Recently, the Government of Canada announced that the internet has become an essential service, meaning every Canadian citizen should have access to it. Along with access to the internet comes access to knowledge, and access to knowledge means access to power, so this statement is incredibly meaningful. However, as societal divides become greater due to economic, educational and geographical factors (just to name a few), digital divides may become greater, too. During class today, I found myself wondering about a specific question:
How can I design learning that encourages the development of certain skills when there is a divide in the access to digital tools to begin with? Based on class discussions today I have come to understand that divides in access to internet and its use are directly linked to the delay or lack of development of fundamental digital skills that would allow people to take full advance of the internet they do have access to. For example, some students do not have access to a computer at home and are not able to practice fundamental digital literacy skills such as writing, creating and participating in online spaces. This means it is our responsibility as educators to be aware of potential digital divides and introduce these concepts and skills in the classroom. If we do not, our students will most likely lack these skills as adults and the cycle of divide is perpetuated. Some concrete examples of how I as an educator can address this concern and work to minimize digital divides in my classroom follow. One of the best things I can do is allow time for students to experiment with digital spaces on their own. We should provide enough scaffolding that students feel confident branching out online as learners and researchers, which will then allow time for us to make observations that will inform our pedagogy and future lessons. It is also vital that we spend time with students planning activities that will take place on the internet. Such activities can include brainstorming strategies for using the internet, generating specific questions we can ask, and compiling a list of potential search terms to use depending on the desired search outcomes. Finally, in our planning we need to anticipate questions and difficulties that students will have and develop a plan with our students that they can implement if they are having trouble. I believe that if students feel like they can be successful online at an early age, they will feel empowered and develop a sense of agency that they will carry with them from then on. I believe that empowerment is the key to developing students’ digital literacy skills and ensuring that the digital divide is minimized starting in the classroom. -Miss. Coleman
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Today we escaped the classroom and entered the realms of Virtual Reality (VR) and Augmented Reality (AR), simply by using Google Cardboards and our own devices. Just to explain the difference, Virtual Reality (VR) is when the user’s current physical surroundings are replaced by a virtual surrounding through a device of some kind. Augmented Reality (AR) is when the view of the real-world is supplemented by additional input generated from a device, such as sounds or images. As with many concepts and technology tools that I have interacted with in this course, this was my first time ever using a Google Cardboard to enter a Virtual Reality, and I must say it was pretty cool! I could immediately see the ways this tech tool could support student learning and the numerous connections I could make to its use in the classroom. As with any technology, the likelihood of a teacher using something in his or her classroom goes up when that teacher feels confident using it him- or herself (I can vouch for this statement on a personal level – if I don’t know something works first, I’m probably not going to attempt it in front of my students for the first time). So, we began with some explorations of VR using Google Cardboards and cell phone Apps such as Google Expeditions, and AR using an App called Aurasma. After the exploration period, we had a discussion on how these two different technologies could be applied to the classroom and type of learners would benefit from its affordances.
Students in elementary schools would love learning through this technology. It’s fun and exciting and opens a digital world to them they probably never even knew existed. Even more specifically, I could see this technology being incredibly beneficial to English Language Learners, as it adds so many more layers to their every day cognitions. VR and AR combines images, videos and sounds together to allow students to gather a much more in-depth understanding of something than if they simply read about it in a book or on a website. For example, if students are learning about different countries around the world, why not take them to some of these countries to see what they really look like and sound like, all through the simple tool of VR. This tool also promotes the theory of multiple intelligences, as it combines visual and spatial information with auditory information as well, creating a complete understanding of a concept or idea. Now that I have had the chance to practice using this tool, I can’t wait for the opportunity to use it in the classroom. -Ms. Coleman |
AuthorJessica Coleman holds a Bachelor of Education as well as an Honours Bachelor of Social Sciences, both from the University of Ottawa. She is an Ontario College of Teachers certified teacher, currently working towards a Masters of Education degree at uOttaw, as well. Archives
September 2018
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