Many of the groups that presented today utilized the podcast studios here at the University of Victoria, which was the first time I had heard of the podcast studio being available on campus. I wasn’t aware of this resource until I saw the groups use it. The Music & Media (M&M) Podcast Studio, located in the UVic Libraries, is equipped with high-quality recording equipment, making it an excellent space for recording, editing, and livestreaming audio.

Seeing my peers use the podcast studio made me realize the potential of podcasting as an educational tool. It’s not only a creative way to present content, but it also offers a more engaging, professional experience compared to traditional methods. This made me reflect on how technology like this can be used to enhance learning in a more interactive and innovative way. I also started thinking about how the availability of such resources can be a game-changer in education. They allow students to explore their creativity and develop new skills in media production, which are valuable in today’s world. In the future, I would definitely be interested in using the podcast studio for my own projects. Whether it’s for creating educational content or enhancing a presentation, I can see the value in having access to such high-quality equipment. It also made me realize that incorporating these tools into my own work can help me create more polished, professional content.

This class we had the Audio/Video lab with guest, Rich McCue from the Digital Scholarship Commons. Rich McCue, works for the digital scholarships commons at the University Of Victoria. We were taught about screen casting and given project resources for our pod presentations. MediaSmarts has been developing digital media literacy programs and resources for Canadian homes, schools and communities since 1996. They have teaching resources and research that is very useful for assessing educational technology. Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. One feature I most enjoy is their pedagogical assessments of popular technology tools, see this one on Kahoot for an example. BC Digital Literacy Framework elaborates on six characteristics identified by B.C. educational leaders. These characteristics are based on the National Educations Technology Standards for Students (NETS•S) standards developed by the International Society for Technology in Education (ISTE) and encompass the types of knowledge and skills learners need to be successful in the 21st century. For scrutinizing specific educational technology apps and tools you may find the SECTIONS Model for Assessing Technologies in the Classroom.

Guest: Kirsten Pierce

Today in class, we discussed the connection between technology and outdoor education. We visited Finnerty Gardens, and I realized how refreshing it was to break free from the classroom—specifically the lab—and explore outside together. It felt like being outdoors brought us closer as a group, especially when we gathered in a circle on the grassy field to reflect after the scavenger hunt. We also had a guest speaker, Kirsten Pierce, who opened the discussion with an important question: “How can teachers integrate technology into the classroom in a meaningful way to develop a relationship with the land and environment?” In response, I believe teachers can use technology to enhance outdoor education by designing meaningful learning experiences that foster a connection with nature. Some key considerations include: Safety and Support: Ensuring physical safety through proper risk management and creating an environment where students feel emotionally and socially secure. Challenge & Growth: Encouraging students to step outside their comfort zones with activities that push them mentally and physically, within safe limits. Engagement & Excitement: Designing activities that are emotionally engaging and spark curiosity, a concept known as ‘edgework.’ Adaptability: Making activities versatile so they can be adjusted to different learning goals, age groups, and environmental conditions. Comfort & Accessibility: Ensuring students feel comfortable in the outdoor setting while addressing any barriers to participation. Sustainability & Materials: Choosing materials that are durable and suited for outdoor learning. Equity & Inclusion: Making outdoor education accessible to all students, regardless of background or ability. Connection to Nature: Continuously evaluating how students engage with and develop a sense of environmental stewardship. Overall, this experience reinforced the idea that outdoor education, when thoughtfully designed, can create deeper connections—not only with the environment but also among students themselves.

Today in class, we had a guest speaker who talked about videos, images, and learning design. I took away several key points from this discussion, including the value of educational videos. Videos allow students to rewatch, review, slow down, and repeat sections as needed, which makes learning more accessible and flexible. Using captions enhances comprehension and ensures that content is accessible to all learners. Another important takeaway was that videos created by students themselves can be a powerful learning tool. The process of planning, filming, and editing reinforces their understanding of the subject. Additionally, online video resources made by others contribute to the idea of lifelong teaching, learning, and sharing, as educators and students can continuously engage with new perspectives and knowledge.

I asked ChatGPT for more ideas on how videos can enhance learning, and here are some additional insights:

• Interactive Videos: Embedding questions, clickable links, or discussion prompts within videos can make them more engaging and encourage critical thinking.
• Student-Created Tutorials: Encouraging students to create their own explainer videos can deepen their understanding and provide peer learning opportunities.
• Digital Storytelling: Videos can be used to tell stories, whether personal narratives or historical events, making content more engaging and relatable.
• Flipped Classroom Approach: Teachers can assign videos for students to watch before class, allowing for more hands-on activities and discussions during class time.
• Demonstrations and Simulations: Videos can bring complex concepts to life, such as science experiments, historical reenactments, or math problem-solving demonstrations.

A great resource for exploring educational videos is Edpuzzle (www.edpuzzle.com). It allows educators to create interactive video lessons by adding questions, notes, and discussions directly into videos. This tool helps keep students engaged while also allowing teachers to track their progress and understanding.

This discussion helped me realize how video content can transform learning, making it more interactive, accessible, and engaging for all students.

Here is a Youtube video that gives a tutorial on Ed Puzzle, specifically for teachers!

Today, we had guest speakers from BC EdAccess who shared many different strategies and the importance of inclusion in education, specifically through accessible tools and technology in the classroom. Their discussion highlighted the need for advocacy, awareness, and equitable access to education for students with disabilities and diverse learning needs. One key takeaway was the importance of accessibility tools in supporting diverse learners. They emphasized how features like captions, screen readers, speech-to-text software, and adaptive technology can create a more inclusive learning environment. By integrating these tools, educators can ensure that all students, regardless of their abilities, can engage with content in ways that work best for them. Another important point was the role of advocacy and support for families. BC EdAccess provides resources and a strong community for families navigating the education system, ensuring that students receive the accommodations they need. Their work also highlights systemic barriers in education and pushes for meaningful change to create more inclusive schools. Additionally, the speakers reinforced the idea that inclusive education is lifelong learning and sharing. Online video resources and student-created content can be powerful ways to support learning, as students can rewatch, slow down, and review material as needed. Encouraging students to create their own videos also enhances learning by engaging them in an active, hands-on process. Overall, today’s session was a great reminder of how educators can use technology, advocacy, and community support to build a more accessible and inclusive classroom. Ensuring equity in education requires ongoing effort, but with the right tools and mindset, teachers can make a lasting impact on their students’ learning experiences.

More about BCEd Access Society:

https://bcedaccess.com/ : Inclusion In Education Through Accessibility tools

The BCEd Access Society is a non-profit organization based in British Columbia that advocates for equitable access to education for students with disabilities and diverse learning needs. The organization works to support families, caregivers, and students by providing resources, community connections, and advocacy efforts.

Watch This Educational Video To Learn More: Inclusion In Education Through Accessibility tools

FIPPA (Freedom of Information and Protection of Privacy Act) is a Canadian law designed to protect personal information in public institutions, including educational settings. It ensures that any personal data collected, stored, or shared by organizations, like schools, is handled in a secure and private way.

When it comes to using technology like WordPress in education, FIPPA requires educators to:

1. Avoid collecting unnecessary personal data: Educators must only collect the information that’s necessary for the purpose of the educational activity and avoid gathering extra personal details from students.
2. Use platforms with Canadian servers when possible: This is important because data stored in Canadian servers is subject to Canadian privacy laws, which ensures that the information is protected under FIPPA’s regulations.

Essentially, FIPPA ensures that student data is secure and that educational institutions are transparent about how personal information is used and protected when using technology tools like WordPress.

Reevaluate, Rethink, Release by Jesse Miller

Jesse Miller’s discussion on social media awareness and digital citizenship in Reevaluate, Rethink, Release resonated deeply with me. He brings up an important and often overlooked reality, many parents give their children technology devices, not as a tool for learning or growth, but simply to keep them occupied. This doesn’t mean the child is well-behaved; it just means they are distracted. I find this to be such a crucial point because, in today’s world, it’s easy to mistake silence for engagement when, in reality, children (and even adults) are simply consumed by their screens. One of the most impactful parts of Miller’s message is his call for awareness of the power we hold in our hands at all times. We often don’t stop to consider the influence of the technology we use daily, how it shapes our thoughts, our interactions, and even our sense of self. Instead of just condemning technology as harmful, Miller focuses on fostering positive change, which I really appreciated. Many discussions about digital media focus on the negatives, but few offer solutions. His approach encourages people to think critically and take responsibility for how they engage with technology, rather than simply fearing it. This video reinforced the importance of being intentional with technology use, both for myself and for future generations. It’s not about avoiding tech altogether but about learning how to use it wisely, recognizing its impact, and making conscious choices to ensure it enhances rather than controls our lives.

By the end of class, we were able to design our own multimedia. We had complete creative freedom to make anything we wanted, and I decided to create an info page for my Dad’s Sailboat. He has a YouTube channel, Instagram, and a website, so I designed a page hat shares where to find all of his platforms, incorporating an aesthetically pleasing photo of his logo and other photos. This activity really showed me how multimedia can be used for both real world and educational applications, by making information more engaging and accessible.