Category: Weekly Reflections

This week, we were prompted to reflect on what the future holds. To begin, I explored how people in the 1950s-1980s envisioned the world of the 2000s.

The image above comes from Arthur Radebaugh’s Closer Than We Think comic strip, published on December 18, 1960. It envisions a future where technology transforms education, potentially replacing traditional classrooms with home-schooling consoles. This vision feels particularly relevant today, as it echoes the reality of online learning during COVID, when platforms like Zoom turned homes into classrooms.

The image above comes from the May 25, 1958, edition of Arthur Radebaugh’s Sunday comic strip, Closer Than We Think, which envisioned a high-tech school of the future. This concept aligns with modern ideas of personalized learning, where students can progress at their own pace, accessing digital resources and lessons tailored to their needs.

The 1982 book The Whole Kids’ Future Catalog promised children of the 1980s that floating schools would be the classrooms of tomorrow, allowing students to travel together and explore the world firsthand. While physical floating schools have yet to become mainstream, modern technology has made global learning more accessible than ever.

With tools like Zoom, Google Earth, and YouTube, education is no longer confined to four walls. Students can take virtual field trips to historical sites, explore distant ecosystems, and connect with classrooms across the globe—all from their own desks. The dream of learning beyond the classroom has, in many ways, become a reality, just in a different form than originally imagined.

My hopes for the worlds future

I hope the future will be one where we stay deeply connected—with each other and with the natural world. A future where we learn from one another, embracing diverse perspectives that enrich our shared experiences. I envision continued progress in truth and reconciliation, where understanding and healing flourish. It’s a future where we live in harmony, not only with each other but with the environment that sustains us. Above all, I hope it’s a future built on joy, love, and a sense of community that brings people together to create a more compassionate and sustainable world.

I asked Chatgpt to create an image of 2025 with these prompts:

• Staying connected—with each other and with nature
• Learning from one another and embracing diverse perspectives
• Continued progress in truth and reconciliation
• Living in harmony with both people and the natural world
• A future built on joy, love, and community

Overall, I really like this image and the idea of a future that could resemble it. While I don’t think our future will look exactly like this, the vision is peaceful and inspiring. I especially appreciate the emphasis on green spaces and the sense of community—it evokes a feeling of connection and harmony that I hope we can work toward, even if it’s not a perfect reflection of the future.

Challenges Ahead

I worry that the future may see a decline in human connection due to our increasing reliance on digital technology. While technology has brought many benefits, it often distances us from genuine face-to-face interactions, potentially leaving us feeling more isolated. I’m also concerned about the ongoing mental health crisis, which seems to be growing in intensity and affecting more people each day. The pressures of modern life, combined with social media, may exacerbate these challenges. Additionally, I fear that continued conflict and resource-driven greed will persist, creating more divisions between communities and nations.

I asked Chatgpt to create an image of 2025 with these prompts: Generate the year 2055 that reflects this: A decline in human connection due to digital reliance An ongoing mental health crisis Continued conflict and resource-driven greed.

I was really struck by this image because it closely resembles our world today. Now more than ever, people are constantly glued to their phones, often unaware of the people around them. There’s a noticeable lack of nature and green spaces, and instead, we see an overwhelming number of buildings.

The Future of Teaching

I envision a future in education where the integration of AI and virtual reality enhances learning experiences, making them more interactive and immersive. There will be a stronger focus on student-centered learning, where each student’s unique needs, interests, and strengths are prioritized. This shift will also bring greater inclusivity and accessibility, ensuring that all learners, regardless of their background or abilities, have equal opportunities to thrive. Additionally, I hope to see Indigenous knowledge and principles deeply embedded in the curriculum, fostering a more holistic understanding of the world and honouring the rich traditions and wisdom of Indigenous cultures.

Above is an image generated by ChatGPT, based on the description I provided earlier, has left me with mixed feelings. While I can appreciate the futuristic aspects of it, I’m not entirely sure how to feel about the heavy emphasis on virtual reality (VR). The intensity of the VR presence in the image feels somewhat overwhelming, and I’m not sure it fully aligns with my vision for classrooms. However, I can also see how this kind of technology might shape future classrooms, blending digital tools with traditional learning methods.

This week, we had the opportunity to hear from two incredible guest speakers: Kaori Lau and Tracy Humphreys. Their presentation on technology and inclusion in the classroom reminded me of the challenges that students with disabilities face and the role educators play in fostering accessibility.

We started the session with an interactive sticky note exercise. Each of us received a different-colored sticky note, and the speaker called out specific colors, stating that those students “couldn’t participate because…” It was a powerful demonstration of exclusion—representing the barriers that disabled students experience in education. Seeing how many people were left out made me feel deeply upset. It reinforced how exclusion can make students hesitant to ask for the support they need due to fear of being seen as different.

The Work of BCEdAccess

BCEdAccess is a volunteer organization dedicated to advocating for students with disabilities and promoting social inclusion. Their work highlights how many children are excluded in classrooms, not just physically but also through systemic barriers that impact their personal identity, sense of belonging, and access to education.
As an aspiring teacher, this presentation made me reflect on the kind of educator I want to be. I don’t want to unintentionally reinforce ableism or exclusion. Instead, I want to be someone who actively works to ensure all students feel seen, heard, and valued.

Understanding Barriers and Systemic Challenges

One of the major takeaways from the presentation was the complexity of accessing support for students with disabilities. School districts apply for designations through the Ministry of Education, which determines funding based on need. Funding is categorized into three levels, covering physical disabilities, autism, and mental health. However, the process to receive an assessment can take up to two years—an unacceptable delay that significantly impacts students’ education and their families’ lives.
Families who seek private assessments often face immense financial barriers, further deepening the inequities in our education system. These delays create significant gaps in learning and access to necessary support, making early intervention incredibly difficult.

Technology as a Tool for Inclusion

Despite these challenges, technology has the potential to bridge accessibility gaps for students with disabilities. Some of the assistive technologies discussed included:

• Google Read & Write – Supports students with reading and writing difficulties
  
• iPads & Speech-to-Text – Helps students who struggle with written communication
  
• Nova Chat & Touch Chat – Alternative communication tools
  
• Sound Field Systems & Microphones – Supports students with auditory processing challenges
  
• Translation Tools & Subtitles – Enhances accessibility for multilingual learners

While these tools are transformative, challenges remain, including lack of access, lack of training for educators and families, and resistance to change. Privacy concerns and debates over whether technology is a distraction further complicate the issue.

Overcoming Challenges: Solutions for a More Inclusive Classroom

One of the key messages from the presentation was the importance of advocacy and collaboration. Some solutions included:

• Advocating for better funding, loaner programs, and grants
• Including assistive technology in IEPs (Individual Education Plans)
• Providing training for families and teachers on how to use assistive technology effectively
• Ensuring compliance with privacy laws and establishing clear policies for assistive technology use
• Normalizing assistive technology to reduce stigma and promote inclusion

Technology, Exclusion, and Responsible Use

As technology continues to evolve, we must ask ourselves: Who is still being excluded? How can we ensure technology is a bridge to opportunity rather than another barrier?
Educators, parents, and schools must work together to ensure technology is implemented responsibly. While AI and gamification have exciting possibilities, they also bring ethical concerns that must be considered. Teaching digital literacy is essential to help students use these tools effectively and responsibly.
Confronting Ableism in EducationOne of the most impactful parts of the presentation was the discussion on ableism—the systemic and cultural discrimination against people with disabilities. Ableism manifests in many ways, from questioning whether a student is “disabled enough” to assuming that the goal is for students to be independent of assistive technology. These biases create unnecessary barriers for students and reinforce harmful narratives about disability.
A book recommendation that came up was Out of My Mind by Sharon M. Draper, which explores the lived experiences of a nonverbal student. This book, along with resources like BCEdAccess and the Exclusion Tracker, can help educators recognize and address ableism in the classroom.

Building a More Inclusive Classroom To support all students, teachers must use a variety of strategies, including:

• Movement breaks
• Peer support and leadership opportunities
• Playing to students’ strengths and interests
• Building a community of practice through collaboration with district and provincial resources
• Connecting with advocacy groups like BCEdAccess for guidance and support

Ultimately, fostering an inclusive classroom means being proactive, adaptable, and willing to learn from students and families. This presentation reinforced my belief that inclusion isn’t just about meeting legal requirements—it’s about creating an environment where every student feels valued and empowered to succeed. I’m leaving this week feeling both challenged and inspired. As a future educator, I want to ensure that my classroom is a space where all students—regardless of ability—have access to the tools and support they need to thrive.

This week in class, we had a discussion about Artificial Intelligence (AI) and its growing presence in education, creative industries, and everyday life. I’ve heard a wide range of perspectives on AI — some people are very against it, while others encourage students and individuals to experiment with it and learn how to use it. Personally, I see AI as a tool — something that can assist in certain areas but should not be relied on to do all the work. It’s important to strike a balance and consider the broader implications AI might have on people, creativity, and the world.

AI Tools and Resources We Discussed

During our discussion, we explored various AI platforms and tools:

• Google Labs: This platform allows users to experiment with AI, including creating images. Below are some of my results from playing around with google labs.

• AI Image Generators: Tools like DALL-E and Midjourney can create highly realistic images from text prompts.
• AI Video Generators: Platforms like Sora and HeyGen generate videos from text descriptions, allowing users to create realistic video content without traditional filming.
• Notebook LM: An AI tool designed to help organize and summarize research, notes, and documents.
• Grammarly and Writing Tools: AI programs that help with grammar, spelling, and writing structure.

How I’ve Used AI

Reflecting on my own experiences, I realized I’ve already used AI in a couple of ways throughout my academic journey:

• Grammar and Spelling Assistance: In the beginning of my degree, I frequently used Grammarly to check my grammar and spelling in essays and assignments.
• Essay Outlines and Study Guides: I’ve also used AI to help generate writing outlines or templates for essays and projects, especially when I felt stuck. It’s been helpful in creating study guides or summarizing complex concepts.
• Entertainment Recommendations: One of my favorite uses of AI has been asking ChatGPT for personalized movie, book, or music recommendations. For example, I could prompt it with something like “I’m looking for a cute, feel-good movie similar to Wes Anderson’s style” — and I often found it to be very successful in curating recommendations based on my taste.

Concerns and Challenges with AI

Although AI can be a useful tool, I’ve also developed some strong concerns about its impact on creativity, education, and society at large:

1. AI-Generated Art: One of my biggest challenges with AI is its use in creating art. Art, to me, is a deeply human experience — it’s an expression of emotion, culture, and individuality. Having AI generate art feels like it’s taking work away from real artists who have dedicated time and skill to their craft. It raises the question: Should we let machines replace human creativity?
2. Distortion of Reality: AI-generated videos and voice replication have made it increasingly difficult to differentiate between what is real and what is fake. This is particularly concerning when it comes to misinformation, deepfakes, and fabricated news. I’ve seen examples of AI replicating someone’s voice to make them say things they never actually said — and as an adult, I found it difficult to tell the difference. This could be especially harmful for children who may not have the skills to critically analyze what they see online.
3. An Easy Way Out: Another concern I have is that AI can offer an easy way out — allowing people to bypass the hard work and critical thinking required for learning. For example, students may rely on AI to write their essays or complete assignments without actually understanding the content. This could significantly impact their ability to think critically, problem-solve, and engage with the material.
4. Environmental Impact: AI consumes a significant amount of energy and water, contributing to environmental damage. It’s easy to overlook these impacts when we’re simply sitting in front of a computer, but the environmental cost is real. Instead of channeling resources into powering AI, those resources could be redirected toward helping real people and addressing global challenges.
5. Bias and Lack of Diverse Perspectives: AI tools are trained on existing content, which often reflects dominant cultural narratives, biases, and stereotypes. This means AI-generated content can perpetuate racism, sexism, and westernized ideals. I often wonder — what worldviews does AI promote? And how is this influencing people, especially young students, who may not realize the biases embedded in the content AI produces?

Final Reflection

Overall, my feelings about AI remain complex. It’s clear that AI has the potential to be a helpful tool, but it also comes with significant risks. I worry about the long-term impact of AI on human connection, creativity, and education. Will students lose the ability to think critically if AI does the work for them? Will human-to-human interactions diminish as AI becomes more integrated into our lives? And what will the environmental cost be as we continue to power AI technologies?

This week, we participated in an EdCamp, a user-generated conference often called an “unconference.” Unlike traditional professional development, EdCamps are free, open to all, and entirely participant-driven. Anyone can propose a topic, and you don’t need to be an expert—just passionate about an idea. A key feature is the “Rule of Two Feet”, which encourages participants to move freely between discussions that interest them, making the experience informal, flexible, and engaging.

In my small group, we explored the idea of creating a classroom garden. We discussed easy-to-grow plants that students could take home, mushroom-growing kits to observe mycelium in action, and the importance of making it truly student-centered. Instead of relying on parents to do the work, students would take ownership, learning through hands-on experiences.

We also considered funding options like grants and volunteers and how a class garden could be deeply cross-curricular, integrating science, art, and Indigenous education. Even in classrooms without outdoor space, indoor plants could provide similar benefits, including improving mental well-being.

After doing some research I found a really cool resource called “Farm to School BC”. Farm to School BC is a program that supports schools in British Columbia in integrating healthy, local, and sustainable food systems into their communities. The website provides resources on school gardens, local food procurement, farm connections, and food literacy education to help educators and students engage with fresh, locally grown food. Key features include guides for starting school gardens, lesson plans, funding opportunities, and community partnerships to promote hands-on learning and food sustainability. The program emphasizes student engagement, Indigenous food knowledge, and environmental stewardship, encouraging schools to create meaningful connections between food, learning, and community well-being.

This past week’s class got me thinking about the pros and cons of virtual learning. As someone who has experienced both online and in-person classes, I’ve come to appreciate the unique benefits and challenges that each format presents.

The Pros and Cons of Online LearningOnline learning has become an integral part of education, offering convenience and flexibility. One of the biggest advantages is the ability to attend class from home. There’s no commute, which saves time, and it’s easier to take notes and follow along with slides. I’ve also noticed that attendance tends to be higher in online classes—perhaps because it removes barriers like transportation or scheduling conflicts. Another great aspect is the ability to bring in guest speakers from anywhere in the world. In a past class, I remember students attending from as far as China, making for a diverse and engaging learning environment.

However, online learning isn’t without its downsides. Group discussions can sometimes feel awkward, and there’s often a hesitation to turn cameras on, something that has frustrated professors in the past. Distractions at home can also be an issue—I know I’ve caught myself getting sidetracked more than once. And then there are the inevitable technical difficulties, like professors struggling to unmute themselves or slides not loading properly.

In-Person Learning: A Different Dynamic Being in a physical classroom brings an energy that’s hard to replicate online. It’s exciting to engage in face-to-face discussions and try out new learning experiences. Guest speakers can still make an impact, and there’s something about being in a room full of people that fosters spontaneous discussion and connection.

Yet, there are challenges to consider. Not everyone has reliable access to technology or the internet, which can create accessibility issues. In a household with young children, someone might need to be home to supervise them, making online learning difficult. Distractions can still be present in-person, whether it’s side conversations or environmental noise.

The Power of Influential Media in EducationThroughout my education, influential media has played a huge role in shaping my learning. Growing up, Bill Nye the Science Guy was a staple in science classes. His experiments were exciting, engaging, and made science feel fun and accessible. Whenever an episode was shown in class, it was something to look forward to. Bill Nye is a figure that most people recognize, and his ability to make complex topics digestible is something that still sticks with me.

As an adult, my exposure to influential thinkers expanded. Kimberlé Crenshaw has been particularly impactful in my gender studies degree, helping me understand intersectionality and its implications in society.

Educational media has also introduced me to powerful documentaries like Angry Inuk and Kanehsatake: 270 Years of Resistance. These films have transported me to new perspectives, providing firsthand Indigenous narratives and shedding light on protest movements that are often overlooked.

One of the greatest strengths of media in education is its ability to make learning memorable. Documentaries, lectures, and educational shows offer ways to engage with material beyond traditional readings. They allow us to step into different worlds, learn directly from the people whose stories need to be heard, and move beyond a Western-centric perspective.

This week we had a guest visitor to help teach our class about how to use iMovie and the software Audacity. I learned some essential skills for creating high-quality video and audio content. The class was also introduced to the library resources, including the “Ask Us” desk at UVIC where students can borrow gear and use the podcast room, which can be booked in advance.

In class we has the opportunity to practice editing videos below are some examples.

In the goat video above I learned how to add a title, add transitions, end credits as well as how to add music. I learned some helpful tips for video editing, such as how to “scrub” through the video using the spacebar to stop and navigate efficiently.

In the above bike clip I learned how to add an intro transition, how to slow down part of the video, add sound and how to make it fade into black.

In my own time I decided to make a stop motion with clay! I used iMovie to add in sound and transitions.

In this week’s class, we discussed the Multimedia Learning Hypothesis, which explains that people learn more effectively from words and pictures together rather than from words alone. This idea is based on dual coding theory, which suggests that the human mind processes information through two separate channels—one for visual information and one for auditory information. Since each channel has a limited capacity (cognitive load), combining them thoughtfully can enhance learning.

We also talked about how learning is an active process of filtering, selecting, organizing, and integrating information based on prior knowledge. For example, understanding how a bicycle pump works is much easier when a diagram accompanies the explanation rather than relying on text alone. Graphics help make complex or unseen concepts more accessible and improve comprehension.

Some key takeaways from class:

• Spatial Contiguity Principle – Students learn better when related words and pictures are placed close together on a page or screen.
• Using graphics effectively – Color coding, diagrams, and annotations can enhance understanding.
• Creating graphics for teaching – We explored tools like Photoshop, Illustrator, GIMP, PowerPoint, and Google Slides to create visuals for worksheets and lessons.

Overall, I found it really interesting to see how well-designed visuals can make learning more engaging and effective. Below I experimented with creating some graphics using Canva and create a meet the teacher page and my own little logo.

I also tried using Microsoft Designer to create an AI colouring page. The prompt I used was “Grade two class salmon cycle” this is what is created. Even though it did not really generate the salmon cycle, I thought this would be a cool tool to create interesting colouring pages as younger grades love doing colouring books!

This week in class, we discussed Open Educational Resources (OER). These are educational materials that are accessible online and openly licensed, allowing users to retain, reuse, remix, revise, and redistribute them. I believe OER is incredibly beneficial, particularly for new teachers, as it provides inspiration and serves as a helpful starting point for lesson and activity planning.

When I first learned about OER, it made me feel more confident about creating lessons and activities. As someone with no formal teaching experience yet, exploring OER has given me inspiration and ideas for topics I might want to teach in the future. However, I think it’s important not to use these resources as-is but to adapt and personalize them to fit your teaching style and your students’ needs.

In another class, it was pointed out that some OER materials may not align with the BC curriculum. This makes it especially important to review and revise them to ensure they meet the required standards. Editing these resources allows teachers to make them more relevant and tailored to their specific educational goals.

Overall, OER provides an invaluable resource for educators at all levels. It encourages collaboration, creativity, and accessibility in education. By thoughtfully adapting these materials, teachers can craft meaningful learning experiences that are both engaging and aligned with their students’ needs and curricular requirements.