Unit 4 focused on our digital footprint and data security The idea that all of my information is collected by companies is not foreign to me. I will admit, however, that it is not a topic that I spend much of my time thinking about. It seems innocuous at times, I am just one person, what harm can my data do.  Upon reflection this complacency is dangerous. In this digital age, information is power, a company knowing my shopping habits or listening into my daily conversations means that they are creating an image of who I am that they can then use or sell to the highest bidder. I remember reading in Calvo-Porral et al ( 2019), how millennials are the least concerned with their digital security when compared with older generations.  It is an interesting dichotomy, for the generation who saw the most rapid advances in technology to be the most laissez-faire around their own well being. I did the exercise on limiting my google account while at my parents house. My mother then asked if I would lock hers down as well. She has always been more cautious around her digital information than I, yet she had no idea what access google had to her account. Our conversation after was very eye-opening. She has limited experience with digital technology, but wants her accounts locked down. I can breeze through figuring out a new technology relatively quickly, yet spend almost no time thinking about the long term ramifications.

 My last post talked about the wonders of google classroom as a tool for digital learning.  I had never thought about the pitfalls encouraging my students to use a free service at a young age. It makes me think about the ways that companies used to market to children, they would do just about anything to get a client base who started young. Customers would develop brand loyalty and stick with that company for life. Is this possibly an added bonus for Google? Or an intentional reason for the google classroom.  They market a free software to schools and teachers ( who are always conscious of how much money is being spent), the children get used to using google software ( while Google collects some data) . Then by the time the children are adults, they are used to Google so they use it google already has a profile on them. 

I don’t know how I feel about these issues going forward, I do know that I will be paying closer attention to the terms and services of any online app that I use, as well as being very careful with what I ask of my students.  

This article raises some interesting points on the topic:  https://www.cbc.ca/radio/spark/401-google-for-education-1.4694935/as-google-for-education-tools-enter-classrooms-across-canada-some-parents-are-asking-to-opt-out-1.4694939

References

Calvo-Porral,C.,  Pesqueira-Sanchez, R.,  & Faiña Medín, A., (2019) A Clustered-Based Categorization of Millennials in their Technology Behavior, International Journal of Human–Computer Interaction, 35:3, 231-239, DOI: 10.1080/10447318.2018.1451429  

While reading Teaching online: A guide to theory, research, and practice ( Major, 2015)  I found myself thinking about the online tools I use in my practice and what tools I wish to add to my existing kit.  As an elementary teacher, the ways in which I use online tools look different than they do at the post-secondary or secondary levels. 

Google Suite- Google classroom allows for the teacher to set the platform in a way that is friendly and accessible for elementary aged students. The teacher can directly comment on student posts without the need for students to post outside of the closed google classroom. Having  closed enrollment is critical in the elementary setting.Control over who is able to access the class content is held by the teacher. Within google classroom, learning can either be asynchronous or synchronous, if google classroom is being used by itself then the class is most likely asynchronous. Work on the google classroom is easily organized, with a google calendar organizing the due dates for students.  Additionally, the collaborative features in the Google suite allow for collaboration to work smoothly, with minimal need for teacher intervention. This allows for a more decentralized or distributed model of learning. This is a tool that I have used in a more traditional elementary class setting. It works well for a blended type classroom as well as fully online. The students are able to access their work from wherever they are and can work on it when they have time.  There are many functions of the google classroom that make is very adaptable to be able to present materials, create assignments and gather data( assessment). 

Prezi- Prezi combines the presentation ability of powerpoint while making it more engaging and interactive.  It can be used to create a class that is open or closed, depending on how the information is shared. The platform gives the instructor significant freedom in how the content is shared while allowing the learning to go at their own pace, compared to many other presentation software types. This does mean that the learning is asynchronous in nature. It does have a centralized pathway, the information is given from the instructor to the students.  Prezi is a tool that I have used more as a student than as a teacher, however, I can see the validity in it as a way to present information for students to gather at their own pace. It can very easily link to outside sources and include more multimedia forms of learning, which in turn increases the engagement of learners. 

References

Major, C. H. (2015). Teaching online: A guide to theory, research, and practice. Baltimore, Maryland: Johns Hopkins University Press.