Retrieved from https://twitter.com/BKergin/status/1552760072576438272

A timely Twitter post about living in the future- someone would have given birth to George Jetson last week! The iconic cartoon show from 1962 shared some fantasies  about what living 100 years from then would be like. I remember scenes from the show of hovercrafts flying around and robot helpers at home- not too far from reality. My two speculative narratives are loosely based on the show with some plausible or even possible events in 30 years. (Dunne & Raby, 2013) 

In the Leading Lines podcast, one of the panelists,  Doug Fisher, references how digital technology could support IEPs for all students. I used this as a guide for my design as well as incorporating the HyperHuman design by IDEO from Core77 as part of the narrative. As an elementary teacher, the future of education and the role of the teacher will be greatly impacted by AI. Educators will need to refine and advance their skill sets to stay relevant in the field. That is the origin of my storyline- how technology can be implemented to enhance the profession in a utopian perspective, but also threaten it from a dystopian viewpoint. As Harari (2017) predicts in her article, “In the twenty-first century, if the masses lose their economic value they might have to struggle against irrelevance rather than exploitation.” This could be the downfall to AI in education replacing human jobs.  If my career plans are in place, I should be retired in 30 years, so I wonder if I would have the opportunity to live this narrative, or at least some parts of it. 

The speculative design itself- the “EdVe”- is a robot EA that uses AI to support the teacher in planning lessons and assessments. Its main feat is the ability to generate Individualized Education Plans for each student that is connected to a personalized augmented reality machine used to transform the learning experience. Please enjoy the video below:

References:

Dunne, A. & Raby, F. (2013). Speculative Everything: Design, Fiction, and Social Dreaming. Cambridge: The MIT Press. Retrieved August 30, 2019, from Project MUSE database.

Hariri, Y. N. (2017). Reboot for the AI revolution. Nature International Weekly Journal of Science, 550(7676), 324-327.

All pictures in the video from https://www.istockphoto.com

Everytime I think about our future, I am hopeful for what it holds. I think about my girls, all grown up, in a world that chooses selflessness over selfishness and to spread kindness whenever possible. I hope my girls use the power of technology to connect to and learn from others, while embracing the diversity that exists around them. 

When was the last time you opened the front door to grab the daily newspaper and flipped through to your favourite section while getting black ink on your hands? It’s more likely that you unlock your phones to open an app, like Twitter, and begin to scroll through the newsfeed as you read updates. How we consume and produce information has changed over the years. I am frequently checking my Instagram account (more than I’d like to admit) and find much of my parenting information on the platform by following experts in the field. The IG algorithm also ensures that more of these similar accounts show up on my feed and I am able to read a compact amount of information in a shorter period of time.  These short statements are typically used on social media platforms to share  personal opinions or experiences. These microblogs have exacerbated the need to constantly share and post about our everyday doings- from taking pictures of our food to tagging our location. I would ask, is it really necessary? By condensing our thoughts into these bite-sized captions, often accompanied by a # or picture, it limits the in depth conversations and analysis, focusing on the entertainment value and the number of likes rather than the content itself. In this regard, I think it alters the way we write, as we want to be perceived in a certain light or to capture a wider audience- adding emojis to make it more light-hearted or tagging a friend/ company to receive a response. Moreso, predictive text takes away some agency over the writing process as it guides the sentence structure and selects the next word to resemble your voice. 

When I was generating my post on IG, the  software was able to correct my spelling errors (notably,  separating the words every-time) and predict a few of my words. Interestingly, as I was typing out the first few letters, it was able to predict the root word but not in the correct grammatical sense. For example, the word ‘hopeful’ came out as ‘hoping’, suggesting that my sentence would continue. Based on the context of the statement, the software was able to decipher my thoughts by drawing from hundreds of words and phrases that were used in the past. Since I used my iPhone for this task, there could also be an abundance of data drawn from a larger dataset from other Apple devices. 

In terms of other textual products, I would argue that these statements are not commonly found in academic articles or novels, it is more likely to find such writings in magazines. That being said, there is potential for algorithms to be used in those contexts in a way that captures the specific topics by selecting from a more discrete data set.  As AI systems learn personal typing patterns, it has the potential to streamline work and to improve productivity. Moreso, for education, this algorithmic technology used to predict text can assist students in writing tasks, particularly for those students who may struggle to start generating ideas by making the process less frustrating. These deep learning software have the potential to become more adaptive with the context and more accurate with its capabilities to target domains by suggesting certain words.  

Upon first glance of the data presented in the graph, it was an overwhelming amount of information spread across the web. With further dissection of the data into communities (and the help of Ernesto), I found myself situated in a group of six with Jessica, Katie, Jacey, Sage and Kayli. It was also helpful to filter by the size of the nodes to determine which targets held the most weight. In our group, we all selected Night Chant and Jaat Kahan Ho as one of the top 10 songs from the Golden Record. There were four more tracks that 5  of us shared in common and each of us had individual outliers that we chose. Upon further analysis of this data by reading my peers’ blogpost on their selection process, it would seem that these commonalities occurred because of our desire to cast a wide range of musical selections with more diversity. As Sage aptly explained in her justification process, “I wanted to create a ratio that was more representative of humanity”. 

This reasoning seemed logical for our grouping but upon deeper analysis of the entire dataset it appeared that these two songs had a high degree of connectivity for the entire class. Therefore, unlike my original assumption, it is not because we share these two songs that we are in the same group. That begs the question, why did the algorithm put us together in Community 4? Looking at the wider scope, it could be because of the number of connections between one or more group members that are similar. Our common null choices could also be considered in the algorithm that created these facets. 

The quantifiable data visualizations do not consider the qualitative nature of the selection process. Whereas each of our group members had different criteria to either include or exclude tracks, whether it be on emotional value, personal experience or ‘decipherability’ as Sage decided, there are multiple paths that can be taken to garner the same results. The political implications of this filtering criteria causes a discrepancy between the intent and the outcome. That is, opposing political groups may reach the same conclusion in different contexts as a result of missing or assumed data that is not aligned with the intent. Take for example the controversial topic of vaccination status.  One might make assumptions about a person’s educational background, political views and even religion without truly understanding the reasoning.  Even a topic as simple as mask wearing can cause tension between groups because of assumptions or misinterpretations for a person’s decision. These choices or results in data are not a direct reflection of one’s identity as it fails to consider the underlying intentions.

*click on the image to go to an interactive map of “My Top 10 Tracks from the Golden Record” on genial.ly*

A snippet of time in space. I was interested to learn how the Gold Record would capture the cultural diversity in music that exists in the world to share the story of humanity with interstellar life forms. There was a variety of musical genres from classical, to jazz and the blues. It also included some prominent languages from around the world.  As noted in the podcast by Dallas Taylor, “Music is non-specific but communicates something to someone”. From this inclusionary lens, I selected a compilation of songs that I was not familiar with. In the selection process, I wanted to ensure that there was cultural representation as I narrowed down the list with a mix of both instrumental and vocal music from around the globe. 

1.Senegal, percussion, recorded by Charles Duvelle

The fast paced beat of the percussion instruments was intriguing. After reading about the traditional African drum music, it was interesting to learn that there are certain elements that have influenced American and Cuban music. In the background, I could also hear a wind instrument joining along with the rhythm of the drums. 

2. Mexico, “El Cascabel,” performed by Lorenzo Barcelata and the Mariachi México.

I chose this upbeat song which happens to be a well-known Mexican folk song that means “Little Bell”. At first, it was hard to decipher the many different instruments playing, then I learned that a mariachi band consists of trumpeters, guitarists and violinists. 

3. New Guinea, men’s house song, recorded by Robert MacLennan. 1:20

The vagueness of the title intrigued me. I imagined the playing of the long flutes told a story amongst the men as a form of initiation. The back and forth of the long flutes sounds as if it were a playful  ‘face off’ between the men. 

4. Japan, shakuhachi, “Tsuru No Sugomori” (“Crane’s Nest,”) performed by Goro Yamaguchi. 4:51

The translation of the title of the song “Crane’s Nest” was fitting to the tune of the flute and woodwind as I began to visualize the graceful movements of the crane as it built its home.

5. Azerbaijan S.S.R., bagpipes, recorded by Radio Moscow. 2:30

My initial assumption was that this bagpipe song would derive from Scotland. But the rhythm and almost soft tones were different from my expectations of the Scottish bagpipes.

6. Stravinsky, Rite of Spring, Sacrificial Dance, Columbia Symphony Orchestra, Igor Stravinsky, conductor. 4:35

I can feel the suspense of this sacrificial dance through the dissonance of the string instruments. The Rite to Spring orchestral movement is the score that accompanies a ballet about a young girl who dances as a sacrificial victim. Viewing the 1989 version of this Rite to passage dance, I found it to be quite offensive towards Indigenous groups and the representation of their culture. 

7. Navajo Indians, Night Chant, recorded by Willard Rhodes. 0:57

The sounds from the singer’s voice were airy and enchanting with the rise and fall of the notes. The repetitive melody were characteristics of a chant. It piqued my interest to learn that the night chant is a healing ritual to restore balance between humans and the universe.

8. Peru, wedding song, recorded by John Cohen. 0:38

The woman’s voice sounds as if she is young and innocent, so it was surprising to discover that the chorus of the song translates to “What a fool I was, stupid fool” to serve as warning about marriage rather than a celebration. 

9. China, ch’in, “Flowing Streams,” performed by Kuan P’ing-hu. 7:37

The sounds of this string instrument were unique. The guqin is a seven string musical instrument from China that is plucked. The quaint sounds emanate the calm of the flowing streams. 

10. India, raga, “Jaat Kahan Ho,” sung by Surshri Kesar Bai Kerkar. 3:30

The translation of the title in English “Where are you going along, girl?” features an Indian female vocalist. The woman speaks as if she is relaying imparting wisdom onto the younger generation.

Click here to view the task.

*Note: Please view it first then click on the links! 

After reading the New London Group article on multiliteracies and applying it to the mode bending task, I drew a connection to  the SAMR model created by Dr Ruben Puentedura as a means to enhance and transform teaching and learning with the use of technology. As Terada (2020) pointed out, educators must determine how and when to apply the strategies to best suit the learners. To engage 21st century learners and a generation of digital natives, there needs to encompass “broad forms of representation” taking into consideration the cultural context and dynamic nature of language (Dobson & Willinsky, 2009). The challenges that exist in using digital technologies to redesign literacy practices involve an understanding on both the production and consumption of the multimodal designs. There is a complex relationship between the design elements. Rather than having to ‘reinvent the wheel’, there is an abundance of knowledge and skills to implement these modes of learning to allow for new meaning-making practices. 

Using the New London Group  diagram of multimodal design of meaning, I began to think of how I could redesign the original visual task to include various other elements of design.  Using the flat 2D image captured with my iPhone as the Available design, I remembered another student’s (Jocelyn Chan) presentation  of the task using the website genial.ly to elevate the design into an interactive sensory experience. Initially, I was searching for a digital tool that would allow me to maximize the modes of representation. Here I will outline how I used some of the modes of meaning: 

• Linguistic Design: On each of the pages in the slideshow, there are subtitles that are meant to ‘nominalize’ the content on the page. I also took a lighter, slightly more humorous approach to this task using metaphors to support the description of the image. 
• Visual Design: In order to produce a visually dynamic piece, I included transitions and interactive elements into the slideshow. Furthermore, I decided to highlight each of the items inside the bag  by focusing on individual or groups of items  rather than a holistic approach with all the items in one layout as it was for the original task. 
• Audio Design: In the background of the slideshow, I included a voice over of a description of each of the elements on the page. This accessible feature would allow for inclusion of a wider range of audiences based on reading ability. 

Arguably, I found it more difficult to include elements of spatial and gestural design into the task. To some degree, there are spatial elements as the audience is redirected to new websites when they click on an image. For example, if you were to click on the image of the board books, it would direct you to a read aloud of the text on YouTube. It takes you to various spaces on the web to gain more information on the topic. The main challenge with this platform was including an audio that fit the timing of the transitions of the page. It took a few tries to ensure that the audio matched with the description. Overall, the use of the platform genial.ly was effective in modifying the original task for the redesign process. 

Reference: 

Dobson & Willinsky (2009) Digital Literacy Cambridge Handbook of Literacy

Terada, Y. (2020, May 4) A Powerful Model  for Understanding Good Technology Integration. Edutopia. Retrieved from: https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

The New London Group.  (1996). A pedagogy of multiliteracies: Designing social futures.Harvard Educational Review 66(1), 60-92.

Dani the Dino – Final Draft

Dani the Dino Adventures was a game designed as the final project for ETEC 565 by myself, Sara Cameron and Stephanie Carr. The intent behind the narrative based format game was to introduce Indigenous knowledge and teachings of values guided by the Seven Grandfather Teachings in Twine for a younger audience. Using an iterative design process, we brainstormed ideas to generate a mental prototype and used the game design template to layout the events, script and mechanics of the game. We input our ideas into Twine to program our mini adventure game. Over many late nights, our team adopted the game design strategy of ‘interrupt/modify/stop’ that produced many changes to our original idea in order to generate an outcome that far exceeded our expectations!

In terms of Twine, the hypertextual structure was attractive for our non-programming background and coincided with our storytelling strengths as primary teachers. As Bolter (2001) explains about hypertext in relation to Twine, the individual passages contributed to the entire plot of the story and eventually became a ‘network of interconnected writings’. The structure of the text was designed such that there was both hierarchical and associative thinking that existed through links to individual storylines. Dani the Dino takes different paths to meet animals and learns about the seven teachings; they then return back to the puzzle wheel until they gather all the puzzle pieces (Bolter, 2001). One of the greatest challenges in the creation of the project was finding a method to input the voiceover of the main character. The voice was recorded by Stephanie and coded into Twine to correspond to the words on the page so that readers at all levels would be able to access the game through both audio and visuals. 

References: 

Chapter 3 of Bolter, Jay David. (2001). Writing space: computers, hypertext, and the remediation of print. New York, NY: Routledge.

There has been an abundance of research on the positive benefits of writing in a journal to improve mental health (Ackerman, 2018). For this task, I wanted to try journaling by hand writing a page about gratitude. Personally, I prefer putting pen to paper as it was calming for my senses:  the crinkle of paper, the smoothness of the ink and the controlled movement of the strokes. Writing involves more of an investment in the process. When my mind was full of thoughts, I had to deliberately slow down to put all those ideas onto the page. Studies have shown the advantages of handwriting over typing such that “areas of the brain correlated with working memory and encoding new information were more active during handwriting.” and impacts the way we learn. (Jones, 2020). If there was a mistake on the page, I would simply cross it out and move on, leaving a mark of imperfection behind. Since it was a personal journal entry, it was not necessary to edit, rather to continue on with my reflection as my feelings became clearer. If it were in a mechanized form, I would keep reassessing my work and lose the authenticity of my initial emotions. The obvious drawback is the time consuming nature of writing over mechanized forms. 

References:

Ackerman, C.E. (2018, May 14) 83 Benefits for Journaling for Depression, Anxiety and Stress. Positivepsychology.com. Retrieved from: https://positivepsychology.com/benefits-of-journaling/

Gratitude Journal. Retrieved on June 5, 2022. Greater Good in Action. Retrieved from: https://ggia.berkeley.edu/practice/gratitude_journal

Jones, A.M. (2020, October 4) New study suggests handwriting engages the brain more than typing. CTV News Health. Retrieved from: https://www.ctvnews.ca/health/new-study-suggests-handwriting-engages-the-brain-more-than-typing-1.5132542

Recorded using dictation (voice-to-text) in Notes on the iPhone: A Birth Story for my Daughter

Oh my dear this is a story about the day that you were born and it wasn’t too long ago when you came into this big beautiful world and now you’re almost 2 months from the day was April 5, 2022 and mom going with the day that I was going to go into the hospital to be induced the morning of I called the hospital at 6 AM to see when I can come in to get started they said I could come in right away but I wasn’t ready yet because I had to get big sister Madeline already to go to daycare and make sure that she was settled with her grandparents so we went into the hospital around 8 AM me and your dad they were all packed and ready to stay for a few days because we weren’t sure what to expect but sure enough you were or you came in a timely manner to get started mommy got hooked up with lots of tubes and IVs to make sure that you came out safely and to get the contraction started it took a bit of waiting and I got really hungry in between but I wasn’t allowed to eat any solid food so all I ate was bone broth fast forward two hours later and the contraction started to come contractions are sharp pains in the belly area that tell me that you’re getting ready to come the doctors checked to see if I was ready to push and I wasn’t quite there yet I was only 2 cm and I need to go eight more centimetres before I could start pushing so we waited some more in the meantime dad and I walked around the room and watch the movies and we talk to one another around four hours later the contractions started to come closer and more painful that’s when Dad suggested that mom gets an epidural so that it wouldn’t hurt so much and that was it The best decision he made the anaesthesiologist came in and put a giant needle in my knees back it was a little painful and it felt like a bee sting but the after effect was wonderful that meant I couldn’t feel the pain as much as a contraction started to come closer together at this point it was mid afternoon around 2 PM and I told daddy to go home to see Madeline for a little bit because I was only still 3 cm dilated and your aunt Caroline was there to take over just as dad left the pain started to really come even though I had an epidural and guess what I was 9 cm and dad wasn’t there I was almost ready to push so we need you to call dad and he had to turn the car aroundAnd come right back he made it just in time for the delivery and you were amazing and three pushes you were out and you were absolutely perfect they gave you to mommy and we looked at each other for the first time you with your tiny cry and I knew right then and there that you were exactly who and where you needed to be

How does the text deviate from conventions of written English? What is “wrong” in the text? What is “right”?

Efficient, but inaccurate. Accessible, yet incoherent. This is my initial feedback while reading the unedited written version of my oral story. Writing has become a skill that requires the utilization of proper conventions to create a clear, concise piece of work. Other than correct spelling and application of some grammatical rules, the text was missing basic conventions including punctuation and capitalization which had a large impact on how the genre was perceived. These grammatically correct statements are derived from rules of natural language foremost and translated to text (Ong, 2002). The structure and arrangement of words were directly dictated into typed writing on my iPhone in Notes to generate one massive run-on sentence, which was morphologically intact but fell apart with the construction of sentences (syntax). As a result of the lack of structural constraints, it was challenging to make sense of what was read and difficult to follow along with the organization of thought. There were instances that my spoken words were misinterpreted, for example, it read the phrase ‘all ready’ as the adverb  ‘already’. As I read through, I also noticed errors as a result of pauses during speech which lead to an increased number of the word ‘and’ to try to connect thoughts together. 

What are the most common “mistakes” in the text and why do you consider them “mistakes”?

Since writing is considered itself to be a technology (Haas, 2013), it follows a set of technical rules in the English writing system. Gnanadesikan (2011) states that “writing is a transformation of language, a technology applied to language, not language itself.” This voice-to-text task did just that, by transforming my spoken story into a text version with aspects of my ideas that were lost in translation. More specifically, the absence of any punctuation and paragraphing disregarded the meaning of words and emphasis on certain elements of the story. Take for example, quotations in the text that assimilated with the body of the text that lost its purpose. The reader is unable to identify who is speaking in reference to the narrative. These mistakes enable the words to lose their value. Simply because the words are translated onto a  page does not mean that it inherently makes sense. In Gnanadesikan (2011) chapter “The First IT Revolution”, he speaks about writing systems and differentiates between language and speech. He further explains that writing is able to capture language but fails to include information about intonation and emotional content that is found in speech (p9). This is similar to the dichotomy of speech and writing presented by Plato in Haas (2013, p7) and holds true to the application of the voice-to-text software. 

What if you had “scripted” the story? What difference might that have made?

In Schmandt-Besserat (2009), “Origins and Forms of Writing”,  David Olsen makes the argument that our ability to reflect on ourselves is derived from writing, not speech. Having a scripted story would support this argument by  producing a more coherent and organized text with precision in the messaging (Gnanadesikan, 2011). A script would allow for a more thoughtful construction of words to communicate using language more effectively with succinct vocabulary. In my oral story example, it was easy to recall the main details of the day my daughter was born, however, when the task was complete there were many moments that I wanted to go back to add to. On the other hand, a scripted story may limit creativity and imagination rather than allowing the thought process to flow naturally in an unscripted, conversational manner. 

In what ways does oral storytelling differ from written storytelling? 

A translation of time into space. Gnanadesikan (2011) eloquently describes the process of writing and how the act itself has shaped our language. Written storytelling has the ability to transcend time and remain unchanged throughout history in its physical nature or ‘material’ form (Haas, 2013). A text, and all of its ideas, that was written hundreds of years ago is the same work that exists today. I believe there is also a sense of formality when comparing oral and written storytelling. To have your ideas written provides permanence whereas orally speaking is more transient, once the words are heard it can easily be forgotten. This connects to Gnanadesikan’s (2011) statement that “…writing is worth more than speech.” There is an art to storytelling, both oral and written, which uses languages to evoke emotions in various contexts and for different purposes. Ong (2002) elaborates on the origins of the word ‘rhetoric’ as speech art and how writing enhances oral speaking. Furthermore, Ong (2002) argues that “Writing can never dispense with orality” (p4). I think this is profoundly noticeable with respect to the integral role that oral storytelling has in Indigenous cultures to transmit information and their histories throughout generations. In an effort to keep their language alive, there must be a concerted effort amongst generations to share and teach one another through the spoken language and storytelling. In the CBC article (Hadley, 2019), this is applied to 21st century learners through an app to “carry Indigenous languages into the future”. Furthermore, oral storytelling is subject to the interpretation on the receiving end and requires a commitment to continue its legacy.

References:

Gnanadesikan, A. E. (2011).“The First IT Revolution.” In The writing revolution: Cuneiform to the internet. (Vol. 25). John Wiley & Sons (pp. 1-10).

Hadley, A. (2019, January 11) New Indigenous language app targets ’21st century’ learners. CBC News. https://www.cbc.ca/news/canada/thunder-bay/indigenous-language-app-1.4970376

Haas, C. (2013). “The Technology Question.” In Writing technology: Studies on the materiality of literacy. Routledge. (pp. 3-23).

Ong, W. (2002). Orality and literacy: The technologizing of the word. New York; London: Routledge.

Schmandt-Besserat, D. (2009). “Origins and Forms of Writing.” In Bazerman, C. (Ed.). Handbook of research on writing: History, society, school, individual, text. New York, NY: Routledge.

What is your daily need for the items in your bag? How might these items be considered “texts” and what do they say about you, the places you inhabit, the cultures with which you engage, and/or the activities you take up?

Welcome to the contents of my life in this bag. It contains an accurate depiction of what consumes my life now as a mom to a toddler and newborn, which consists of a cycle of feeding, diaper changes and appointments. Not surprisingly, the bag is filled with items mostly belonging to my two children: my 2 ½ year old, Madeline and 1 month old, Adelaide. The most obvious texts are the two picture books that I keep to entertain the kids during our rare outings.  Barnyard Dance is one of Madeline’s favourite books as she is learning about the natural rhythm of words and enjoys following along with the animal sounds, whereas the other Look, Look a  black and white book is appropriate and easier to see for Adelaide’s developing eyesight. Another text is the Starbucks symbol on the gift card that is for my emergency use on days I need an extra caffeine boost or for Saturday mornings when I take Madeline to soccer lessons. Notably are certain brands of items like the Pampers and Lysol wipes or Bath&Body Works hand sanitizer with their distinctive designs- all of which are remnants of our pandemic lifestyle and desire to disinfect. The classic “immunization records” log  has not changed throughout the years to document all the vaccinations (a term itself which could now be considered controversial depending which side of the fence you sit on). 

Thinking about the title of the course, what are the “text technologies” in your bag, if any? What do these items say about how you engage with language and communication? What do the items in your bag say about the literacies you have? How does the narrative of the (private) contents of your bag compare with the narrative produced by image you have of yourself or the image you outwardly project?

Other than my iPhone (used to capture this photo) that would also be in the bag, there are few text technologies. Possibly more exciting and revealing in character would be my “digital bag”. My top three apps that I use daily, aside from Messaging and Whatsapp, are Instagram, Huckleberry and Our Daily Bread. I often lose track of time scrolling through Instagram to gain insights on anything parenting related; from advice to raising a happy, healthy toddler to car seat safety instructions, there are so many child focused accounts to follow. Huckleberry is an app that helps me keep track of my feeding, pumping, sleeping schedule and all things growth related for Adelaide. Finally, I read a short daily devotional on  Our Daily Bread and share my thoughts with my dad and sister via email. Most of these apps are used for consumption of knowledge by reading or viewing the content. All of these apps are viewed in English, my primary language. Being brought up as a second-generation Chinese born Canadian, my parents spoke Cantonese growing up and I attended Chinese school for 6 years. Despite these efforts to remain true to my Chinese heritage, I was fully immersed in the English language (with a sprinkling of French for 4 years) and can only listen and understand Cantonese with limited ability to communicate. Side story on linguistic differences: On a trip to Hong Kong to visit my grandmother, I was trying to communicate with her in Cantonese. She kept offering me food after a giant meal. I wanted to tell her I was full so I directly translated “full stomach” to “dai to” which actually means pregnant! My partner, after laughing hysterically, quickly corrected my error. I now wish that I was bilingual, being able to write and read Cantonese fluently.  I hope to provide these opportunities to my own children and share with them the value of learning new languages to gain a different perspective on life. 

What would this same bag have looked like, say, 15 or 25 years ago? How do you imagine an archeologist aiming to understand this temporal period might view the contents of your bag many years in the future?

Had this task been assigned 2 months ago, my bag would look very different. It would be my work bag containing my laptop and agenda (Call me old school, I’ve always liked to have a hard copy to write down my schedule) that I would take to my work as an elementary school teacher. Rewind two years ago, pre-pandemic and pre-kids, I would have my gym bag with my workout gear and latest workout app. An archeologist scouring through my bag in the future may wonder what diapers are (I sure hope they become a thing of the past because it contributes to so much waste) or choose to put the board books into a museum as print may become a thing of the past (this I hope does not happen because I love reading physical books rather than on a device). Really, for such small human beings, they require so many things!