A1 – MyBlueprint
Originally posted by Jennifer L on October 11, 2019 I have chosen to analyze MyBlueprint for my A1 project. MyBlueprint is an online portfolio, similar to FreshGrade, that the Vancouver School Board started investing in. My school has volunteered to pilot this program, so this project came at the right time! In the video, I tried […]
What does UNESCO do for mobile learning?
<Resource Mining.> I was surprised to learn and rather ashamed not to know that “despite advances in publishing, books remain out of reach for large numbers of people… in poor neighborhoods in the United States, the ratio of children to books is 300 to 1.” (UNESCO, 2019) I also learned that even though some parts […]
A3: Using mobile devices in exams
Originally posted by Kristie dewald on March 24, 2019 In my future cast, I am proposing an app that would lock down mobile device functions to limit them to an app or apps as permitted by the instructor. Although such functionality exists, for example, with parental controls (ie. Guided Access on iphones), I’m proposing an […]
Kids can Code using Lightbot
Original post by By Kat on February 9, 2019 Coding is a big deal right now. Worldwide, 36 million kids have taken part in “hour of code” activities, helping them become active, rather than passive users of technology. The skills that they learn might one-day help secure a job in our increasingly tech-driven world. Having […]
Technology Outreach and Education (CanCode Initiatives)
Original post by christopher wong on January 23, 2019 The size and mobility of devices allows technology education to occur in many underserved communities. Canada’s CanCode initiatives (https://www.ic.gc.ca/eic/site/121.nsf/eng/00003.html) seek to ensure that Canadians in even the remotest areas of Canada are introduced to coding and digital skills. Informal workshops are developed through federally funded programs […]
Scenematiq: A3: Graded Scenario-based English Language Learning
Originally posted by Lilian Lim on March 25, 2019 Mastering a new language in a classroom but without having extensive immersion in its culture has always been a challenge for the average language learner. It would be difficult to use the language idiomatically because of the complex interaction between lexis, semantics, grammar, pronunciation, and context. […]