Prompting Activity: Reading with AI

Brief

In this exercise, we will focus on crafting effective prompts, an essential ability for interacting with generative AI systems.

We will use the paper “Technology as Experience” by McCarthy and Wright (2004) as our reference material to test your questions and prompts.

Ask the AI to summarize that paper and identify key points, before delving deeper. More nuanced and targeted questions tend to yield more accurate and insightful outputs from AI.

A central question we will evolve around: What are some of the strategic questions you might pose to thoroughly interrogate a research paper? 


Preface

For this project, I tried utilizing ChatGPT3.5 but like many others, I was informed that it did not have access to this book or its contents.

I decided to utilize perplexity.ai instead to give it a try, as I have heard about this platform in recent AI workshops that I’ve attended, and wanted to take a look at the functionality.

One benefit of using this platform is that you don’t need to login or create an account to use it, albeit with limited functions that are only available when you sign up.

Prompt #1:

What are some examples of how technology can be seen as experience, as discussed in the paper “Technology as Experience” by McCarthy and Wright (2004)? 

The result that I got was a breakdown of three main concepts mentioned in the paper, including:

  1. Brenda Laurel's Concepts: The paper borrows concepts from Brenda Laurel, who discussed the idea of extending our minds via computer engagement, highlighting the transformative and experiential nature of human-computer interaction.
  2. John Dewey's Notion of an Active Self: The authors draw on John Dewey's concept of an active self, which shapes action and the internal dynamics of experience. This perspective emphasizes the role of the individual in shaping their technological experiences, framing it as an active and participatory process.
  3. Mikhail Bakhtin's Emphasis on Felt Life: The paper also references Mikhail Bakhtin's emphasis on the primacy of felt life, suggesting that technology is intertwined with our non-technical 'lived life' experiences. This perspective underscores the deep integration of technology into our everyday experiences and its influence on society
Prompt #2

What are some of the challenges when it comes to designing technology as experience? 

  1. Creating the Best Technology Experience: Ensuring that technology provides the best possible experience for users, encompassing factors such as productivity, collaboration, and engagement.
  2. Understanding Technology as Experience: Shifting the perspective from viewing technology as a tool to understanding it as an integral part of human experience, encompassing intellectual, sensual, and cultural aspects.
  3. Evaluating Technology as Experience: Developing frameworks and methods for evaluating technology in terms of the experiences it offers, going beyond functional aspects to consider emotional, aesthetic, and societal dimensions.
  4. Focusing on User Experience: Emphasizing that user experience is not just about technology, industrial design, or interfaces, but about creating meaningful and personally encountered events through technology. This requires a shift from a purely practical view to one that considers the richness of human experiences.
Addressing these challenges requires a shift in perspective, a focus on holistic user experiences, and the development of frameworks for evaluating and designing technology to encompass its full experiential potential.
Prompt #3

What are some drawbacks of perceiving technology as experience? 

  1. Dehumanization and Social Isolation: Improper use of technology can lead to dehumanization and foster social isolation, as individuals may become overly reliant on digital interactions, potentially diminishing face-to-face socialization and interpersonal skills.
  2. Security and Privacy Concerns: The lack of online security and exposure of sensitive data pose significant drawbacks, as both companies and individuals are exposed to the dangers lurking on the Internet, leading to potential theft, data hijacking, and major economic loss.
  3. Potential Job Losses: The rapid growth of e-commerce and digital platforms can have a detrimental impact on traditional industries and professions, potentially leading to job losses and the decline of established practices
  4. Costly Consequences of Malfunctions: When technology systems fail, the consequences can be expensive, resulting in financial costs for repairs and replacements, as well as lost productivity
  5. Reduction in Face-to-Face Socialization: Technology may reduce face-to-face socialization and interpersonal skills, as individuals increasingly rely on digital communication platforms, potentially impacting traditional forms of social interaction

Reflection

In Prompt #1, the response provided the theoretical frameworks of the scholars mentioned within the paper, with a perhaps overly generalized summarization of their ideas.

Upon further prompting (i.e. Can you expand on Brenda Laurel’s concepts within this paper?), I was given a response that referenced Laurel’s other works before reapplying it to the current context, which I found helpful for an introduction level of understanding.

In Prompt #2, it focused in on the “metacognitive” level of recognizing that a perspective shift is needed in order to implement “technology as experience” in practical ways.

Upon further prompting the difference between “technology as experience” versus “user experience”, it made the distinction that the former offers a theoretical lens for understanding the broader impact of technology on human experiences; whereas the latter was a practical approach to design and evaluation of specific experiences created through technology.

Lastly, in Prompt #3, I wanted to ask about the some aspects that we might be overlooking when we think about technology as experience. It provided some examples of what overreliance on technology could look like, and the dangers of being overly enmeshed with technology such that it becomes our sole experience.

Overall, I think Prompt #1 and Prompt #3 results could be conjured up through human brainstorming and critical thinking in general. Prompt #2 was more helpful when it comes to clarification and understanding the nuances which I found useful.

Truth and Reconciliation Reflection

Brief

The project brief was to find a document and explore the portrayals of indigenous and First Nation peoples in your chosen locale, and provide a reflection of how Indigeneity and Indigenous people represented in these documents make up our knowledge and understanding of the history of education.

Preface

Having grown-up and spent most of my adolescent life in Taiwan and its education system, we naturally learned about Taiwanese history and culture in our elementary to high school curriculum. The long history of colonization by Portuguese, Dutch, Spanish and Japanese, as well as the settlement of Chinese immigrants resulted in much tension and conflict amongst the diverse groups of people inhabiting the small island.

It wasn’t until coming to Vancouver and learning more about the Indigenous history and the overall activism surrounding reconciliation did I have the lens to reflect back on the ways I have learnt about Taiwanese history, specifically re-thinking the narrative of the curriculum and portrayals of Indigenous peoples, colonizers and settlers in relation with each other.

Project

The “document” I decided to choose for this project is the Taiwanese 2011 film Warriors of the Rainbow: Seediq Bale  directed by Taiwanese director Wei Te-sheng.

This film portrays the historical 1930 Musha Incident (霧社事件) of the Seediq (賽德克)  people against the colonial Japanese forces in response to the long-term oppression. Due to the nature of the subject matter, it does have explicit depictions of violence, forced assimilation policies, dispossession of land and natural resources, armed conflict, etc. which was a reality for many of the indigenous communities under Japanese colonialization.

This film was shown in competition at the 68th Venice International Film Festival. I chose this film as it was seminal in terms of bringing Taiwanese colonial history and “representation” of Indigenous peoples of Taiwan onto the international stage, creating an entry point when it comes to learning and understanding more of history of Taiwan.

Throughout the film, I am constantly confronted with this question:

What are the underlying themes being driven in this narrative and what is assumed of the positionality of that perspective?

As a film involving conflict amongst many different groups — Japanese colonizers, Han Chinese settlers, and the indigenous Seediq people — understanding the historical and cultural context from each group is necessary.

Below is a brief glance at the historical context of Japanese colonial rules and assimilation policies imposed onto the indigenous peoples, including:

Status and categorization – varying degrees of “barbarians” 番 (fan)
    • 生番 (sheng fan) : non-acculturated indigenous people; lived outside of administrative units
    • 化番 (hua fan) : semi-acculturated indigenous people; lived outside administrative units
    • 熟番 (shu fan) : acculturated indigenous people; treated with status en-par with Han Chinese as “natives of Taiwan”
Settler-Aboriginal Boundary 隘勇(yi yong)

The Japanese claimed all unreclaimed forest and mountain land in Taiwan as government property, denying the rights of indigenous people to their property, land and anything on the land. The Japanese colonizers reinforced the “settler-aboriginal boundary”  that further restricted indigenous people’s living space.

Japanization “kominka”  Era (皇民化運動)

After the Musha Incident, many new policies were put into place to control indigenous people and their resources, including assimilation through education, language and prohibition of indigenous cultural practices.


Naturally, the film garnered both praise and criticism. That being said, I believe the controversy is what creates an abundance of topics for critical conversation and discussion.

What are the underlying themes being driven in this narrative and what is assumed of the positionality of that perspective?

This rather broad/general/nebulous question not only generates discussion on the surface-level of media portrayal, historical narrative, but also in a self-referential way in terms of the critic needing to reckon with their own positionality and perspective through the act of critiquing.

As a student back then, we did not have the time nor space in the elementary, middle and high school curriculum to have a deeper and more nuanced understanding of historical events in general, not to mention having in-depth discussion on topics related to indigenous communities at all.

Living in Taiwan, there are traces of colonialism in everyday life. It is ingrained in the architecture, in the transportation system, historical documentation that is available to the rest of the world, and even the educational system itself. There is still a big gap in terms of restorative justice and the overall dissemination of the concept of truth and reconciliation and efforts of  decolonization, and I believe the first step and front lines of this dissemination is starting within the classrooms in education.

New Updates

The new semester has started, and I have been feeling a little bit more invigorated by newfound energy from my travels!

A lot of change has happened in the past one month and a half!
This semester, I will start my new position as Instructional Assistant in the Educational Technology Department, supporting instructors with the ePortfolio platform PebblePad.

I will also continue to take some courses for the Masters program, and am looking forward to being immersed and learning more in the field!

Updates into the Void

I have officially finished my Graduate Certificate, and successfully laddered into the Masters Program!

As a celebration, I have decided to take a break from school over the summer semester, and will be going on a French language exchange program in Quebec City for a month, and travel to Montreal and Toronto afterwards for a few weeks.

I have also decided to start making art more ~seriously~ as in “putting myself out there” and participating more in the community.

I hope to resume my studies in September, and am looking forward to continue learning soon with everyone 🙂

 

Memories of Disability

Preface

This assignment was somewhat difficult and challenging to start, as it required one to look inwards at their own personal values and beliefs surrounding disability and dis/ableism, examining them critically through the theories and lenses of the course readings.

Borrowing the quote “the personal is political” from intersectional feminism theorists, theory and politics are not distant and abstract ideas, rather, they are intimately interconnected with the personal. With that in mind, I would like to reflect and examine the relationships and dynamics of my family and friends that are disabled or acquired a form of disability over the duration of our relationship.

The first relationship I would like to examine is with Ah-ma, my grandmother. I had a close relationship with her, as she took care of me growing up, I also watched her slowly age as time passed. It was undeniable that age-related conditions such as diabetes, high cholesterol, hearing loss and mobility issues emerged gradually and impacted her everyday living. I wanted to focus on my longitudinal observations of her mobility issues through the years in relation to her environment, and the ways environmental factors afforded or limited her agency and independence.

The second relationship I would like to examine is with my close friend A. He disclosed his disability early on in our friendship, which was something that I hadn’t encountered before. I wanted to reflect on the internal shifts and changes in both of our attitudes towards understanding disability in relation to the concept of a “temporarily abled body”.

 Ah-ma – on Aging, Agency and Environmental Affordances

Ah-ma was one of my primary caretakers, living just a few allies away, my parents would drop me off at her house before going to work. Since we all lived in the same neighborhood, I spent a lot of time with her through my formative years, and one of my fondest memories include accompanying her grocery shopping at the traditional markets.

The traditional markets were a gathering place where Ah-ma would socialize and meet her friends, other grandmothers that also managed the household and took care of their grandchildren. As a young child, I remember the elderly ladies pushing strollers with their sleepy grandchildren, plastic grocery bags hanging from the handlebars, multipurposed as grocery carts. The older 5-story apartments in the neighborhood where Ah-ma lived had no elevators, which meant most of them had to carry stroller, groceries and grandchildren all up a narrow flight of stairs – Ah-ma did so too, barely breaking a sweat.

As a teenager, I continued to accompany her to the traditional markets. Ah-ma started walking with an umbrella that doubled as a walking stick, walking arm-in-arm pulling her grocery cart in tow. We still see her friends at the traditional markets; some of them carried walking sticks like Ah-ma; some had fancy grocery carts with small foldable seat for a quick rest, with triangular wheels so they could be easily pulled up the stairs. When her friends saw me, they would remark “how fast they grow!” their wrinkles looking a bit more defined as they smiled.

For university, I moved away from Taipei for my studies, but still visited home whenever I could during the summer and winter breaks. Having spent time away from Ah-ma, I forgot how unforgiving time can be sometimes, and she looked older than I had remembered. Her diabetes though manageable, impacted her mobility such that she started utilizing a cane for assistance.

I continued to accompany Ah-ma to the traditional markets. As her friends also aged through the years, many of them were seen accompanied with their live-in caretakers, as some family members seldom had time to provide care around the clock. Having forgotten who I was, her friends would comment “how young your live-in caretaker is!”, in which Ah-ma would reply “I don’t need a live-in caretaker yet, this is my granddaughter!”, perhaps as an attempt to assert her independence.

As we arrived at the apartment, I rushed to grab the groceries for her, not wanting her to strain or overexert herself too much. However, Ah-ma would insist on carrying it on her own. I watched her slowly make her way up the staircase, holding on to the handrails, making sure both feet were on the same step before taking the next one. She laughed and said that carrying the groceries is her “daily workout routine”, which caught me off guard – I had never considered it through that perspective! As I reflected more on her response, I realized…who was I to assume what was best for her, without consulting her experiential knowledge?

“An environment is perceived by the users according to their needs, at a specific time, they will assess how the environment will support or limit their behaviors or activities they want to accomplish” (Mahmood et al., 2020). On one hand, Ah-ma’s environmental affordances required her to maintain “active” by navigating up and down the staircases, walking to the traditional market a few blocks away to socialize with her friends at the park. On the other hand, the potential dangers of falling and injuring herself on the stairs, impatient motorcyclists zipping by as she crossed the street, the protruding banyan tree roots and uneven pavement at the park were of the family’s concern. How does one ensure the agency and independence of their elders while at the same time safeguarding them from potential dangers that come with the natural course of aging?  How do we honor their self-sufficiency without patronizing their decisions?

At some point, my uncle decided to move her to a newer apartment, one that had elevators which he thought was more convenient and accessible for Ah-ma. However, the apartment was in a different area of the city, she was completely removed from her original social circle, isolating her from her familiar neighborhood and community.

“Functional decline over the years may impact how people experience their neighborhoods, along with changes in the community, such as alterations in infrastructure or relocation to different homes” (Mahmood et al., 2020). Now out of her element, she needed to readjust to her environment again. We noticed that she spent more time at home, since the nearest traditional market was not of walking distance, she relied on my uncle for assistance. Before, we would all check on Ah-ma as we lived a few allies away, however, it was much more difficult now that she lived further away.

“Place attachment may play even a more important role, such as supporting memory and connection with the past, providing a sense of belonging, relaxation, positive emotions and allowing activity, as well as promoting comfort and security” (Mahmood et al., 2020). Eventually, realizing that this change in environment was not sustainable for Ah-ma long-term, my family decided to move her back to her original apartment. Once again in her familiar circle, she resumed many of her previous routines, and seemed to feel more confident in her own self-sufficiency. I believe my family also felt more reassured in comparison to before, understanding that her independence was important to her.

 A – Ambivalent Attitudes on Ableism and Able-bodied-ness

I became friends with A in Taipei when I flew home for the summer break in 2017. A was also in a similar situation, a Taiwanese student studying abroad visiting home over the break. We bonded over mutual interests and explored Taipei together, going to art exhibits and museums, indulging ourselves with street food at night markets, and bike rides along the riverside parks.

That summer, I learned how to skateboard, and was excited by how liberating it was to feel the world whizz by. A mentioned he used to skateboard, but not anymore, which piqued my curiosity. It was then that he disclosed to me about his prosthetic hip and chronic illness – he had injured his hip badly during a snowboard trip in high school, and complications from hemophilia during surgery resulted in needing a prosthetic hip replacement.

I remember his frankness while describing what happened, as if it weren’t his first time disclosing it. I also remember feeling rather inadequate and rude having brought up such a “taboo” topic of conversation without realization. Internally, I felt a strange sense of loss for him, perhaps out of pity, knowing that there are certain things that he enjoys but cannot do anymore, especially when we are still in our youth. Unsure how to proceed, I asked him how he felt about it, not wanting to outwardly place judgement so blatantly through an “oh, I’m sorry to hear that”.

This started a rather insightful conversation about how he manages his hemophilia on a day-to-day basis, his understanding of his physical limitations when it comes to his prosthetic hip, and his attitudes towards his disabilities in general. I found it interesting that he had differentiating attitudes towards disabilities and made a distinction between his hemophilia and prosthetic hip.

With “hidden disabilities” that are not outwardly apparent, I wouldn’t have known if A hadn’t told me about it, which, in retrospect, was a rather bold assumption for me to make. This made me reflect on the term of a “temporarily abled body” – a term to effectively bring people into one group and evoke a sense of empathy: some of us are disabled now and many of us can be sooner or later” as a reminder that the needs of some are really the needs of everyone (Edison and Notkin, 2010). It made a lot of sense to think of my flesh vessel as temporarily abled, while simultaneously confronting my own mortality in that existential sense, however, upon further research on disabled people’s opinions on this term, I realized it is not without its criticisms.

During his recovery from his hip surgery, A had a rather desolate outlook, stating “I would rather die than not be able to walk in the future or in my old age”, which somewhat shocked me – thinking back on it now, I wonder if his bitterness was coming from a place of self-pity or shame, or perhaps he had internalized this notion of ableism that is so imbued in our society? His attitude illustrated one major criticism of the term “temporarily abled body” that it calls upon a sense of “fearmongering”, implying that “disability, though not always deadly, is a fate worse than death” (Crippledscholar, 2015), which continues to perpetuate the negative stigma of having a disability to begin with.

Another criticism that I came across was the oversimplification of disabilities and its impact to a dichotomy that does not embody the nuances of “able-bodied-ness”, which also brings into question – “what is the definition of ‘able’, and ‘able’ to do what?”.

The “temporarily able body” focuses on the physical body, and excludes those that might have cognitive, mental or other ‘hidden’ disabilities that are “unapparent to outside observers and defies the outward social construction of disability” (Valeras, 2010). Disabled people can also be “temporarily able-bodied” when their “physical issue are not flaring up and leaves room for disabilities that tend to fluctuate in intensity over time”. Many others thought that the term “currently abled” portrayed a more inclusive and over-encompassing way of capturing different types of disabilities, and accounting for fluctuations in “ability” over time, in which attention, treatment and accommodation are still needed to manage and maintain themselves in a “mostly functional state” rather than an “impaired state”.

For this paper, I called A to ask him some questions about his internal feelings and beliefs towards himself and his conditions currently, curious whether it has changed after all these years?

With hemophilia being an inherited disorder affecting the clotting properties of blood, going to the pharmacy to pick up medication and administering injections on a weekly basis was “my normal everyday way of life from a young age”, he explained nonchalantly. With his current management and prevention, he didn’t think it impaired his functioning, and felt rather “normal”.

However, with A’s acquired hip injury resulting in a prosthetic implant, he expressed his initial deep sense of despair when he was “wheelchair-bound” during his surgery recovery, the gradual acceptance that he cannot do certain activities anymore, and the understanding of needing to “update” his prosthetic at some point in the future and going through the recovery process all over again. Until then, he mostly maintains his muscle mass and strength through working out and physiotherapy. He avoids activities that could possibly injure him, otherwise, he has moved away from the despair that he initially had and doesn’t feel like he identifies as a disabled person because it is currently well managed, “but who is to know what will happen in the future” he added on.

One thing that A still worries about is his insecurities of other’s doubt and suspicion viewing him as “different for no reason” as he “looks normal on the outside”, in which he kept his condition disclosed to only friends that he trusts. Echoing what the others mentioned, it sheds a different light on the idea of self-identification to the term “disabled”, and the ways A negotiated between when, where, how and why to disclose and adopt the disability identity, and when to “pass” as “able-bodied”.

Like with any term when we talk about disabilities, it is important that we think about the vast contextual and individual differences in nuance. People should care about disability rights, not out of fear that it could affect them personally someday, rather, people should care because they affect other human beings. We should center the voices and stories of those with lived experiences of disabilities and recognize that the way of self-identification is not as clear-cut as it seems, revealing the multiplicity and fluidity of identity overall.

Conclusion

In the beginning, I found some resistance and hesitancy to engage in such a reflective endeavor, in fear of what I would find in the deconstruction of myself and my past. I am grateful that through the interactions and conversations that I have with my family and friends, I am able to have a better understanding of their personal experiences, and therefore bringing more awareness and sensitivity towards this topic. At the same time, I am also grateful for this opportunity to introspect, as it is a necessary process to un-learn and un-pack my own implicit biases when it comes to thinking about disability, while maintaining an openness to re-learn new perspectives.

 

References

Crippledscholar.  (2015, April 27th). Can We Please Stop Calling Able-Bodied People TABS. Crippledscholar. https://crippledscholar.com/2015/04/27/can-we-please-stop-calling-able-bodied-people-tabs/

Edison, L. T., Notkin, D. (2010, February 3rd). Guest Post: Temporarily Able-Bodied: Useful, but not always true. FWD/Forward. http://disabledfeminists.com/2010/02/03/guest-post-temporarily-able-bodied-useful-but-not-always-true/

Janz, H. & Stack, M. (2019). Interview with Dr. Heidi Janz: What is TAB? UBC.

Mahmood, A., O’Dea, E., Bigonnesse, C., Labbe, D., Mahal, T., Qureshi, M., & Mortenson, W. B. (2019). Stakeholders Walkability/Wheelability Audit in Neighbourhoods (SWAN): user-led audit and photographic documentation in Canada. Disability & Society, 35(6), 902-925. https://doi.org/10.1080/09687599.2019.1649127

Valeras, Aimee. (2010). “We don’t have a box”: Understanding Hidden Disability Identity Utilizing Narrative Research Methodology. Disability Studies Quarterly. 30. 10.18061/dsq.v30i3/4.1267.

 

Final Project- MySupport App (Helena and Sophy)

Our MySupport App is a centralized communication platform for support workers that assist students in special education.

Check out our website here: MySupport Website

Final Project Personal Reflection (Helena and Sophy)

Our MySupport App was very much one that was relevant to both Helena and I, as we have had previous experience working in the health and education sector such that we were able to see and understand the need for such a centralized platform.

In Theory

Drawing from the approaches of data-mining and pedagogical documentation of “the living wall”, we hoped to center students’ in special education and their perspectives alongside data- driven methodologies such that we can have a more comprehensive approach to support their needs.

I believe both these quantitative and qualitative approaches can be seen as extensions of core concepts in Media Ecology and New Materialism, specifically the “intra-action and diffusion” of information between the “selbstbildung” of the individual student, surrounding support workers, and their environment, as well as the artifacts and progress they make in the learning process.

In Practice

Framework

In terms of our design process, we were drawing from approaches in UI/UX design and research principles, though not as vigorous as we had hoped to, due to time constraints and limitations.

Moving forward, I believe having a stronger understanding of UX design processes will be helpful with finding more robust solutions to serve the needs of the different people this app was intended for, especially with such a broad range of professions we need to take into consideration.

Challenges and New Skills Unlocked

I believe we have a strong conceptual idea very early on in the term, however, the execution and technical difficulties we ran into was what set us back in terms of time.

I think the biggest challenge was trying to find a suitable platform to host our application on, and then altering their offered features to fit the functions of what we wanted for our app.

In some ways, perhaps it would’ve been easier overall to choose a simpler/familiar platform (perhaps a learning management platform instead of a customer relationship management platform). However, we both wanted to rise up to the challenge and stretch our abilities with this final project.

We spent a lot of time tinkering around on many different platforms, including Salesforce and Hubspot before we settled on Odoo, due to the modular features and was less complex than the other two platforms for what we needed.

Since Odoo does not have the best user interface and not geared for management in health and education, we spent a lot of time trying to re-structure what they offered to fit our own application needs. The process of that was just really getting hands-on experience playing around with how the features work, understanding the functions that it can afford, and see what we can do to leverage these affordances.

Due to the limited free trial timeframe of the Odoo platform,  we also had to start from scratch to recreate the app, as the trail would’ve ended before we were able to present. This was also a big set-back in our progress, and we were really worried if we were even able to create a (semi-)functioning app for demonstration. Fortunately, a meeting with the instructor and clarification that documenting and making our creation process transparent was most crucial made us regain some composure just before the presentation date.

Collaboration

In the beginning when we were trying to come up with the conception of this app, Helena and I were trying to find a converging point, which happened to be in the intersection of health and education.

From my experience as a support worker for youths on the autism spectrum, I provided some of the different perspectives of the support workers and their potential user experience concerns, which was necessary for creating the features to our app. Helena also chimed in with her experience as well, having also experience in a similar supporting role working with individuals in special education.

We both put our heads together with the technical aspect of creating the app, as we needed to understand the strengths and weaknesses of each feature. Helena had a lot more experience with using CRM platforms from her previous professional experiences and was immensely helpful with some of the troubleshooting.

When I was feeling overwhelmed and uncertain about our vision, she also provided a lot of encouragement which really uplifted our team morale, which really gave me motivation and that extra push at the end of the semester.

Intellectual Production #10 – The New Materialist Turn

Brief:

Imagine leading a professional learning seminar for educational technology specialists “wanting to think outside of the box”, how would one understand what New Materialism is?

What are examples, activities to illustrate some of the differences that New Materialist perspectives offer to educational technology studies? How would one understand why New Materialism invites a re-seeing and re-thinking of “best practices”?


 

Twittering Theory Task

Preface

Twitter is a social media platform that I’ve never ventured on, and therefore this assignment was already a challenge to approach! As I was searching up previous examples of Twittering Theory Tasks, I stumbled across this blog  of a previous student, in which they did their assignment on Jennifer Gonzalez, “a former middle school language arts teacher that helps pre-service teachers build their practice” and also, the host of the podcast “The Cult of Pedagogy”.

In one of the podcast episodes, Jennifer Gonzalez interviews Shane Safir and Jamilia Dugan, co-authors of the book Street Data: A Next-Generation Model for Equity, Pedagogy and School Transformation.

Their approach to school improvement moves away from quantitative data of grades, test scores, attendance and focuses on data analysis on qualitative data of collecting stories, artifacts and observations from the student body, from the ground up — hence “street data”. In this book, she advocates for reinventing schools and organizations into places for equitable learning.

At A Glance – Overview of Twitter Platform

Shane Safir is an educator and writer currently based in British Columbia. She has extensive experience as coach and facilitator working in public education for over 20 years, with focus on creating spaces for educational equity. She is the co-founding principle of June Jordan School for Equity (JJSE) supporting the success of low-income students of color.

Browsing briefly through her followers and following, most of them are also educators from all levels, with majority of them K-12 teachers based in the USA and Canada.

Through this Twittering Task, I have categorized her tweets/retweets as below, as I reflect on the affordances and limitations that Twitter as a platform can provide in context of her engagement and interaction with other educators that she follows, and those who are following her.

Original content – personal

From her original tweets, I was able to piece together some of the important concepts and ideas mentioned in her book, without having read it in its own entirety. Due to the limitation of Twitter’s word count per tweet, her lists that she’s made makes it easy to understand, but at the same time, some extra elaboration is needed to understand its relevance in context.

Above is one of the first tweets on her profile.

The “Pinned Tweet” indicates that this post is of  high relevance and importance to her own pedagogical values as an educator, in which I assume is an important concept in her book.

The title “6 simple rules for a pedagogy of voice” is a bit unclear to me of what “voice” entails. For those who know of her work personally, or are experienced educators, this information might be apparent.

However,  I am not an experienced educator myself, so I had to search it up for more context. I was able to find this article that Shane wrote, in which she goes elaborates on her “pedagogy of student voice” and how each of the points are relevant to fostering ways educators can shift classroom frameworks away from that of compliance to one that uplift students’ voices. This shift in mindset is important to create a safe, warm, and welcoming learning environment  to cultivate student agency so that they can be more engaged in their own learning.

 

Not only does she post contents as an “educator”, she also posts content as a “parent”. This multi-faceted perspective of what she deems important from her different identities makes her values in education seem more down-to-earth and familiar, in which her pedagogy is rooted in practice and concern on a personal level as well.

Original Content – Community

Shane engages on Twitter in a personal level as illustrated above, and also actively at a community level as well. She can be seen retweeting threads and posts from others that align with her values and ideas when it comes to education. This information can be very helpful as a starting point for other educators with similar values to connect and create a broader network of those interested in reformation of school organizations, which is crucial for creating community and pushing for change in a tangible way.

In this retweet of someone else’s post, I was able to see what other educators found impactful, and what they resonated with through Shane’s content (e.g. book, podcast, talks, interviews, etc.) or how that has affected them in return when it comes to their own pedagogical approaches.

 

In this thread that she reposted, Shane re-affirms the importance of why “turning up the heat” theories don’t work. I followed the thread and learned that “turning up the heat” means “the racheting-up of pressure” through test-based accountability, teacher evaluations and generally creating an environment of competition.

Paired with some background knowledge of her book content, one can understand how this Twitter thread aligns with her approach to collecting street data, furthermore acting as an “endorsement” of such pedagogical practices.

Promotional Content

Shane uses Twitter as a promotional platform for other forms of media, specifically for her podcast Street Data Pod, in which she invites speakers for discussion and interviews about various aspects surrounding education. This approach to creating conversation reflects her strong beliefs of the need and importance of collecting qualitative data from educators to inform educational practices.

In her interviews, one can also see that she invites many educators of color to talk about equity, and anti-racist practices. By centering their voices and experiences, it is clear that “practicing what she preaches” is at the core and forefront of her pedagogical values.

Twitter is not the greatest place for in-depth and nuanced back-and-forth engagement, especially when a lot of Shane’s career as a coach and facilitator is a role that promotes communication and conversation with others. I can see why she would outsource her preferred method of audio, verbal and written engagement to other platforms.

Here she is seen advertising her workshop with her co-author on Twitter with an infographic, as it is easier to catch one’s attention with an image than it is with plain text.

Curious whether she is on other platforms that prioritize images, I did a quick search and found her Instagram. She has two Instagram profiles, one where she shares her personal life through photos of family and friends; and the other for her professional life through sharing promotional infographics of her podcast and workshops.

Through her social media use patterns, it is apparent that the limitations of text on Twitter and images on Instagram makes it difficult to use them as the main platforms for engaging deeply with her writings. However, Twitter is a great place to create community (arguably more so that Instagram), and a very effective way to expand her network and spread what she does professionally.

Shane has her own personal website, acting as a portfolio and main place in which she posts all of her professional work. Her Street Data Podcast can be found on Apple Podcasts, Podbean App, and Spotify.

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