Final Networked Learning: Wrap-Up

AT LAST!! Final blog post of the class!


Throughout this semester of taking EDTC300 (Education Technology and Media in the Classroom), I learned and gained an exuberant amount of knowledge through using Google+ communities, Twitter, and WordPress (blogging).  I have also learned that it is very important to have a positive and professional Personal Learning Network (PLN) and always to continue to add, subtract and build upon it.  In the duration of this course, I tried my best to begin and continue to contribute to my PLN with using a multitude of resources that I found myself, what other professionals have shared/used on social media and as well as sharing the resources that I used to benefit and educate others learning.  I have shared many resources and articles I have found on Twitter, in my weekly blog posts and occasionally through the Google+ community that we conversed in.

The biggest and most significant way to benefit and support others learnings, as well as your own, is through the use of commenting others blogs, tweets, and questions to give advice, share your experiences, give ideas, and share your perspective anywhere that is needed and that you feel would be influential and effective.

Now that the semester is over, it is time to step back and reflect on the past classes and think: “How have I contributed to the learning of others?”

Here is a link to the document of the class interactions and how I contributed to the learning of others.

Google+ Community

Google+ is a great program to use for a university course.  It is an alternative website to using UR Courses.  I have never used it before so this was the first time as well as with another course this semester.  Google+ allows you to connect, have conversations, post wonders and questions, etc., with your peers in the community.  Apparently, I wasn’t very good at keeping up with the community…more importantly, I really only commented when I had an answer or when I could actually help someone out with something they were inquiring about.  I was informed at the end of the semester by one of my friends that there is an app for Google+ and when you have it, you get notifications from when someone posts into the community, but I didn’t have it during the semester…but it would have been so beneficial if I had.  It is a really great program as people post questions about blogging and stuff and it answered a lot of my questions.


Personally, I don’t mind using Twitter.  I have had Twitter for some time now, but only really used it a bit before taking EDTC300.  Within Twitter, I was really able to build upon my digital citizenship and develop my PLN.  I also really like using Twitter as a tool to expanding my professional community of other teachers, educators, friends and acquaintances.  I tried to retweet and tweet out resources that I have used within my #LearningProject assignment that we had to do, and also others that I had found on the site we got introduced to which was, Feedly.  This, for me, was challenging trying to find sources on Feedly that I liked in order to share on Twitter.  I didn’t meet the ‘tweet 2x a day’ idea that we were supposed to adhere to, but I did tweet everyday.  I also retweeted, liked and commented quite a bit on what my peers and others posted on Twitter, so I made a presence that way!

WordPress (Blogging)

Another way that I was able to contribute to the learning of others was by blogging weekly and posting the link to my blog on Twitter for people to view and visit!  Through my blogs, I was able to share my ASL resources through my #LearningProject assignment.  I was also able to comment on my peers blog posts and give them my perspective, my ideas, my advice and encouraging words.  Not to mention, I loved the comments that I received from my peers and mentor on my blog posts.  Totally upped my confidence and I was so proud of my blog.

I loved learning what others were learning with their #LearningProjects.

Also, a huge shoutout to my EDTC300 mentor, Jordyn!  She gave me great insights on everything that I have posted within my blogs and have really boosted my confidence.  She shared kind words with me and also her experiences within the classroom and the different things that I have posted about different apps/tools and on ASL in the classroom.  I am so grateful for such an awesome mentor!!


That’s it, that’s all!  It was a great semester, with an amazing professor!



Summary of Learning: Shakespearian and Abe Style

I chose to record through audio using an app that I love, titled Puppet Pals!! 

This is a great app to use if you choose to not want to record a video including your face.  I had fun while using it.  I used different characters while speaking through reflecting on the course EDTC300.  Some of those characters were Abe Lincoln and William Shakespeare.

I strongly recommend this course to anyone out there and wants to learn about the cool things that I have outlined and described throughout my blog for the duration of this semester.  Also **SIDENOTE** Katia, the instructor/professor is amazing, so no worries there!!

Below is my Summary of Learning artifact.  The background got a little messed during translation of uploading I think…(which is so sad as it was the background of the Colleseum in Italy, Rome and now it just looks like some characters and a strip of colour…wah).  Believe it or not, it was working the entire time on my phone…before uploading.

Just bear with me, accompanied by technology for one last final HOORAH !!

And to continue…because it cut me short…(again, bear with me)

Hope you enjoyed viewing my weekly blog postings!  Have a great summer to all!!

Ciao for now! 🙂

How Far I’ll Go with Coding… (Not very far…)

Okay well for starters, coding confuses me and is majorly difficult for me to navigate and understand (YIKERS)…before choosing Moana (which is one of my favourite Disney movies) to code, I tried almost all of the programs that ‘Hour of Code’ provides.  Even the grades 2+ were challenging for me…WOW!

Literal representation of me… via

Below is a screencast that I took of my screen while coding Moana and narrating what I am doing along the way.  It unfortunately only took me up to 10 minutes with the version I had of Screencastify, which is a chrome extension that is free up until it stops you at 10 minutes and wants you to pay for the full version in order to continue (which I could but I am too broke for that right now), but I went on to finish all 19 lessons, Go Me!!!

I do realize that I could have screen-casted my progress for another 10 minutes, etc., but it takes too much time to upload it to YouTube, so I just shared with you my progress in the first 10 minutes of coding.

Longest hour of my life…….

Animation Tools Using Powtoon – An App Review

Out of a long list of different tools and/or apps to explore, I chose one that I have never used before, which is called PowtoonThis is a program on the internet that allows individuals to create videos for basically anything – business meeting, presentations, a gallery of work, marketing, informational videos, and most importantly for the use in education. Once you go to the site, you are directed to create an account, this is where all your creative Powtoon videos are stored, but it is FREE so YEEEHAAA!!!!

So I created an account as I wanted to explore this tool/app to see what it was all about. Being a new user to Powtoon, I was like a fish out of water… didn’t have a clue what to do, where to go, or even where to click or start…which is me with everything that has to do with technology.


Then it instructs you to choose a layout that you want for the basis of your video. So I went and clicked on the ‘cartoon’ featured one because it looked really cool!

Then it takes you to the place where the magic happens. Where your creativity is put into play. This is what my video looks like as I was giving it a try! Now you give it a try!!!! 🙂


Strengths of Powtoon:

  • Free –  can be used in any school or anywhere by anyone
  • Create something of your own choice
  • Gives a variety of templates/options to choose from
  • Make animated videos – business, presentations, marketing, informational, education
  • Compatible with any device

Weaknesses of Powtoon:

  • Not overly user-friendly (or maybe that is just me…)
  • Need experience with other video-making sites before using
  • A somewhat tedious process of clicking through things and finding everything you are wanting (no tutorial on how-to-use)
  • Slow/laggy (could very well be my internet connection?)

Use in the Classroom:

  • Can be used through guided-instruction with younger grades
  • Used for presentations with older grades (end products)
  • Teacher resource (part of a lesson)
  • Something fun for students to do when they have free time
  • Creative writing piece
  • For fun, for assignments, for assessments
  • Interactive

To be quite honest, I still don’t fully know how the ins and outs of Powtoon…but I hope you do!!!


“Just Imagine Walking a Mile in Someone Else’s Headline…”

Amanda Todd’s story is so very devastating, as like many others that derive from public shaming and humiliation. Before Carol Todd visited our EDTC300 class, I watched the documentaries of the Sextortion of Amanda Todd and Stalking Amanda Todd, the Man in the Shadows.

The Amanda Todd Legacy page is one worth navigating. View her videos, help support moving towards a change, and get educated on this important topic. You can also follow her legacy on Twitter as well.


#SayitwithSnowflakes #MakeTodayPositive

Via google image search

From watching the documentaries, I found them to be really interesting and unnerving. I  wanted to learn and know more about Amanda’s life, so knowing her mom was coming to talk to us made me super excited. Carol spoke to my class about her daughter’s story, her own story and encounters with internet trolls, the negative aspects of the internet, the importance of safety when using technology and the significance of education and the internet. It was truly inspiring to hear from Carol’s understanding and calming perspective. It was great to hear her share her story as it was very informational and engaging. I especially loved when she stated that having a circle of trusted individuals to go and speak to is an essential portion of internet safety and also I loved how Carol took the events of what could have turned out to be a bad situation and changed it by educated and helping her troll live a better life. Carol’s mission is told through many of her TED Talks, her Woman of Worth 2018 organization, public talks to schools across the globe, and through resources she shares and her experience as an educator. Such a powerful lady and inspirational speaker. I strongly commend her!

Amanda Todd’s story and legacy will forever continue and to hopefully educate and change the lives of individuals struggling through the rapidly advancing world of technology; with either cyberbullying, online exploitation, public shaming, humiliation, sextortion, internet safety, issues surrounding mental health and much more.

I will leave you with a quote that I found that tugged at one of my heartstrings deep inside… “Snowflakes cannot be duplicated because they are one of a kind…just like Amanda!”

” As a caring young or older person, when you see a snowflake falling gently from the sky, think of Amanda, our Princess Snowflake. ” – Carol Todd

Via Amanda Todd’s Legacy Offical Website

Parent Perspective with Using YouTube in the Classroom

Sarah and I decided to have a conversation about the tech tool, YouTube, for this week’s blog posting. I found it to be quite interesting to be in a parents role (even though I am not a parent).  She stated evidence of YouTube being advantageous within the classroom for our students and I was the dearly concerned parent.

School Scenario

My position as the: Parent

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Parent (Manuela): “I am concerned with my child using YouTube in class. All my child ever talks about is using different modes of technology during class time, but most commonly talks about YouTube. I am wondering…is my child even learning from this YouTube he always talks about? Where/when does all the important learning take place?

Teacher (Sarah): I definitely hear you, it can sometimes be confusing only hearing from Jonny about the site (YouTube) and not hearing about the learning that Jonny is doing on YouTube. Kids do that so often don’t they?

‘What did you do at school today?’ – ‘Played games and watched videos.’ – ‘What games and videos?’ – ‘I dunno.’

Most recently, we have been using YouTube often to listen to experts to gain more information for our inquiry projects and also for our genius hour work in times of self-directed learning. Some of our most frequented YouTube videos and channels are: Khan AcademySmithsonian EducationCrashCourseDiscovery Channel (virtual reality videos), PBS Math ClubCommon Sense Media, and #education

I have found that many students in our class, including Jonny, have benefited from learning using videos to supplement the other ways that I am teaching. Since basically all of the students watch YouTube videos outside of school, they are familiar with the site and get excited when videos are shown because it almost gives them a brain break and helps them to learn from different perspectives while also being engaged with the use of music and relevant images based on the material in the video. About 8 times out of 10, we are using YouTube as a learning tool, watching videos that are directly related to what we are learning. The other 1/5th of the time, we are using YouTube videos as movement breaks or watching something funny, both again serving as brain breaks for the students. Some of the movement breaks that we have been doing are dance videos to popular songs and funny sing-a-longs  and our funny videos often consist of totally random things like this screaming chicken video which is a class favorite.

I have designated a box for students to submit their requests for titles of YouTube videos that they would like to have as brain breaks. This allows the videos to always be of student interest, but also allows me to screen them before I show them in class to ensure that they are safe and appropriate.

Parent (Manuela): “How can I ensure that my child is searching up things that are safe? I have heard that the content on YouTube is rather violent, inappropriate and very unsafe. What if they look up something or something randomly pops up and is something sexual? This concerns me as not every student is supervised all at the same time…”

Teacher (Sarah): I screen all of the videos that I show through a filter to remove ads, commercials, comments, and suggested videos through View Pure  and Safe You Tube. If I am assigning videos for students to watch if they finish a task/assignment early or if I am utilizing a “flipped” classroom model (assigning videos to students to watch and then discussing them together in class afterwards), I put them in a cue on a playlist so that only the videos that I want them to watch show up using our classroom YouTube account through that the students access through our classroom blog. Flipped instruction also provides my students with the ability to learn and rewind as needed when learning from a video, taking it at their own pace. It also makes for more engaging homework than just writing or reading. Our class also uses Seesaw which allows me to send the links to YouTube videos to individual students or groups of students to click and view on their device. The interactive presentation tool Nearpod also lets me embed YouTube videos so that students can pause to watch a clip by themselves or with partners. At the beginning of the school year you may also remember me sending information about how we would be utilizing technology in all aspects of our classroom and as a result, our class would be doing “digital citizenship training”. We have been actually doing some of our digital citizenship training through a YouTube generated program, focusing on many issues that come up with using YouTube and other digital resources – here is a snapshot of it:

This has not only happened transactionally at the beginning of the year, but has rather gone on immersively in our class as we are often watching videos and having discussions about how we can have a healthy relationship with technology and engage in a way that is safe and respectful for ourselves and for others. I also use resources from Common Sense Media to teach digital citizenship like this one:

We also, as a class, turn the safety mode on together and ensure that it is on each time we are watching. The reason that I don’t do this in secret for the students and rather do it with them, is to show them that it is their responsibility to keep themselves safe. There is basically unlimited access for children and teens to technology and YouTube so I try to instill these beliefs and knowledge with my students so that instead of building a fence around them, I (we) can give them the knowledge to make smart decisions no matter who is around or where they are. This is a great video resource if you are looking to practice some of these strategies at home with Jonny also!

Parent (Manuela): “I am afraid that my child will get dangerously addicted to YouTube while at school and come home and all they will want to do is go on YouTube and become uninterested in the other things he likes doing.”

Teacher (Sarah): Definitely, I hear you here. It is important to me that I model a healthy relationship with technology at school with the students by dispersing videos throughout the day and not watching videos continuously back to back. As I had said earlier, the videos I choose for learning are only those that provide supplemental quality material to what we are already learning through other means such as reading books, outdoor explorations, observations, peer and class conversations, guest speakers, field trips etc. These videos don’t exist in isolation but rather compliment everything else that we are doing in our class to create a holistic learning environment. I have also spoken with the students about how they have felt after watching a lot of TV, many videos, or played online games for consecutive hours. We talk about how our brain and body gives us messages as to when it’s time to take a technology break and do other things like play with friends or go for a walk. I give the students freedom and voice to say at any time that they are needing a tech break and depending on the circumstances we will either pause and transition into a conversation/circle talk or will play outside for a while, or even take a walk around the school while discussing. Almost all of the time, we are watching, listening, and playing together as a class using YouTube which allows us to talk together about what we hear and see. Common Sense Media also provides more information in this short video about how to engage in technology with your kids at home while preventing an addictive mentality – many of these same techniques are listed above (I use them in the classroom too!)

Parent (Manuela): “I am also concerned about my child’s health. Being in front of a screen can be straining to the eye-sight of an individual, I am worried that if my child gets addicted to YouTube and other technology tools being introduced in the classroom, that his eye-sight will gradually deteriorate…”

Teacher (Sarah): Again, a big part of this is balance. As I said before, I provide the students the opportunity to advocate for their own bodies and health by requesting a break, but we rarely ever watch videos back to back in class. It is important to me that the amount of time that the students are in front of a screen doesn’t go above the time that they are engaging with peers, real objects, or experiencing and learning from the environment. “Computer vision syndrome” is said to only really occur if children are in front of screens for hours in a row. Similarly suggested by the website All About Vision we encourage mixed tasks throughout the day, and we use the application software f.lux on our school’s tablets and computers to prevent the strain from a blue light screen.

Parent (Manuela): “I find that YouTube distracts my child from doing what he is supposed to be doing at home, I can’t even imagine how much of a major distraction it is to students during lesson instruction, sidetracked from an assignment, hinder my child’s learning, etc.”

Teacher (Sarah): Our use of YouTube is focused and is directly relevant to learning. As mentioned above, students benefit greatly from brain breaks: “Brain breaks are planned learning activity shifts that mobilize different networks of the brain. These shifts allow those regions that are blocked by stress or high-intensity work to revitalize. Brain breaks, by switching activity to different brain networks, allow the resting pathways to restore their calm focus and foster optimal mood, attention, and memory.” As said in this article, “some students are audio or visual learners, educational videos on YouTube was a great benefit, as they allowed students to take advantages of animations and sounds as they learned.” Using videos is also really fun, and helps the students to be more interested in the topic instead of just listening to my boring voice the whole time 😉


Parent (Manuela): “Using any kind of social media in the classroom takes away from human interaction and how to learn how to have a conversation with people face-to-face.”

Teacher (Sarah): I definitely understand this concern. In our class, I try to merge student’s online lives with their offline lives, using social media as a way for them to express who they are and to have them act in the same way no matter online or offline. It is important for me to teach my students that the online space is no different than the offline as in, we need to be respectful to others and think before they post: Is it true? Is it helpful? Is it inspiring? Is it necessary? Is it kind? I have this poster displayed in our classroom to remind students of this.


Image sourced via Flickr

It’s also important to me that we merge technology into our class in a fluid way, but that we are still prioritizing speaking to each other in meaningful ways. We often have classroom circle discussions but we may follow such a talk with a blog post or YouTube video response to utilizing technology resources in our learning.


Parent (Manuela): “I understand that YouTube is a site that showcases videos or a various sort. These videos may be uncensored. If YouTube is allowed in my child’s classroom, this could increase cyberbullying where students may write hurtful messages targeting other students, making fun, editing the original, it is viral, and the list goes on.”

Teacher (Sarah): With our digital citizenship training throughout the year, we talk quite a bit about cyberbullying. As said above, it is important that the students know that what they comment on a YouTube video should be something that they would be comfortable saying to someone’s face. We also talk directly about what to do when they feel that they are being cyberbullied, or even if they feel tempted to be a cyberbully themselves. I want our classroom to be an outlet for the students to be able to understand why it’s hurtful to be a cyber bully but also somewhere that they can go to seek help if they are a victim of this.

Parent (Manuela): “If my child is to post something on YouTube how will I know? Is it safe? Doesn’t it automatically go viral once it is posted and people from around the world can view my child’s video??”

Teacher (Sarah): Any videos that students post will always be done under the “private” or “unlisted” settings for sharing – private meaning that only they can view it or show it from their account, and unlisted meaning that only someone that is directly sent the link can view it. The videos that student’s post are posted on our classroom’s account and you can view any videos that we post on our classroom blog. Producing videos is a fanastic way for student’s to showcase what they are learning and become more competenet in their digital skills. This article talks of some of the benefits: “Facilitating thinking and problem solving: Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic indeed engaging and insightful, but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself. These include research skills, collaborative working, problem-solving, technology, and organizational skills.” as well as this article, “students themselves can create original content and share their own expertise with viewers. This is a great way for students to develop an online presence and have a creative way to show what they know.” We have also been using digital creation tools that screencast like Explain Everything and Screencastify to encourage the students to engage using YouTube without showing their face in the video.

Basically, the future is technology.

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Give Sarah a look/see to her blog post as a teacher, on the Pros of how using YouTube in the classroom is beneficial!

Just call me, Master Cybersleuth

This week I cyber sleuthed Regan Luypaert.  I didn’t know much about her and I’ve never met her in person, so this gave me a chance to learn more about her and to view her online profile(s).  I found that this was an interesting task to do for this week’s blog post, as creeping on people is usually done in private, HAHA!!

The thing is, I found her on several social media sites, but they were all privatized and locked down pretty good so I couldn’t squeeze much info out of her profiles.  Her blog is filled with her university coursework and her Twitter also showcases a lot of her knowledge and resources towards education.

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Here’s what I learned about Regan when I searched through the various facets of social media and the internet and plugged my findings into the worksheet that was provided.

Digital Sleuthing Exercise

Professional (job-related):

-teacher in training

-educational assistant at Prairie Valley School Division

Biographical (age, birthday, location, family, appearance, etc.):

-lives in Regina, SK

-from Whitewood, SK

-her middle name is Ashley

-has a significant other
-born June 8

Personal (hobbies, activities, likes/dislikes, etc.):

-from pinterest -cooking, crafts, reading, food

Where are they on the web? (social networks, etc).

-Facebook (has 1 mutual friend with me)


-Wordpress (she’s doing ASL for her #LearningProject too!!)

-Instagram (private)

-Pinterest (hardly uses; dated)

-Google+ (class community)


Overall impression? What kind of person is this?

-down to earth

-has a cute dog nephew (that makes guest appearances in class) !!


Would you hire them and/or would you like them to be your teacher?

-Yes. -professional, knowledgable

Is this person an oversharer or undersharer? Why or why not?

-she is average when it comes to sharing – tweets regularly (original and retweets) and blogs

Furthermore, Regan has a professional online identity and seems to be working and building towards a valuable learning network.

Two Lives or One? You Decide.

In his article, Jason Ohler, addresses should we be teaching our students to live ‘two lives’ or ‘one life.’  As an emerging teacher, I agree that we should be teaching our students to live by the ‘one life’ perspective.  As Jason states, “one life” perspective is one that it is precisely our job as educators to help students live one, integrated life, by inviting them to not only use their technology at school but also talk about it within the greater context of community and society.  Because, by only teaching them through the ‘two life’ perspective, our students aren’t getting the proper education or any education at all on digital citizenship, how to be a good digital citizen and the realities of using technology.

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From our class discussion in last week’s class, I found the 9 elements/themes of digital citizenship being the most interesting.  Personally, I didn’t know that some of these elements existed or connected with the use of technology.   Digital Etiquette and Digital Health and Wellness were the two that were new to me.  I learned that digital etiquette is the way in which we use technology.  Such as, when is it appropriate to use it?  Polite?  How school staff members use technology?  How staff models it in front of their students? This is a big one, as most people don’t get educated on technology before they begin to use it, as this can become a pressing issue.  Secondly, from discussing digital health and wellness, I learned this is the area where individuals use social media to compare themselves and their lives to those of their peers (peer-social comparison online).  This element of digital citizenship is one that we need to be aware of and that we need to protect our physical and psychological well-being in the technological world.  In order to protect ourselves, we must be taught in school or teach our young students the many dangers of the internet and to aware of such things before using it.  These two elements of digital citizenship will come in handy when teaching my students about technology and their digital footprints in the classroom, along with the other seven.

The issues of digital citizenship are:

  • balance
  • safety and security
  • cyberbullying
  • sexting
  • copyright/plagiarism

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These issues above have been constant and continuous throughout our rapidly advancing digital age of generations.  These topics are very important and should be put at the forefront of our curriculum in order for it to be addressed in the classroom.


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When I was in elementary school, mainly up until grade 7 and 8, cellphones/texting, social media, youtube, etc., was not really a big topic.  (Which was good, because now I wish it was still the way it used to be, without screens everywhere you look…..) Some kids had cellphones but the most popular networking site was MSN.  We lived for MSN back in the day…we couldn’t wait to get home from school and talk with our friends we just saw at school online again, HAHA!  Nearing grades 7 and 8, youtube become popular as certain videos became viral.  Some of the youtube videos we used to watch were the famous ‘Charlie Bit My Finger‘, ‘Charlie The Unicorn‘,  Allan!Allan!Allan!Steve!Steve!‘, ‘The Duck Song‘, ‘The Annoying Orange‘, just to name a few.  Some of them rather irritating, as you may have viewed these before.  If not, give them a gander to familiarize yourself with what I am speaking about.  Not until recently, have I really realized how quick it can happen, sent out in the online world and BAMM a billion views (okay…kind of exaggerated, but you’re picking up what I’m putting down).

In viewing this weeks video clip,  An Anthropological Introduction to Youtube, Micheal Wesch describes how an original video can be made into a variety of different videos and how he states that most of the videos uploaded to youtube are only intended to have an audience of 100 viewers…WOW, in which we know are above and beyond capacity.  This is applied in the Numa-Numa Charlie Bit My Finger clips we watched in class.  Social media and its several applications can be both advantageous and also a hindrance.  For instance, in a positive sense, the videos posted of Justin Bieber singing when he was younger took onto many viewers, thus making him Uber famous and now has made a career out of it.  On the other hand, social media can be extraordinarily dangerous, scary, risky, inappropriate and hurtful.  In the way of cyberbullying and being ill-educated with dealing with something as new and advanced as technology and its multiple strands.  It is so important to be wary of what you view, what you share, what/how you use it, and what you post on social media, as you never know who is watching or how many people are watching or who is on the other end.  With screenshots and other ways of saving data, online media can be very iffy.

For teachers in the classroom, it is important to bring as much technology to students learning as possible…that being said, only if it benefits and influences learning in an effective and balanced way.  There are so many different apps, devices (tablets, computers, mimeos, iPads), websites out there, of techy resources that are there for use in schools.  Before beginning to use technology and its many facets and being introduced to it, it is best to give a lesson..or multiple on safety, respect, and appropriation to prevent mistakes and risky business of something going viral that was not supposed to, to begin with.  This is especially prevalent in today’s technology-driven society, world and classrooms.  We need to educate ourselves before we educate others!!

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A Shakesational Time!

I had the opportunity to join in on this weeks #SaskEdChat twitter chat.  This week, the chat was on Shaking Up Assessment.  To be honest, I was kind of nervous to be talking about assessment, as I am not very confident and comfortable with assessment yet.  But, to my surprise, the moderators were absolutely mind-changing!  They gave each person an individualized warm welcome and kept in reply back to each participant answer the questions.  The questions were also very specific and made it easy to process my thinking and reply in a timely manner.

This was such a positive experience for me, and I am hopeful to participate in next weeks #SaskEdChat.  For starters, Tweetdeck is a godsend!!!  Makes it so much easier to have a chat with a group of people, but it was kind of mind-boggling as well when the chat kept moving every-time someone would join in and respond.  I obtained a mild headache from this hour-long chat…hahaha.

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To continue on, there were some questions that I couldn’t really answer, as I am not yet an experienced classroom teacher, but they were completely understanding of that fact and I just followed their responses and kept their ideas, resources, experiences, suggestions, and added them to my repertoire of assessment sources.  I also enjoyed meeting new people from all over the world, for instance, someone joined from Glennallen, Alaska, which is just crazy to me!!  I also gained some new followers on Twitter, to broaden my digital community of educators!

#SaskEdChat is greatly recommended!

Here is a photo of what my Tweetdeck looked like during my twitter chat.