risky…. if teachers or students depend too much on it, it can reduce creativity, critical thinking, and personal reflection.

For students, generative AI can be used as a guided learning support when clear boundaries are in place. At the secondary and middle school levels, students could use AI to help clarify concepts, brainstorm ideas, or organize their thinking before beginning assignments. In PHE, this might include helping students reflect on personal fitness goals, better understand health concepts, or generate questions related to well-being topics. However, it is important that AI is not used to complete work for students. Instead, it should support preparing and thinking, with learning and assessment taking place through in-class activities, physical participation, and personal reflection. Age appropriateness is also important; younger students require more guidance, while older students can benefit from structured support that encourages independent learning.

Overall, generative AI works best when it helps students learn while still allowing teachers to maintain real connections with them. This is especially important in subjects like PHE, where teamwork, relationships, and hands-on learning play a big role. When used responsibly and with purpose, AI can enhance teaching and learning without taking the place of the human interaction that is essential to education. It is also important to consider ethical and environmental issues, such as the ownership of AI-generated content, digital privacy, and the energy demands of AI systems. Reflecting on my own experiences, I see AI as a valuable support tool, but only when it is used intentionally and does not replace genuine teacher-student engagement or meaningful learning experiences.

References

Government of Canada. (2023). Responsible artificial intelligence and digital literacy. Government of Canada. https://www.canada.ca

Common Sense Education. (2023). Artificial intelligence and education. https://www.commonsense.org/education

Describe how you could use video or audio editing as the assignment medium for the subject and grade level you will be teaching (if at all), and what you could do to make the assignment as engaging as possible.

Video and audio can be very useful in classrooms because it encourages students to show their learning in ways beyond just writing a paper. For me, since my teaching area is Physical Education, video and audio editing can be especially effective for both skill development and health-related learning. One way I would use this is by having students record themselves performing a specific skill at the beginning of the semester and again at the end, allowing them to see changes in their technique and confidence over time. Video or audio could also be used in health units, where students create short clips teaching a skill, explaining a fitness or wellness concept, or reflecting on their learning, since teaching others helps reinforce understanding. To make the assignment engaging, students could have choice in topics, use simple editing tools, and include a short reflection on what they learned and how they improved.

Describe how Multi-media Learning Theory can help us create more effective instructional videos and tutorials.

Multimedia Learning Theory helps us create more effective instructional videos and tutorials by showing how people learn best when information is presented in manageable ways. I feel like it suggests that learners understand content better when visuals and audio work together rather than overwhelming them with too much text or too much information at one time. By keeping videos short, focused on one main idea, and using visuals that directly support what is being explained, students are more likely to stay engaged and remember the content (I know I would). This theory also reminds educators to avoid distractions, speak clearly, and give learners time to process information, making instructional videos easier to follow and more effective for learning.

The readings for our final week of EDCI 338, made me reflect on what I have gained, personally and professionally, from taking this class.  One of the most important things I have learned in this course is the value of having a personal learning network(PLN) that encompasses life-long learning through diversity, and making meaningful connections with others. The knowledge that I have gained from the personal experiences shared in weekly blogs, guest interviews, course readings, and most importantly, Jayne and Asha, will forever change who I am and who I want to be. As “ great ideas can come from anywhere and anyone”, having the opportunity to share my thoughts, knowledge, ideas, and insights and then learn from other people’s opinions and perspectives, has made me realize how important it is to continue to learn, and grow as a leader and role model(Qualman, 2012).  When you want to be a leader, you can actually influence people more when you share information.

My perspective on how to use social media in my personal life has changed since the beginning of this course. I am much more focussed on the presentation and reputation of my digital identity. No matter what social media platform I use, I am much more aware of the digital image that I am creating of myself and how this can affect my reputation. The posts and comments that I make are a representation of who I am as a person so it is best to share supportive comments and learn to share differing opinions in a kind and thoughtful way. It is easy to react in the moment and comment when you are emotional but social media can be very unforgiving. My perspectives on social media has also expanded from just using social media for personal use to learning how to promote professional growth as well. In a professional setting, a PLN can create more opportunities to share ideas, experiences, and resources with other experts and professionals in relation to our professional interests, “every connection we have knows something that we do not”(Qualman, 2012).  I also have a much better understanding of the role diversity has in my personal and professional growth. The readings and videos clarified the importance behind incorporating diversity into my PLN and made me think about looking at situations through a different lens. 

The blogs that have been posted by my classmates throughout the course has provided me with valuable information and given me insight into a variety of different perspectives on what role our digital identity plays in our professional development.  I am aware of the ramifications your digital identity can have on your professional career in terms of applying for jobs. The fact that more and more employers are looking at future employee social media accounts was eye opening. When ever I post pictures or comment on pictures, I always remind myself to not post something that could be deemed insensitive or offensive to a future employer. By taking a step back and being critical about my digital identity, I have realized that there is a certain level of responsibility that comes with using social media for personal and professional purposes. The valuable lessons that I have learned on how to manage and protect my reputation in public and private online spaces and how important it is to be media literate in today’s online world, will help me communicate and collaborate in a much better way in the future. 

Moving forward, I am excited to expand my PLN and look for new opportunities to learn and network from people that I wouldn’t normally connect with.  Through diversity, I will continue to listen to peoples experiences and apply them to my own life. I will expand my networking skills and use a variety of social media tools to promote and advocate for social change. This course has given me incentive to get involved in my community because a group of people no matter what their experiences, are more powerful than one voice. I also think that it is worth mentioning that I value the importance of listening and having discussions about issues that may be uncomfortable because I now know how important it is for others to learn as well.

References

Qualman, E. (2012). Digital leader: 5 simple keys to success and influence (1st ed.). New York: McGraw-Hill. Chapter Retrieved from: https://learning-oreilly-com.ezproxy.library.uvic.ca/library/view/digital-leader-5/9780071792424/ch16.html

Photo By Socialprism.org

How does a PLN give power to messaging for an individual or community?

The video with Jessie and Brad Barker provided god examples of how a PLN can give power to messaging for an individual or a community. In Barker’s case, he uses social media to not only share his own story but his family’s as well. He is able to use twitter to engage in healthy and respectful dialogue, one where he can share information from his own experiences and not second hand. This ensures that the correct story will be shared to the community. For example, there is so much information about indigenous people and reconciliation and it is important that true stores are shared so people have a better understanding of their culture. When Barker said, “For change to happen, people must be willing to be vulnerable”(Barker), I couldn’t help but feel this relates to everything in life and being vulnerable is a scary thing.

How does social media help expand education beyond the classroom?

In the past, students have relied on the knowledge the teacher had in a variety of subjects. In today’s learning environment and with the use of social media, the, teachers are no longer the only source of information. The internet and social media have provided  easy access to unlimited information and this has changed the role of the teacher from teacher-led to student-led. Brad Barker would agree that for change to happen, it is important that teachers use social media as an educational ally where it can be used to help instruction, and personalize learning. Advances in technology have also made it relatively easy for students to bring digital technology with them when they leave the classroom, or for instructors to bring the outdoor learning environment into the classroom. For example, teachers can use drone footage, mobile apps, and programs like Google Earth to bring outdoor environments inside the classroom, thus bringing far away or inaccessible outdoor experiences to all students.

What is the role of social media in education?

Many teachers are on social media both for personal and professional use and, for the most part, that’s great. From a professional standpoint it can enhance your network of contacts, engage you in important discussions, extend your own learning and even provide a platform for class projects. As for personal use, well, educators have lives, families, friends and interests just like everyone else so, naturally, many are drawn to social networking as a way to connect to the people they care about. Social media can be an effective tool to facilitate learning through increased collaboration, and communication. Social media can also provide a way for teachers and students to become more interactive. The use of social media in education provides students with the ability to get more useful information, to connect with learning groups and other educational systems that make education convenient. Learning networks are based on the theory of connectivism, which implies that learning relies on communicating ideas with others.  In the article, “Developing Personal Learning Networks for Open and Social Learning”,  educators are referred to as “Connectivists who recognize the influences that emerging technologies have on human cognition, and theorize that technology is reshaping the ways that humans create, store, and distribute knowledge”(Veletsianos, 2010 ).  As a University student, social media allows us to communicate with each other at convenient times. For example, our EDCI groups use platforms via their smartphone, tablet or computer to collaborate, ask questions, and meet on zoom to work on group projects etc. If anyone of us is not sure of something, we can communicate with others to find the answer. This is especially helpful in our current situation as we are not able to meet our teacher physically. Social media also promotes learning by offering support with sharing documents as well such as via Google Drive Box, and Google Docs. Teachers can also use social media tools to give lectures, interview guest speakers hand out assignments and give tests all on Brightspace or Google classroom.

How does the use of PLN raise awareness opportunities in education?

Creating public awareness through education is a great way to bring a certain issue to the attention of a group of people. Social media has given us new channels to raise awareness and spread educational messages not only throughout the school community but throughout the world. For example, principals or administrators can find a new way to integrate social media. Like sharing school news via social networks, holding online meeting with the parents or even starting fundraising for different projects. Schools can use their Twitter, Instagram and Facebook feeds, to keep students, parents and the school community updated on school-related activities, and events that are happening.  Another example is that students can get involved in social marketing campaigns that aim to change behavior.

What are some problems with social media communications in education settings?

Social media services and apps can also be used as educational tools, but there are important issues to consider including privacy, appropriate content, security and your comfort level with the apps and services. There are problems with with social media communications in education settings for both educators and students. Many teachers are on social media both for personal and professional use and, for the most part, that’s great. From a professional standpoint it can enhance your network of contacts, engage you in important discussions, extend your own learning and even provide a platform for class projects. As for personal use, well, teachers have lives, families, friends and interests just like everyone else so, naturally, many are drawn to social networking as a way to connect to the people they care about. But teachers also have responsibilities and concerns that could, perhaps, cause them to think twice about how they use social media. What is appropriate to post? Who should you interact with? Should you “friend,” follow or make your posts accessible to your students? How about parents and colleagues? Are there certain types of posts to avoid? And how can you control who has access to what you post? For students, social media allows people to remain anonymous and say what ever they want to without worrying about being held accountable. This sense of “no one knows it’s me” can lead to cyberbullying and a negative school environment.

References

Miller, J. (2021). “EDCI 338 – BRAD BAKER.” YouTube, uploaded by Miller, 04 Mar. 2021, https://www.youtube.com/watch?v=dy63SmEpvCw.

Veletsianos, G. (2010). Emerging Technologies in Distance Education. AU Press. Ch.6. pp. 114-15, and 128–138.