Category Archives: Community Participation

UBC Wireless Use Policy Agreement Read & Response:

UBC Wireless Use Policy Agreement Read & Response:

 

The UBC Wireless Use Policy Agreement was mentioned in class and it got me thinking, what exactly am I typing my life away for? I have always been taught to read the fine print before signing any legal document, so why was the wireless AUP so unimportant to me? This got me thinking, what exactly have I said yes to… so there fore when it asked me to sign in after school in my dorm, I actually copy and pasted the AUP before signing in and here is what I found…

 

Overall the AUP explained to me that I was in general not to do anything harmful to others; such as “using the Service to transmit, post, upload, or otherwise making available defamatory, harassing, abusive, or threatening material or language that encourages bodily harm, destruction of property or harasses another. Distribution of Internet viruses, Trojan horses, or other destructive activities.”

 

I should also NOT do anything illegal. There were several explicit items covered “including, but not limited to, advertising, transmitting, or otherwise making available ponzi schemes, pyramid schemes, fraudulently charging credit cards, pirating software, or making fraudulent offers to sell or buy products, items, or services.”

 

Then it went on to say that UBC will NOT guarantee my computers safety as I might be subjected “but not limited to: virus infections, malware installation and attacks by 3rd third parties.” In addition UBC will NOT guarantee my security from “any unauthorized third parties from accessing my computer or files or otherwise monitor my connection.”

 

Not to mention the fact that while using the UBC wireless; UBC will NOT be held accountable: “for any direct, indirect, incidental, special, or consequential damages (including, but not limited to, loss of use, data, or profits; or business interruption) however caused and on any theory of liability, whether in contract, strict liability, or tort (including negligence or otherwise) arising out of or in connection with the use of the Service.”

 

Then UBC continues to state that if I do anything wrong then my access to the wireless “may be blocked, suspended, or terminated at any time for any reason including, but not limited to, violation of these Terms of Use, actions that may lead to liability for UBC, disruption of access to other Users or networks, and violation of applicable laws or regulations.”

 

I must also read this every time I sign in, and agree to these terms, otherwise I will not be granted Internet access.

 

Overall I did not find this as surprising or shocking as I was hoping for. The AUP was direct (a few run-on sentences mind you), and explicit in their requirements or demands. I was disappointed that UBC would not cover any loss of data, but how could one prove that anyway?  I was also a little surprised about the lack of privacy and spyware vulnerability that I am now possibly at risk for.  I am not too sure if I should be concerned or feel sorry for whoever wants to hack into my Macs’ camera. I really don’t think anyone would be interested in little old me, but you never know…

 

In conclusion this was just as I expected it to be, an exhausted list of things the university will not be held accountable for. After already having earned two degrees from this money sucking institution, this AUP does not surprise me at all. I am only surprised that the wireless connection is free!

UBC Wireless Use Policy

 

July 17, 2013Permalink Leave a comment

For Tuesday July 9, 2013 – Some info I found on the “Life as Institutions” lecture…

DiMaggioPowell-IronCageRevisited-ASR

 

Institutional isomorphism (DiMaggio & Powell)

  • Self-shaping the institution as a living organism
  • Made up of people who bring it to life
  • Philosophy, perspectives, practices are expressed inside of it
  • Can sustain it’s own existence
  • Not all things are in a policy – explicit
  • How much change can happen? Resource variables
  • Recreating the conditions a mind sets that sustain it
  • Inquiry based learning changes the power balance, more towards teachers/students
  • Less curriculum- grade driven
  • Conveyed through normative practice, coercive practice, and mimetic
  • http://faculty.babson.edu/krollag/org_site/org_theory/Scott_articles/dimag_powel.html

 

Conservative Dynamisms (Dynamic Conservatism)

 

Socio Cultural Homeostasis (Antonio Domasio)

 

July 10, 2013Permalink 2 Comments

15 Minutes of Fame Reviews

Sophia: Pintrest… “pro-ana” (pro-anorexic) if looking for pix of skinny girls, there u be. Make boards on topic. Add visuals from all over. Can “pin” things you like. Can be added to your blogs. Trend of text cluttering.

I enjoyed Sophia’s presentation and her first hand knowledge of the website. I tried it out and unfortunately I was not impressed. Upon signing in I had to automatically choose 5 Pintrests to follow. I deeply resented this, I have never been on the website and did not know what to choose or where to go to find something of genuine interest. Once I realized that I could not circumvent this step, I then had to choose. I explored a few categories, and to be honest I felt insulted. I did not appreciate being labeled in the “Geek” category. Why is Tolkien and Star Wars geek? Why is it predominately considered a male category too? I felt that this was a “needle in a haystack” website, where I will have to shift through a TON of stuff only to find something so small. Plus I am deathly allergic to cats, I do not cook, and I do not feel that I can use this site which is “pro-ana” since I teach and am a role model for middle school girls. Over all I do not think that I will be using this website. I will though pass it onto the 2 visual arts teachers at my school, in case they are looking for another online way to document their classes artwork.

 

Amy: social bookmarking (easy to use, able to organize, able to annotate, able to share it, needs to be pretty/visual). “zootool” http://zootool.com/ “educlipper”  https://www.educlipper.net/   “draggo” http://draggo.com/  “delicious” https://delicious.com/ 

 

I enjoyed Amy’s presentation and her knowledge and flexibility about so many different websites, I’m never going to use these though, as I already have too much to do already, and my school has me on all things Google and Powerschool. This is just another thing to do and password to remember. I am quite capable of managing my bookmarks bar and files. I also use hyperlinks in my e-documents! I also prefer paper to mind map on, as I can put it up on the walls and use that to create  “an environment of learning.”

 

Jorden:  “Genius Hour” students pick a topic – “passion projects” 20 minutes a day, an hour a week, teacher chooses. (Structure? Free-range inquiry based – what are the results? How are they assessed? Where does this fall into curriculum? As a CCA?)

 

I enjoyed Jorden’s presentation and her enthusiasm for her topic. However I was seriously concerned about how unstructured this “Genius Hour” is. I’ve been in Inquiry Based programs for the last 10 years and I was very surprised at how lenient this was. I had many questions to ask Jordens’ peers who run this:

Is this just a “free period” once a day or week? What are the results? How is the knowledge shared? Is this assessed? If so, how is it assessed? Does this go onto the repot card? If so under what subject? Where does this “Genius Hour” fall under for curriculum? Would this be better as an after school club or activity? Where are the unit planners to back up this idea? Where are the scaffolding documents to support the learners? How would a teacher keep track of the students and 20 some odd different task? Where is the task sheet? What is the end goal? How will the teacher document the “baby steps” or formative assessments, which the students take along the way? How does one recognize if this is a success or failure?

I do love inquiry based learning, but not like this “free range” approach. Inquiry based learning is a bit more labour intensive but the results can be phenomenal! I do not think that I could support this idea with out a better understanding and documentation.

July 8, 2013Permalink Leave a comment

3 Peer Reviews Friday July 5th 2013

1.    Consider the breadth of concept development – how much has this person broadened their perspectives about the concepts we have investigated and discussed this week? All of the presenters were knowledgeable in their topics. All of the presenters discussed ways that they have either used ICT or are trying to sort out what to do with it. All of the presenters discussed both their uses, and desires to revise and improve on their usage.

 

2.    Consider deepening understanding of concepts – is there evidence that this person has deepened their understanding of the concepts covered this week? I found that by using their ICT site/resource all of the presenters showed a good understanding. I was impressed by how colourful and enticing Michelle’s blog was. I was indeed sidetracked by taking on the of personality tests… Overall I felt that all of the presenters knew how to manipulate the ICT resource that they chose.

 

3.    What about this person’s use of ICT [in their blog] – how have they used digital media to represent their learning? I felt that all the presenters had good visuals and that they were used appropriately. I felt that their pacing was good and that it was easy to follow along if I so desired.

 

4.     What would you cite as exemplary uses of digital media in this learning context? Again I was greatly impressed by Michelle’s initiative to start and maintain both an educational and fun blog for her classroom. I do not know her circumstances at her school, but I found myself both exploring and enjoying her site. There were some good ideas and I liked the colourful layout. It was easy to navigate and I feel that she has accomplished her goal of being accessible to both student s and parents. It is a good model for other teachers who are perhaps looking into this method as a means of classroom or subject maintenance.

 

5.     What would you suggest as ways to improve uses of ICT in this learning context? I cannot give comments on this as every teacher is in a different situation. Every province, school district, and administration has different rules, resources, and expectations of their teachers and their use of ICT.

 

For example: I am overseas, I live in Singapore which have their own rules on IP, I belong to an IBO school, we are accredited by Edutrust, IBO, and WASC which all have their own expectations and rules for us. My administrations are males who are obsessed with ICT; I am in an Apple hardware, Google software, 1-to-1-laptop school. I am expected to be online from 8:15am – 4:30pm daily, I need to be one and maintain my PowerSchool duties, maintain prompt communications on my school Gmail account, to use ICT in every summative assessment that I use in the English department, and I am expected to us the laptops in class instruction for both my subjects. I am connected to this laptop from 7:30am – 6pm daily. Not to mention the fact that I will then have to take it home to grade assessments on, as we have gone paperless in the English department, and I use Google docs for the Drama reflections as well.

 

Now, that being said – who else is in the exact same situation? Most likely none, therefore I cannot comment on them just as much as they cannot on me. However if anyone can figure out a way for me to work smarter – not harder – with my laptop, then by all means please speak up!

 

6.     Did you find anything problematic in their uses of ICT? Please describe and suggest a way to rectify this situation. I felt that the presenters all used their ICT well in their presentations. Again due to not knowing their circumstances, I cannot comment on this.

 

7.     Think about this person’s contributions to the learning group – how would you describe their contributions? I felt that the presenters were all well spoken and took ownership of their topics. They admitted when they might be wrong or needed more experience with their chosen ICT. I feel that that is a great quality in a lifelong learner and a teacher when they have the courage to admit and say, “I don’t know how to do this, but I am trying to get better at it.” I feel that students (and an adult audience) will respect them more for being honest and showing curiosity. It was also great to have some “real world” applicable examples in use for the people who might need either information or inspiration!

 

8.     What have their contributions to the learning group meant to you and your learning experience in the course to date? I enjoyed the presentations and I liked their ideas and notions. Again I constrained by my own schools’ rules, however I did make bookmarks and notes on their topics and websites for future use.

 

July 6, 2013Permalink 1 Comment

Blog Post:Questionnaire LIBE447B 951

 

Blog Questionnaire: LIBE 477B 951 July 2, 2013

1.What policies govern your uses of ICT in your school setting?

I am currently in a 1 – to – 1 laptop school. This is a HUGE jump from having nothing for the last 8 years in hardship postings. My current school is obsessed with ICT! We are considered an Apple/Mac hardware school & Goggle software school. We have staff that go for Apple training and have been told to “use ICT” in class. There is also an “acceptable use policy” that the students and parents both sign; as part of the initial Student Contract, which is renewed yearly. There is also a clause in the school’s “anti-bullying policy” that also covers the use of ICT as the playground has now gone online as well! At the beginning of the year we go over these documents in homeroom as part of pastoral care. These documents with the actions – consequences are also in the students’ daily homework journals/dairies. In the English department, the current Head is a fan of tech (as is the Director); therefore all final assessments involve ICT somehow.  In the Arts department we are using ICT more in the “Developmental Workbook” or our ongoing reflective writing process. ICT is also taught as a subject, and segways into Visual Arts.

2. What digital technological resources do you have available for teaching and learning in your school setting? 

Every teaching staff member and student in Grade 5 and up has a MacBook Pro. It is a daily tool. There are firewalls for the Internet use and Facebook is blocked. Other than that, we have free reign! We are currently moving into the use full time use of PowerSchool for student data, report cards, and the daily grade book.

3. Please provide an example of an exemplary use of digital technologies for teaching and learning that you have observed or experienced personally.

I actually loathe using tech, as it never works when we need it to and then there are always issues with energy, Wi-Fi, cables, cords, connections, and compatibility issues.  However that being said, I think that as an English department we are 95% paperless and that is quite cool! We still have a few paper novels and poetry compilations. In addition, for the IGCSEs and IB DP, the students are allowed to annotate in their novels. I have saved HOURS over typing, copying, pasting, printing, and photocopying classroom resources! I can make ONE copy and then either email it to my students, or post it on the department website, or both! I am still doing such paperwork for their “grade slips” for their assessments, but hopefully we will be using PowerSchool next year for record keeping! With the use of communal Google docs I can have a class brain storm on that and project it onto the LCD screen. Students can also write their drafts on Google docs and share it with me for editing, or to a peer for peer editing. This also helps me cut down on any potential plagiarism! When there are Internet issues we then switch to either word or pages and then copy/paste them into a Google docs once the Wi-Fi is restored. All final assessment for our units involve ICT somehow. I have used Voice thread, Prezi, goanimate.com, videos posted on YouTube, mine craft, Google earth (lit trips), newsletter templates, poster templates, and ppt/keynote.  Personally, I love swapping eBooks and book talk videos/movie clips with my students.  As a department we try to create a community of readers at the school, and it can be as paper (traditional books) or plastic (online or eReaders)! My Kindle is my favourite ICT tool, and goodreads.com is starting to grow on me!

4. Please provide an example of a problematic use of digital technologies for teaching and learning that you have observed or experienced personally. 

The students have found new excuses for work not getting done. The dog doesn’t eat homework anymore. Instead there are: dead batteries, no internet at home, the hard drive crashed, it was deleted somehow, it didn’t save it, no cables, or no battery left after lunch. In class the students will find a way to goof off and go online whether by swapping screens, hiding icons, or what not.  Some teachers are more offended by this than others. I allow students to either fail or have shorter due dates when they waste my class time. When I need to talk, the laptop lids need to go down. Sometimes I will sit at the back of the room to see the screens. It still feels strange; I prefer to walk around every so often to see what’s happening. I have no issues with students listening to music while working and most have a library of songs while others go on YouTube. I ask them not to as it slows down the Wi-Fi.  Again some teachers are stricter than others with in class use and misuse of the laptops.

5. Please provide a brief history of how you learned to use digital technologies (personally and professionally).

I only remember playing “Where in the world is Carmen Sandiego” in primary school, and it wasn’t too often. In middle school I remember a computer lab with BIG beige computers and green words that we went to once. In high school I don’t even remember seeing a computer. There were none in the library. Three years after I graduated though, my sister said that she had a computer/typing class in the same high school. In university I did my BA on an electric typewriter! By 1997 when I went into Education, there were computer labs at school. Those were the floppy disk days. I had one computer class, which was a time slot in the lab and a checklist to do. I don’t recall using any of it in a class. I then started typing out my papers on the computers and it was a lesson by doing and asking the IT dude for help when stuck. Printing was a nightmare! I became proficient in Microsoft Office – Word then. I graduated and subbed for 4 years. Some schools had computer labs and I was still typing up resumes and cover letters on a laptop then. I had a term position one year and there was a computer lab with an ICT teacher. I kept the kids in the room and differentiated on paper for my Grade 4 students. The overhead was as tech as we had at that school. Then I moved overseas. I was in a bilingual Chinese school in southern China, I had an overhead projector, and that was it. I had a BIG beige computer at my desk in the office for making resources and typing up report cards. Then I moved to Ulaanbaatar in Outer Mongolia around 2003 and all my work had to be transferred onto USB as it was so dry that static charges would short out the computers and erase all hard drives and floppy disks, which were becoming obsolete by then. I could book the ONE computer lab a month at a time for the occasional History research – play session. All work was taken home to type up and return by either paper or USB. We had no internal email at the school then. After four years of falling behind on reading, due to NO English books outside of the school library, I bought a Kindle. I got an American friends’ address and my Canadian credit card to buy it. Then she shipped it to me from NYC! Sneaky teachers! That was my life for four years. Then I moved to Phnom Penh Cambodia. I still had a BIG beige computer, some rooms had an overhead LCD machine, I now had an internal school email system, we also used Moodle (which was a total nightmare), and Atlas Rubicon for unit planning (which I loved and still do!). I could also now book mini netbooks out from the library about 2 weeks at a time! This was heaven! The students could do research and writing in class now for both English assessments and their Drama reflections! I was extremely paper heavy at this time and I was still using Microsoft Office and the computer as a typing tool. Skype was coming into play as well at this time too. Two years later I moved to Mexico City. I was there for one semester. I learned how to use PowerSchool and I had an overhead LCD screen. Back to China I went and back to nothing but my own laptop in the office and a workbook in a bilingual school. Now I have moved to Singapore to a 1 – on – 1 laptop school, which is obsessed with ICT! I came into the school read the unit plans and had to figure it out as I went. At the beginning I asked the ICT teacher to come in and he was almost helpful. I found his personality clashed with my students and so I now have a student who knows the program best to help others instead. The students ask me questions about their “artistic freedom” and boundaries/criteria for the assessment as I am fussy and a tough marker.  I have learnt so much and I continue to do so kicking, screaming, and questioning the whole way through! 😀 And yes this was as brief as I could get.

6. How would you rate your digital technological proficiency? 0 = low level of proficiency 10 = high level of proficiency? Why did you give yourself this rating?  

I would give myself a 7. I have been able to adapt and do all that has been asked of me, from Voice threads to adding stuff (documents, pictures, videos, presentations, student work, and so on) onto the school website – department pages. I need to be shown step by step. I need to write down notes as I am a kinesthetic learner, and then I need time to muddle with it on my own and ask questions when needed. Iam capable but I do not love it.

7. What do you hope to accomplish in this course?

I hope to pass and gain my credit hours. 🙂 I hope to learn more about the ICT out there and how to use it, and apply it to either my current classroom or future library.

 

July 2, 2013Permalink 1 Comment