Living & Learning in the Salish Sea

Category: Uncategorized

Blog 6: Two Models of Technology Integration into Classrooms


Tech acts as a direct tool substitute, with no functional change
Tech acts as a direct otol substitute, with functional improvement


Tech allows for significant task redesign
Tech allows for the creation of new tasks, previously inconceivable


2) Technological Pedagogical Content Knowledge

Blog 5: First Day of Class Presentations – Stop Motion Animation / Google Geographic Products / Digital Literacies in Classrooms

Here are my notes from our first day of in-class EdTech presentations:

Keiro: Stop Motion Animation
  • Great fun to implement into the classroom (with clay, vegetables, post-its, drawings… anything!)
  • App: 
    • Stop Motion (free for apple)
      • Question button shows what all the buttons do

    • Can animate on Photoshop
      • Window tab — timeline — make layers — in timeline, select two layers and then select twinning button: say the two photos where of a ball moving across a table from one location to another, the twinning button will create more images to fill the gaps and have it be a steadier progression from the first location to the next
  • Pros — can be used in every subject
  • Cons — technological malfunctions — need to give time and leave room for error
  • Things to watch out for — best to have photos taken from a remote as clicking the button directly on the camera shakes it.
  • Resources:


Anne, Eliza, Kelly, Connor: Google Geographic Products
  • Google Maps
    • My Maps
      • Points, lines, shapes
      • Attach media
      • Calculate routes, perimeters, areas
      • Layers
      • Share the map to collaborate
      • Colour icons by value (i.e., temperature, altitude, etc.)
      • Change the base map
    • Lesson/Project Ideas
      • Points of interest map
      • Student commentary
      • Family heritage map
      • Map languages
      • Class info
      • Fictional settings (map out fictional setting you are reading about in class)
      • Trip planning – real or imaginary
    • Google street view
      • Not just streets
      • Cultural, political, physical, geography
      • Google cultural institute
      • Museums (can zoom in on art), natural wonders, architecture
      • Art, curricular content, historical documents, deep dives
  • Google Earth
    • For experience over utility
    • Complete 3D satellite data
    • Find your house
    • Flight simulator
    • View the past
    • View layers (in 2009 a bunch of NGO partnered up with Google Earth and can see where endangered species, ecosystems are, etc.)
    • Google Moon (narrated by astronauts who were on those missions), Mars, and Sky
    • VoyageurLesson/Project Ideas
      • 20 Questions
      • Engage in real-world math activities/experiences
      • Explore different environments
      • Create your Own KML Tour
      • Google Earth Scavenger Hunt
  • Using My Maps in the classroom
    • Can track routes that historical figures took in their explorations
  • In a classroom
      • Speak about online presence, online responsibility
        • How do you feel about sharing your personal information, preferences, etc.
  • In Europe there is a legislation: the right to be forgotten, request companies to delete all your data

Katrina, Brie, Taylor: What is Digital Literacy and How can it be taught in Classrooms?

  • What is D.L.?
    • Information literacy —  distinguishing fact and fiction. Who benefits from the information they are receiving and projecting
    • Ethical use of digital resources
    • Understanding digital footprint — what are you sharing?
    • Protecting yourself online — teaching self-regulation
    • Handling digital communication — don’t be a dick and don’t allow the screen to dehumanize communication
    • Cyberbullying
  • Lateral reading — who is writing this? Are they funded by someone who has a bias? Who has the power? Checking your resources, and their validity by understanding underlying biases.
  • Youtube: crash course series on Navigating Digital Media Series
    • Canadian-specific content
    • Resources for teachers and parents
      • Including lesson plans
  • Strategies, Tips, and Best practices
    • Student choice and voice
    • More creation than consumption — get them to be the creators
    • Include multimodalities
    • Focus on collaboration
    • Ensure accessibility for all learners
    • Crowd-accelerated learning — bring huge groups of people together (i.e., citizen science) to accelerate group learning
    • Social media and peer-to-peer social learning
    • Core competencies
  • Digital literacies with Sex Education

Blog 4: Introducing Minecraft into Elementary and Middle School Classrooms

On Friday, November 1st we had a teacher and some students from Colquitz Middle School come in to speak to us about how they have been working with Minecraft in their classrooms. They highlighted how this game challenges students to develop several skills including: problem-solving, teamwork, collaboration, critical thinking skills and crafting (building worlds, tools, etc.). 

When asked about their experiences with Minecraft, the students emphasized the following:

  • Minecraft has built a sense of community
  • Has helped them learn about agriculture (need food, seeds, how to tend to them, water, fences, dirt, hoe, care for animals, etc.)
  • Everyone on the server has to be asleep in a bed for it to get to the next day. If you don’t have a bed, monsters will come out and can kill you (one of the aspects of collaboration and teamwork)
  • Building of civilizations – allocate jobs to each player (farmer, builder, hunter, etc.)
  • Tutorial world is finite. Beyond the tutorial world is infinite
  • Math skills (x y coordinate grid, and 3D coordinate grid;  use coordinates to navigate around the world to figure out where their teammates are)
  • Science curriculum (physics)
  • Design, draw, plan, execute (Design skills and Technology Curriculum) – ideating, prototyping, testing, making, sharing
  • It is one of the more collaborative games (chatter was constant in our room to coordinate with one another and to problem solve)
  • One student wants to be an architect, another wants to be an artist
  • Facilitates PLAY
  • Environmental lessons on sustainability. I have a few reservations about this as I feel the infinite nature of this world could potentially lend itself to a misconstrued representation of the finite nature of our planet. Could reinforce a worldview of consumption and ignores the interconnectedness of local and global ecosystems.

From the perspective of the teacher, she noted that students truly are the leaders. It is important to trust them and work to empower student voice and choice in the classroom and beyond. In terms of assessing student engagement with Minecraft, the teacher said that assessment is fed by anecdotal comments based on observations. Minecraft lends itself to a good tool in the classroom as it has a facilitator version where a teacher can have special powers to do things like freeze all (or individual players) and bring them into a specified location, they can gift players items, change the time of day, change the level of difficulty and much much more.

Minecraft Education Edition

Blog 3: Accessible Learning

This week my classmate, Fran needed to stay home to be with her child who was feeling unwell. Had it been 20 years ago she would have missed the class altogether. Do not despair! With technology where it is today, Fran was not only able to video conference in to our class, but was able to do so in style…

Introducing ____________________________ (<- insert name of device here***)

This device allows anyone to be a part of the classroom from anywhere in the world. In this instance, Fran has control of the robot’s movements and is therefore able to move about the classroom at the touch of a button. In other words, I did not get up to take a selfie with Fran, she came to take a selfie with me!

This is the kind of technology that is making classroom learning more accessible and inclusive to a wider range of learners with various learning needs and abilities.

Blog 2: Most Likely to Succeed

How do we provide a meaningful education for our children? How do they become action-oriented learners who value the process of doings things rather than simply the product produced from their efforts?

This documentary film highlights they ways in which the staff and students at High Tech High are re-imagining how education is approached. The truth of the matter is that the current education system, which has been largely unchanged since the late 19th century, is working to equip students with a very specific set of skills. These skills are quickly becoming redundant by modern technology and the society that is being created alongside these advancements.

In response, High Tech High has shifted the ways in which things are run in order to instill creativity, autonomy, and critical engagement skills as key focal points in their pedagogical practice.

Hello and Welcome

Welcome to Jamie’s Education Blog!

Here you will have access to my reflections on various topics, a portfolio documenting the processes of personal and collaborative inquiry-based projects, as well as some educational resources that I have found particularly useful and applicable in a career of lifelong learning.

I invite you to leave any comments, questions, or concerns that you may have as I hope this blog becomes a platform to facilitate open discussions from a diversity of perspectives.



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