For my final reflection, I have sketch-noted and highlighted each of our course-covered topics with doodles and text. Each section of the mind map depicts key take-aways I will be carrying forward into my future classroom, in addition to several competencies that align with the BC Curriculum of Learning (bubbled).
Map: This week’s route started and ended at Elk and Beaver lake, following the 10km loop that surrounds both lakes including a section that was completed twice. Below is a Satellite map overlayed by speed heatmap depicting km markers.
Terrain: The majority of this trail is gravel or chip trail, with small sections of paved road near the boat launch on the Elk Lake side.
Distance/Elevation: The total distance of this route was 12.69km, for which the entirety ran for just over an hour. The total ascent was 48m (fairly flat) and descent was 172m, with a maximum elevation of 66m.
An Honest and Thorough Review: The 10km loop is one I have run quite frequently over the years, however, it deserved an honorable mention for this week’s free inquiry given this was the first time I had partnered my training with time spent with family. My parents and I started from the same side of the lake, headed opposite directions while I ran and they both walked the dog. I crossed paths with them around 6.3km (3.5km for them), and continued my lap to finally meet them again at 12.7km. I was unsure at first how well it would work with running and walking speeds, but it worked very well – they got a long walk in, and I was able to fit in a mid-distance run in totaling over 10km. The traffic on the trails was generally low, with some other dog walkers or bikers, but lots of space. Given the trail, there is no vehicle traffic and great coverage from the wind/rain or sun in the summertime. Overall, this is a route I would recommend to almost anyone. The views of the dock (shown above) and the boathouse are quite stunning when it is sunny… you might even see a rainbow!
Rating: 5/5
Media: All today’s media were photos taken by me or generated by Strava and Garmin Connect.
Overall, I found these free inquiry posts extremely engaging and fun! I enjoyed my topic and how much it motivated me to diversify my run routes and reflect on their pros and cons. It allowed me to explore new routes, analyze some interesting data, and gather a list of routes I can not pass on to friends or save for myself in my future training. Most specifically, I enjoyed breaking down my inquiry posts by category, including some light-hearted humor, and playing with Strava app data as I have not spent time using it in depth previously (I have relied almost purely on Garmin Connect).
EdTech tools I used in my inquiry posts included Alt text, captions, UnSplash (to find photos), Strava, and Garmin Connect. I also found WordPress quite easy and accessible to learn how to use. I would advise future 336 students to find something they are excited about, can easily get their hands on media for, and have fun with creating a WordPress site that they will be able to look back on in the future! I would say that many of the manual and tech skills I practiced and used in doing my inquiry reflections will be helpful for me moving forward as an educator – communication, organization, website building, blogging, etc.
In today’s class, we covered different components of online citizenship: privacy, cyberbullying, consent, and digital safety.
What I found most interesting about today’s course content was the concept of browser fingerprinting and data brokers as it relates to the common myth that our cell phones are listening to our every move. Though I have learned about browser fingerprinting and implications of sharing location and search data in the past, I was not aware of the precise methods through which targeted ads or personalized data were gathered, nor did I have a good grasp on how to change these settings on an iPhone or avoid browser fingerprinting on my laptop.
Moving forward, I think this is an important lesson to be discussing with adolescents in middle and high schools, given the fact that almost 99% of teens (ages 15-24) in recent years have established an online presence, interact with social media sites (Statistics Canada, 2022). In my future classroom, I hope to be able to briefly cover some digital literacy surrounding security and privacy prior to encouraging my students to conduct research and build projects online. I also think the simple activity of googling yourself like we did in class today can help students realize how public they have made themselves online.
On a personal level, I currently use Google Chrome and will consider switching to a shielded browser such as Brave of Firefox, to prevent tracking and fingerprinting of my work, in addition to keeping my iPhone settings toggled off tracking for individual apps (I had already set it this way). Overall, I found today’s lesson was a very helpful expansion on my current knowledge, and encouraged me to consider the ways through which I will need to communicate this to my students.
Images for today’s post were obtained from UnSplash.
This week, we participated in an EdCamp – a virtual conference style discussion concerning a chosen topic related to learning and student development. Our group focused on outdoor learning, as it pertains to different subjects, including cross-curricular applications, benefits, and challenges for students.
Overall, the EdCamp was a very efficient way to engage with colleagues virtually, without planning an event requiring a venue, registration list, guest speakers, technology, and other conference logistics. Our group was able to vote on a topic and begin a discussion within 15 minutes, in breakout rooms, and engage in professional conversation as we would sitting in a conference room. I think that EdCamps would be an exceptional tool for teachers (and students alike) to use on Pro D days, or with international colleagues. It provided the perfect opportunity for a focused discussion and minimal preparation, unlike a conference. One drawback to EdCamp is the inability to be in the same room, engaging in a tactile way with materials and developing professional relationships in person. The other concern would be to ensure equitable access to a device so all individuals can attend virtually. I think it would be important to engage with both EdCamp style conferences and in person style conferences to ensure adequate professional development.
Our session on Outdoor Learning was very productive – including discussion highlights as follows:
All in all – a productive EdCamp with colleagues that provided us all with tools for practicums and beyond.
To wrap up our Tech Ed Inquiry, we have generated a video to summarize our research surrounding online lab simulations. Our primary findings demonstrated that simulations can be an exceptionally useful tool for molecular concepts or theories and can support in-person teaching of complex topics that require multi-day lab set up or extensive materials. While simulations cannot replace all science labs, it can be a useful tool for students to engage with alongside in-person work, or to rely on at home where the lab space is not available to them, while still providing properly-curated visual learning opportunities. Overall, simulations should be a readily available tool in every science teacher’s toolbox.
This week, we discussed the importance and application of coding and computation in the classroom as it relates to problem solving and student development. Further, we looked at the use of games and gameplay in the classroom and their impacts on traditionally ‘boring’ subjects.
In-class, we explored some code-making using Studio Code’s “Code with Anna and Elsa” tutorial. I found the program relatively easy to use, with supportive instructional videos and prompts. In addition to stepwise instruction, the program also provides correctional prompts and informs the user if they have performed the task correctly – similar to what a teacher’s role would be when a student is learning a task. I could see this program being exceptionally useful at a middle school (or perhaps even Elementary) level to introduce computer skills, coding, and digital literacy. It includes well-known characters that kids would engage well with, and also is accessible to learners by way of written instruction, verbal instruction, and chunked material that is easy to work through at your own pace. Overall – useful tool for computer specific classes at a junior level, or beginner computer science or math classes at a secondary level. In the context of my subject areas, I would find this hard to authentically incorporate at a secondary level in classes that were not computer science or math specific, as this program specifically does not engage with science, English or French content. However, I do see clear applications for junior math classes, as it encourages development of BC Curriculum Competencies of critical thinking, decision making, and communication.
Below is a screenshot of a code example I completed in class today.
For subjects like science and math, the use of gameplay could offer a significant outlet for engagement and interest for some students. Traditional delivery of science and math content often feels complex and overwhelming, often delivered using classical modes of note-taking and unit tests. Although I do believe that both test-writing and note-taking are valuable skills for our students to develop, I think the use of gameplay could alleviate the stress that often coincides with math and science classes. Games could be incorporated into the classroom as a daily 10min activity, offering a break and an outlet for students who are feeling overwhelmed by the content. Many of these educational games still promote development of core competencies such as decision making, communication, and collaboration, as outlined by the BC Curriculum for all subjects, and should therefore remain a valuable tool for any classroom. Math and science centered games or simulations, such as those published by Legends of Learning, PhET, and Gizmos can be used to support teaching of content by providing interactive visuals through which students can obtain knowledge from.
Exploring these resources today helped me gain some perspective concerning how gameplay and coding could be incorporated into my future classroom for mathematics (coding), science (gaming and simulations) or a mini digital literacy unit (both)! Something I would be highly considerate of as I incorporate more digital content into my classes, is students’ screen time. Despite digital games being exceptionally valuable tools, I find myself often reaching for hands-on, interactive learning amongst peers such as board games for math, labs for science, and skits or whole classroom games for language. All in all, I believe a balance of both styles of learning are equally important for well rounded student development.
Map: This week’s route started and ended on campus, following a portion of the Alumni Chip Trail Loop before moving to Cedar Hill X Rd and Cadboro Bay Rd all the way to to the Royal Victoria Yacht Club. Shown left is a Satellite map overlayed by a speed heatmap, also depicting km markers.
Terrain: Overall, approximately 60-70% of this route was road base, with the remaining 40-30% covering gravel and chip trails. The majority of the road base sections included a separate pedestrian path or sidewalk, with the exception of a very short section on Cadboro Bay road.
Distance/Elevation: The total distance of this route was 7.81km, totaling to a moving time of just over 40 minutes, following an out-and-back style with a few short hills. Total ascent for this route was 86m, while descent was 80m, with a max elevation of 82m.
An Honest and Thorough Review: Overall, this route is a very do-able lunch break route. The campus trail and Cadboro Bay sections provide decent weather coverage, in contrast to Cedar Hill X Rd, which is simply exposed. Cadboro Bay Rd itself has multiple beautiful beach accesses which provide nice turnaround points or break spots, if this route was incorporated into a long run. The traffic was lightly heavy at crosswalks, likely due to the time of day the route was completed, and there was a significant amount of construction along Cadboro Bay. I would probably do this route again solo, but would avoid presenting it as a candidate for group runs given the limited space on sidewalks and heavier traffic mid-day.
Rating: 3.5/5
Media: I did not have my phone with me this week and therefore do not have any photos of the specific route, but next time you’re driving or walking along Cadboro Bay or Cedar Hill X Rd… consider stopping for a jog 🙂
This week, we learned about assistive technology and learning design. To ensure all of our learners can have equitable access to information, as educators we are responsible for creating and publishing content that is multi-modal and accessible in various modes (with alternative text, visual images, audio descriptions, etc.). As demonstrated in this blog post, some important considerations included enabling accessibility of photo and video by way of captions and alternative text. Further, careful attention to color choices in such a way that will pass a colour contrast checker test, so that individuals perceiving colour in different ways can still access your published content. Two models – SAMR and Triple-E – were discussed in terms of evaluating created content for efficacy in learning. Important considerations included attention to engagement for students, tech modifications, and use of tech tools to redefine and extend students’ knowledge of the specific content. Finally, different forms of assistive tech (iPads, PhET, MathConnect, Co:Writer, etc.) were discussed for use in our future classrooms.
Enabling accessible photo and video is something I find is often missed in classrooms. The majority of our lessons as educators are made available to students who have visual access to powerpoints, worksheets, articles, and documentaries or short videos. This is something I often neglect to include in my papers and (until today) my blog posts, but will be a crucial thing to carry forward for my future students and learners.
One digital accessibility practices that surprised me was colour contrast checking. Notably in science, where much of our material is colourful and vibrant in presentation, using contrast checkers should be something we integrate more often to ensure accessibility. Some of the tools I liked in particular listed under the Assistive Technologies were those embedded in Microsoft and Google Suite, given that most students are somewhat familiar with these platforms already. I think many students would benefit from using voice-to-text or read-aloud tools to support them as they conduct research and brainstorm ideas for paper writing, lab reports, or projects. Kurzweil is also a wonderful tool I am now aware of and would love to explore the ways in which it could be implemented or integrated into schools for students who benefit from writing and test taking help. Some things I am curious about concerning this tech include privacy concerns, costs, and accessibility for all students in terms of available resources. Can all students who want this support gain access to an iPad or laptop with downloaded software? Is it beyond the school district budgets? Is it easy to teach and learn how to use? Will this replace the support provided by education assistants (EAs)? Personally, I think EAs are critical to student success in more ways that just reading and scribing, by way of building student relationships and personal connections, which is something these tech tools cannot do. However, they could be very helpful as support tools for EAs and students to use together.
Moving forward, I think these are exceptionally important considerations for future educators to ensure their students can learn to the best of their ability in their classrooms.
Our group is wondering how online lab simulations (like PhET Simulations) compare to in-person lab learning opportunities in science classrooms, and if they can be an effective tool in science and math classrooms. We are analyzing advantages and disadvantages of online simulations and comparing them to that of in person, traditional lab activities. We are also looking into a few specific PhET simulations (PhET Interactive Simulations, 2022). and comparing them to equivalent in lab activities. Finally, we are interested in the visual arts side of simulations and curious about the benefits of visual learning in a case like this. Shown below is a screenshot of the wide variety of labs offered by PhET, which we will be referring to throughout our project.
For my portion of our Tech Ed Inquiry, I am seeking to analyze specific comparisons between PhET simulations and traditional, in-person lab experiences for Biology, Chemistry, and Physics. PhET offers a wide variety of virtual interactive lab simulations for all three subjects, which focus primarily on modeling concepts, demonstrating scientific laws, or enabling students to manipulate variables and observe the consequences thereof. Below, I have included an example of the comparative analysis I have been conducting between PhET labs and classic in-person labs. My hope is that this comparative analysis will aid in determining whether the PhET labs could be put forward as an effective tool for students learning these subjects.
| PhET: Membrane Transport Simulation | Both | Potato Osmosis In-Person Lab |
| Demonstrates diffusion and ion movement at a molecular level but does not directly demonstrate osmosis Does not require extensive materials, preparation, or multi-day laboratory time Removes aspects of equipment or human error | Demonstrates changes in membrane permeability and laws molecule movement Allows students to observe tangible aspects of cell theory relating to membrane transport Enables students to change external variables and observe the consequences | Demonstrates diffusion and osmosis (movement of water), but does not depict other ion movement Enables students to learn the effects of bias, equipment choice, and human error on results Requires students to practice calculations and use deductive reasoning to decipher results |
The next steps in my research include continuing this comparative analysis for the remainder of the labs I’ve chosen across three subject areas. My goal is that this analysis will let be compile a list of PhET labs that could be put forward as part of our presentation as positive candidates for replacing or supplementing commonly used in-person labs, in addition to a list of in-person labs that cannot be replaced by interactive simulations, the reasons for which will be further explained and supported by Aby’s and Keira’s research concerning advantages and disadvantages of both physical and simulation labs.
For my portion of the project, I am looking into the benefits and the drawbacks of physical, in-class lab work. So far in my research, I have been focusing on the pros, or the benefits, of doing lab experiments in the classroom. Some of the benefits I thought of and found (Pedretti & Bellomo, 2014) and are as follows:
Hands-on learning is a huge benefit for physical labs. Working with new materials is exciting and engages students. Hands on work also appeals to the kinesthetic students that learn better by doing. In class lab work also creates fun memories, especially when an experiment has an exciting reaction or finding.
In-class labs help build competence with lab equipment and measurement tools, which will be useful especially if they decide to go into post-secondary or technical careers. It also will help develop fine motor skills and teach them proper safety protocols and risk assessment.
Physical lab experiments often require groupwork. This will encourage teamwork and help them learn how to divide the labour. It will help with students’ verbal communication through discussion and also builds written communication through lab reports.
Hands-on work allows students to witness phenomena and natural processes firsthand rather than just reading about them. It also sparks curiosity and encourages questions and deeper investigation. Most importantly, it makes science feel real and relevant to everyday life. The next step in my research will be diving into the cons, or the drawbacks, of physical lab work.
I was excited to look into the advantages and disadvantages of using simulations in the science classroom. There were a few advantages that I knew from my high school days and attending university during COVID. For example, safety concerns are relatively non-existent in online simulations, and there are increases in conceptual clarity, especially within processes that are really tiny or really big and impossible to replicate meaningfully. I also found some disadvantages in a text book (Pedretti & Bellomo, 2014) that I used for my science methods course last semester. Students do not develop the skills required to manipulate lab materials, or practice the safety required to obtain successful results. Next steps for this line of research involve diving deeper into pros and cons of simulations in the science classroom.
From a visual arts perspective, online lab simulations offer powerful opportunities for visual learning. Platforms like PhET Interactive Simulations use colour, animation, spatial relationships and interactive design to make the more abstract science concepts more accessible, visible and dynamic. Visual simulations can zoom in on microscopic processes, slow down reactions or visually isolate variables, which traditional labs sometimes cannot do.
When looking at visual literacy, learners are able to interpret meaning through imagery, movement and design elements. Thoughtful use of composition can help guide attention and reduce cognitive load. This is especially good for visual learners – which we all are – as there is a deeper conceptual understanding and engagement in the activity.
From an arts lens, the strength of these simulations is because of the intentional visual design, and it’s clear that aesthetics and clarity are greatly considered and aid in supporting scientific understanding rather than replacing the hands-on experience. We also know that any arts-integrated learning and instruction has a positive effect (Bobek & Tversky, 2016). on memory of scientific content, which suggests that visual/artistic approaches to learning can strengthen the learning outcomes (Hardiman et al., 2019).
Bobek, E., Tversky, B., (2016). Creating visual explanations improves learning. Cognitive Research: Principles and Implications, 1 (27). https://doi.org/10.1186/s41235-016-0031-6
Hardiman, M. M., JohnBull, R. M., Carran, D. T., & Shelton, A. (2019). The effects of arts-integrated instruction on memory for science content. Trends in Neuroscience and Education, 14, 25–32. https://doi.org/10.1016/j.tine.2019.02.002
Pedretti, E., & Bellomo, K. (2014). Explorations in Secondary School Science.
PhET Interactive Simulations: University of Colorado Boulder (2022). Simulations. https://phet.colorado.edu/en/simulations/filter?type=html
One of the primary reasons driving my route boredom is that the majority of my runs are completed within the same 21km radius of my house (or so). Luckily, my training group is based in Oak Bay, which has provided ample opportunity for me to explore new routes with friends. Recently, we completed our interval work along Dallas Rd. Though I have walked along the breakwater many times, I neglected to realize it’s high potential for group interval training.
Map: This route began at Beacon Hill Park and included a couple kilometers of warm up towards Dallas Rd, before following the length of Dallas Rd, extending all the way to the breakwater bridge. Shown right is the satellite map, overlayed by a heatmap depicting speed changes throughout the numbered intervals, and the turn-around point on Dallas Rd shown between intervals 9 and 10.
Terrain: With the exception of the few cedar chip trails present during the transition between Beacon Hill Park to Dallas Rd, the entirety of this run was completed on road base (pavement). The section along Dallas Rd itself offers a separate walk/run/bike path on which we completed our intervals. The path was wide enough for us to run in trios, leaving room for other pedestrians or cyclists without obstruction. It also enabled us to run in the dark without worrying about traffic, under streetlights and in small groups.
Distance/Elevation: The total distance of this route was 12.5km, totaling to just under an hour and a half. The intervals themselves were completed along a 4-5km section of Dallas Rd and included a turn around point. The total ascent during this route was 93m, with a descent of 89m, and maximum elevation of 37m. Overall, significantly flat, providing ideal terrain for speedwork.
An Honest and Thorough Review: This route provided simple, easy terrain that was ideal for group training after daylight hours. Ample parking at Beacon Hill enabled all of us to start together without finding parking along Dallas Rd, however, there are also several spots at Clover Point that could be an alternative option. Traffic was minimal to non existent, given the separate pedestrian and cyclist path and the private trails through Beacon Hill Park. This route is exceptionally scenic, with a five-star view of the Olympic mountains during daylight hours, and a peaceful view of the Victoria Harbour in the evening. Overall, I would say this route is a stellar option for group training at any time of day, regardless of daylight or traffic volumes. The only downside to this routs is its’ lack of protection from any sort of adverse weather; it directly faces rain and wind coming off the ocean.
Rating: 5/5
Media: These photos were not taken at the time of this run, but provide evidence of the daytime views and walking paths. Media was obtained from iHikeBC.
