My beginning with the end in mind is centered around my ultimate goal of obtaining a position in B.C. when I move at the end of June. I will be spending this December working on getting together application packages and sending them off before I head to Victoria for the Christmas break. This final assignment for this course is the final assignment for my term. Report cards were due to my principal earlier today, and while I have assignments due for other classes later this week, they have been submitted already. I can finally breathe a sigh of relief, practice on the range with my Archery team tomorrow, help more with our school's Christmas Concert, and update my IPPs. In my final vision project, I have created an online digital resume/portfolio. There are a variety of pieces to it, including audio clips, videos, pictures, letters, and student work samples. I have cataloged all of my PD that I can remember, various sessions I have run and been a part of, as well as indicated which classes I have taken toward my Teacher Librarianship Diploma. I think that my final vision project indicates fairly well the amount of effort I put into my projects, assignments, and overall work. I am thorough and meticulous, organized and reflective. I hope that my use and familiarity with technology comes through in my project, and I hope that it is well received. In an effort to make sure the site is more accessible, I have removed all of the important contact information from my references (those who could be contacted), as I want to keep their information private until requested. I have also removed the password for the site, again, for accessibility purposes. In my resume section, I have elaborated more than what I have included on a resume I would submit to a school district. Here is the link to my online portfolio and resume. Let me know what you think!
www.kristabelanger.com
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Sometimes, I am the staff member who offers to perform the role-play in front of my colleagues. Sometimes, I am the staff member who is found at the school on the weekend, straightening up to make everything "just right". Sometimes, I am the staff member who finds that one interesting tidbit of information or way to help that makes everyone else's lives just that much easier. And sometimes, I am a little too hard on myself. Source: https://womenforone.com/portfolio/grace-meeting-moments-journey-picking-back-humble-enough-learn-not-hard-michelle-peluso/ I have treated this course as a way to relax after an especially hard Monday or Tuesday at work. I have also treated this class as a way to learn at my own pace, under the direction of my own personal interests. These inquiry blog posts have been right up my alley (with the exception of the really difficult post previously). I feel like each week I have carved out a bit of PD time, just for myself. It is too easy to get stuck in a rut, doing the same things over and over again. So this blog post is a celebration of all of the little things I have since made time for, all of the times I have stood up in the rut, looked out, and saw all the other teachers digging and navigating their own ruts and trenches around me. Without further ado, I bring you... Krista's list of Reminders and Learning to Herself to Escape THe Rut
Source: https://sylvaniadigitallearning.wordpress.com/2015/10/05/pd-session-basic-google-literacyg/
I needed to write this post today, because in a number of these courses, I have spent a lot of time thinking about how to be better, to do better, to know more, without expressing what I already know. Many of these courses are set up so that it's a competition in the discussion forum for who has a better idea, who is first to respond, the number of responses in a given week is counted toward/against your mark. It's just one big rat race without truly taking the time away to decide what is important for you in your specific circumstance. This inquiry, this phase 2, for me, was liberating and validating in that I am able to communicate what I know, what I have chosen to take on, and manage how it all fits together. References [Google Wormhole of Life]. (2015, October 5). Retrieved October 29, 2018, from https://sylvaniadigitallearning.wordpress.com/2015/10/05/pd-session-basic-google-literacyg/
[LifeVestInside]. (2011, August 29). Life Vest Inside - Kindness Boomerang - "One Day" [Video File]. Retrieved from https://www.youtube.com/watch?v=nwAYpLVyeFU Kittle, P. (2013). Book love: Developing depth, stamina, and passion in adolescent readers. Portsmouth, NH: Heinemann. Women For One. (2015, December 11). [Grace]. Retrieved October 29, 2018, from https://womenforone.com/portfolio/grace-meeting-moments-journey-picking-back-humble-enough-learn-not-hard-michelle-peluso/ This week's topic is incredibly timely and important for our students and our own understanding as teachers and teacher librarians. The knowledge, understanding, and appreciation of how learning literally extends beyond the four walls of our classrooms, and figuratively extends beyond the four walls of our communities is imperative to how learning needs to take place. I follow a Facebook group called HONY (Humans of New York). A number of years ago, Brandon Stanton, the photographer of the photo essay series compiled a bestseller of photos and stories of the title: Humans of New York. Since the release of that book, and a number of years later, HONY has extended itself to travelling to various countries and documenting the stories of people affected by the Rwandan Genocide, stories from veterans from Iraq and Afghanistan (Invisible Wounds), among others. Stanton's current project, documenting the stories of the Rwandan Genocide is particularly heartbreaking. At the time of this post, Stanton has released parts 7/9 of a woman who witnessed her own father's murder and the separation of her family. She has documented a variety of ways she has come close to death herself. Source: https://www.youtube.com/watch?v=Bcm6kwWv09o HONY provides updates throughout the day on each of the stories with accompanying photos. The audience never knows which way the story will turn. The current story is agonizing to read, and even more difficult to read when not all of the parts are posted at once, as I am now thinking about what happened to her after her life was spared. What I always find comforting is the discussion in the comments section on the HONY posts, because ultimately, many of the people in the community are left speechless. In the Genocide series, the undercurrent has been through all of the stories, that the names of those who sacrificed themselves so others could live, or those who died without cause and because of their background are to be named and respected. The storytellers have said that by repeating the names of those innocent who died, they will not be forgotten. All of this being said, it is amazing that people across the globe can be brought together to create a community to bring one another up, to selflessly support each other, and to act with others' best interests at heart. HONY uses Patreon, which is a monthly subscription/donation service where Stanton funds his trips and makes donations on behalf of the Patreon members. Through Patreon, the members have paid for childrens' school tuition, for business start-ups, and to non-profit organizations where Stanton has interviewed it's organizer. All of the donations go directly to those who need it, and never to an entire community. However, the result is often that the entire community benefits because the generosity is often paid forward by those on the receiving end. A number of years ago, Me to We swept Canada. The premise was that students in their schools could work to benefit their schools, communities, and organizations across Canada. As the organization grew, the overhead increased, and it's my belief that the percentage of funds raised through the program being sent to non-profits plummeted. While perhaps an excellent idea, I think it ended up falling flat. I'll admit that when I saw our topic about Developing World Libraries, I had a fairly stereotypical image in my head. Given that, I took to the internet. Many images were not particularly helpful (see image below). As an aside: one of the images linked to another student in this course from 2014, so I thought that was neat! Source (google search: developing world libraries) Feeling uninspired, I took to reading the results from my search instead. What I came across should not have come as a surprise to me, but it did. The first, non-scholarly result resulted in the Bill and Melinda Gates Foundation, whose goal is "to improve the lives of “information-poor” people while positioning the world’s public libraries as critical community assets for learning, creativity, and community development" (Gates Foundation, 2018). To me, it seems as though this goal is a no-brainer - libraries (both school and public) may not be struggling to the same extent as libraries in developing countries, or developing libraries, but there always seems to be a struggle to accommodate and be of interest to the needs of any community and context. According to the website, "The most successful public libraries around the world are proactively engaging with their communities to understand local needs and customize services to address community problems. What’s missing are the facts and data about how libraries directly improve people’s lives—including impact that advances the global Sustainable Development Goals. Without tangible proof to back up what library leaders intuitively know to be true, libraries will be forever fighting an uphill battle for recognition and resources. The knowledge and tools to measure library impact already exist. Leaders in the field must now commit to making outcome evaluation an integral part of library operations and using it to prove their worth" (Gates Foundation, 2018). I agree that support from those in positions of power, including principals, superintendents, and government bodies must be prepared to support our libraries and learning spaces to ensure that they are protected and valued. Image source: https://www.gatesfoundation.org/What-We-Do/Global-Development/Global-Libraries I found that while the Bill and Melinda Gates Foundation is not established in a developing country, it does serve developing libraries. The program is meant to provide opportunities for learning in libraries around the world. What is frustrating is the lack of transparency on their website about what actual physical programs are ongoing within libraries supported by the Bill and Melinda Gates Foundation. Image source: https://www.gatesfoundation.org/What-We-Do/Global-Development/Global-Libraries In my search, I also came across a website which spoke specifically to the need for electronic learning materials in colleges. While it addresses the need for resources, the article specifically calls out for the need of digital resources for students. The article states that "Having access to digital resources means that students have access to a large amount of information across a breed of topics; a click of a button produces a wide range of information contained in a specific subject area of need" (Baidoo, SAGE Connection, 2017). I often think that districts and high schools without subscriptions to electronic databases simply are not doing a good enough job in preparing their students for University. I get that the cost is extravagant, and I also understand that it is not something necessarily practical in every district. I remember attending University for my first year and having to take an Introduction to Interdisciplinary Writing where I learned absolutely everything about writing MLA, APA and Chicago type writing. I wrote essay after essay, paper after paper, reference page after works cited page, title pages, the whole nine yards, and my professor simply ripped every single sentence, punctuation mark, and mechanic to pieces. That particular course paved the way to my success in later years, because I never learned how to use a database before the class, I knew some of the basics of a works cited page, but never how to actually complete it. My writing is by no means perfect, nor is my formatting, but at least I know enough that I can help my students. When I taught high school, I told my students that the single recommendation I would make to them would be to take a University writing course because they would learn there what I simply did not have access to teaching them at our school. I wrote earlier that I think not providing students access to using a database in their schooling prior to college or University is doing them a disservice. I make this statement out of frustration for those students who were not fortunate enough to take the same course I did, who chose a "fun" elective and later regretted it. If a country who is not considered 'developing' is doing a disservice to it's students, imagine a developing country and what it is not able to provide it's students. According to Wired, "four years ago, the United Nations predicted that more than half of the global population would be connected to the internet by 2017" (Global Internet Access is Even Worse Than Dire Reports Suggest, 2018), which, according to Wired, was not met. According to the International Telecommunications Union, "[the UN] counts a person as using the internet if they managed to get online at least once in the last three months," which is problematic because "The economic benefits of having internet access don’t kick in or become real until you are using the internet consistently" (Ellerly Biddle, Global Voices Advox, 2018). Another problem with the definition of access is that "in some countries there is very fast connectivity, in others you might have a spotty 3G connection that goes in and out, so what you can do with it is really restricted" (Dhanaraj Thakur, 2018). In addition, the technology required for internet access "remains out of reach for many around the world due to cost" (Wired, 2018). Even when there is access to a phone or the internet, "women in many developing countries are still less likely than men to use the internet" (2018), due to affordability, general literacy, and digital literacy. Given all of this dire discussion regarding the limitations currently in our world, libraries in developing communities certainly are going to continue to struggle. To summarize: - Access depends on both affordability and physical access of a device. - There remains a lack of access worldwide to the internet through cell phones and through tablets or other devices. - Women are less likely than men in developing countries to access the internet due to affordability and literacy. - Foundations like the Bill and Melinda Gates Foundation say that they are helping provide access to technology in developing countries, but are not transparent in their successes beyond a few pictures and videos on their website. - Close to home, students are not equally provided access to databases and services which will aide them in their post-secondary studies. - Online communities can promote inclusion, feelings of empathy and compassion, as well as foster incredible change. - Simply standing by and waiting for change to happen is not enough. - Utilizing and relying on a large corporation may not be the most effective way to create change and provide access. - Technology recycling programs which have been abandoned should never have been abandoned in the first place. With people upgrading to new devices year after year, destroying or repurchasing them instead of donating them is wasteful. References [Cell phone recycling]. (n.d.). Retrieved October 24, 2018, from https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwja-oGSxKDeAhXUOn0KHSs5AEMQjRx6BAgBEAU&url=https://hobi.com/tag/cell-phone-recycling/page/3/&psig=AOvVaw1J5bLDc9D-R1sYNN8QJ9Gf&ust=1540520470300096
[Mashable]. (2013, October 15). This Is The Human Behind "Humans of New York" | Mashable Docs [Video File]. Retrieved from https://www.youtube.com/watch?v=Bcm6kwWv09o Dreyfuss, E. (2018, October 23). Global Internet Access Is Even Worse Than Dire Reports Suggest. Retrieved October 24, 2018, from https://www.wired.com/story/global-internet-access-dire-reports/ Gates Foundation. (n.d.). Global Libraries. Retrieved October 24, 2018, from https://www.gatesfoundation.org/What-We-Do/Global-Development/Global-Libraries Ogut, P., P., & University College London. (2017, October 06). Humans of New York: Platform for social change or sentimental storytelling? Retrieved October 24, 2018, from http://wpmu.mah.se/nmict172group4/2017/10/06/humans-new-york-platform-social-change-sentimental-storytelling/ SAGE Publishing. (2017, April 13). Digital resources in developing world libraries: Supporting research needs and increasing usage. Retrieved October 24, 2018, from https://connection.sagepub.com/blog/opinions/2017/04/13/digital-resources-in-developing-world-libraries-supporting-research-needs-and-increasing-usage/ Disclaimer: I turned 30 this year. I am married, without children, have four cats and one dog. Currently, I live alone in Alberta while my husband builds a life for us (with the animals and his parents who live with us) in Victoria. The reason for the disclaimer is this: my thoughts and perspectives are not going to be the same as anyone else in this group or class. Making friends, connecting with colleagues, and learning together is not going to look, sound, or feel the same as any other person. When I moved from Manitoba to Alberta, I had one friend who I knew lived in Edmonton, about 30 minutes from where I moved to. We have known each other since high school, and are both teachers. We also play a game called Pokemon Go (yes, it's still a thing, and yes, 2016 was a very long time ago thanks for asking). Image Source: cdn0.tnwcdn.com/wp-content/blogs.dir/1/files/2017/02/shutterstock_568034230-796x398.jpg I received a contract for a grade 5 position in an independent school connected to my church's congregation. This means that I teach at a faith-based school where we go to chapel every Wednesday, have Christian Studies classes each day, and pray three times a day: devotions, lunch, and the end of the day. I did not know if I would love this job, because I did not know how I felt about integrating two pretty important parts of my life together so closely. Also, previously I taught grades 9-12, and I have a bit of a dry sense of humour, but it turns out I do love it - grade 5, working with people I see on the weekend regularly, all of it. Part of the reason why I love what I am currently doing is the support and the people I work with. This week we are being asked to discuss developing our ICT Skills and Pedagogy. When I taught high school classes, I taught a computer course to grade 9 students. The teachers in the school wanted our students to become fluent keyboard users since they were transitioning into 1:1 Chromebooks. Since moving to Alberta, I became the co-director of technology for our school. Let me be the first to tell you that our little school is a small fish in a great big pond... and dealing with Apple (or even getting in touch with someone from the purchasing in Education department) is no easy feat. For two years, I tried to hand Apple thousands of dollars, I filled out credit applications, sent many emails (if I said hundreds I would be lying), and played phone tag for weeks. Finally, this year, after two long years of phone tag, emails, support people, and the like - I was able for Apple to finally recognize us as a school, get us credit, and allow us to pay for apps. I told them a few times that I wanted to go about this the honest way, instead of purchasing apps and putting them on ten different iPads (the way sharing works in a household). They finally listened... the heavens opened (pun intended), we can purchase apps! Video source: https://www.youtube.com/watch?v=3-uvyL-sAHY I do not think I have ever had such a difficult time trying to give someone (or a company) money! I am considered the technology person in our school, so that means that nearly every day I have someone coming up to me in the hallway, outside the bathroom, while I am on a prep period, or leaving the school at my car asking me to take a quick look at something. Most of the time it is a quick fix, and other times it takes a bit of time on my part. I receive 40 minutes a week to work on technology in my school, but I do not usually get the full time as I wait for coverage for my class. I am not complaining, because I do get that time. However, it also means that I am the one to fix and troubleshoot everything. We have a class set of iPads, and two class sets of ChromeBooks in our school. We are trying to purchase another class set of iPads, but Apple still will not let me purchase a charge cart through them (please, just take my money)! Given my position, I do not have anyone else to go to to fix anything, run ideas off of, or receive any kind of help from. Google has become my best friend! GIF Source: https://giphy.com/gifs/black-and-white-text-google-xePnbnJiehT1e The great thing about my school is that if there is a need, administration is really supportive. Myself and the other technology co-director have gone to the Technology Summit in Edmonton for PD, and come back with some valuable tools and networking experiences. I would do that again, and I would also consider doing the Google Certification. I value the Facebook groups I belong to as well - because I belong to a number of teacher groups and technology groups for teachers. Often, I find new ideas there. I did not know about the streamlining of Google Classroom after I completed my survey at the end of June, but early to mid-August, sure enough, someone posted about the new features in Google Classroom. When the principal of my school started showing the staff how he planned to use it, I was able to help him by saying "this is a new feature" and "only within the last few months" to a number of things he touched on (do not worry, I was asked to interrupt and shout out my support for what he was showing). I think that taking classes of any kind help connect teachers to what is current or going on in schools. It can be isolating being in an independent school, because we really have no one to collaborate with. The newest teachers in our school come from the public system and are bringing in new ideas, which help with updating how things work within the school. I know that my UBC classes have certainly helped me in envisioning something great for my career and also for my school. I am excited to continue learning in these courses. I do not typically share anything on my Facebook news feed related to teaching, technology, or what I am doing in my classroom. At one time I might have, but I feel like with privacy issues and wanting to create a separation between personal life and career life, I need to avoid making those posts. I do contribute to Facebook groups, but do not update my profile. I belong to a Grade 5 Teachers in Alberta group that I am constantly bouncing ideas off of. I find that group (with it's focus) is so valuable! I think that it would also be valuable for someone to create a BC (or Canadian, so I could join) Teacher Librarian Facebook group, because I could not find one when I searched at the beginning of this course. If someone is interested in making it I would co-moderate! That being said, at the start of my career, I was fairly active on Twitter as it was part of my professional growth plan. I grew tired of notifications and trying to keep up. I hated feeling like I was "always on" and "always thinking about school", so I let that slide. Trust me, my conversations with my husband are no longer all about school, they also include hobbies, interests, and current events. I prefer it that way. Here are my take-aways or my summary of my thoughts on this topic:
Given all that I've said, some days I just feel like I need to pull a Ron Swanson. References [Amit Xavier]. (2013, December 13). Hallelujah Chorus Silent Monks funny !!! [Video File]. Retrieved from https://www.youtube.com/watch?v=3-uvyL-sAHY
i don't know idk. [GIF]. Retrieved from https://giphy.com/gifs/black-and-white-text-google-xePnbnJiehT1e Mobile Payments. [GIF]. Retrieved from https://media.giphy.com/media/9tvgtoRFLtTwY/giphy.gif [Pokemon Go]. (n.d.). Retrieved October 11, 2018, from cdn0.tnwcdn.com/wp-content/blogs.dir/1/files/2017/02/shutterstock_568034230-796x398.jpg My topic is around online identity, which includes cyber security, online presence, and general online safety. In general, I found a significant amount of resources, but not scholarly resources. I found five resources which I have linked below, and a few other pieces for further reading on my part at the end. Findings: Creating Identity: The Online Worlds of Two English Language Learners This article examines how English Language Learners in middle-school classrooms interact with others in online spaces based on their interests. This article also looks at how students who may struggle in contemporary English speaking classrooms can easily find their niche. Image from: https://blog.vasco.com/security-tip/help-customers-keep-digital-identity-safe/ 2Learn.ca The website outlines resources for teachers, parents, and students which promotes positive online interactions, web and media literacy, copyright, and digital citizenship. From this website, there are links to external websites including Media Smarts (www.mediasmarts.ca), YouTube videos, and Statistics Canada. While this website is a wealth of information, I believe I will use this resource as a reference tool. Image from: https://aoifenimhurchucybercultures.wordpress.com/2015/03/01/online-identity/ High School Graduates' Perspectives on the Creation of Online Identities This doctoral dissertation contains numerous findings to support that creating online identities in students is ultimately for the purpose of social connection. The conclusions drawn indicate that there are multiple generated types of online identities: real, desired, enhanced, and deceptive. Few of these types of online identities can serve as a level of protection for some students. Image from: http://www.social-media-skills.org/getting-serious/creating-your-online-identity Common Sense Media As a personal favourite, I am including Common Sense Media as a source of information. I find their curriculum is appropriate and engaging for junior and high school students, and is effective when implemented. I find that Common Sense Media outlines a variety of purposeful tasks for students to complete and teachers to use for instruction. I am familiar with the grade 9 scope and sequence, having used it extensively for a number of years, but am looking forward to delving deeper into the content used in other grades. Image from: https://www.wikiwand.com/en/Common_Sense_Media Online "iDENTITY" Formation and the High School Theatre Trip This article examines the sense of online identity high school students have in relation to their offline world. I appreciate how the author completed a significant amount of data collection (150 students) to understand their findings, and I also appreciated how they chose to conduct interviews as well. Richardson, the author, did not discount the single word responses, as sometimes answering in that fashion can be a part of someone's identity. This article is available through the UBC database as well as through the McGill website here. Image from: https://www.lawyersweekly.com.au/features/20821-online-identity Acceptable Use Policies I am interested in learning about acceptable use policies in my province, so I have included a list of some policies currently in effect. Calgary (Huntington Hill School): This resource lays out their acceptable use policy in a clear and concise way which I appreciate, whereas many other policies use much more legal jargon which I find confuses students more. http://school.cbe.ab.ca/school/HuntingtonHills/SiteCollectionDocuments/AUP.pdf Learning and Technology Framework (Government of Alberta): I found this framework was suitable for teachers and administrators in how technology can be used and implemented. Manitoba has a similar one I am well acquainted with, but I like the Alberta resource better. https://education.alberta.ca/media/1046/learning-and-technology-policy-framework-web.pdf Bring Your Own Device, Alberta Schools: I think this resource is a well thought out policy aimed at schools to have consistency among the province. https://open.alberta.ca/dataset/5821955f-5809-4768-9fc8-3b81b78257f7/resource/631bf34c-d3e6-4648-ab77-2b36727dca0b/download/5783885-2012-07-Bring-your-own-device-a-guide-for-schools.pdf References 2Learn Your Online Presence. (n.d.). Retrieved September 13, 2018, from http://www.2learn.ca/ydp/
Burke, A. (2013). Creating Identity: The Online Worlds of Two English Language Learners. Language and Literacy, 15(3), 31. doi:10.20360/g2ds38 Common Sense. (n.d.). Retrieved September 13, 2018, from https://www.commonsense.org/ Koh-Herlong, L. H. (2015). High School Graduates’ Perspectives on the Creation of Online Identities(Unpublished doctoral dissertation). Walden University. doi:https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=2623&context=dissertations Richardson, J. M. (2016). Online “iDentity” Formation and the High School Theatre Trip. McGill Journal of Education, 51(2), 771. doi:10.7202/1038602ar With the topic I chose, I found it easy to start searching, but found it difficult (as I imagined) to find relevant information which I could use to inform my teaching surrounding the idea of cyber security and identity. One of the first tasks was doing a search in the UBC database, because I felt like I would have the most success finding some research on identity and security (see image below). Based on the image above, you will find that while there were over 100 000 results in education databases and journals, a significant portion of that was in fact not related to education in schools. Most of the results were based on education of others and how identity theft occur. Upon discovering this, I felt defeated. I was somewhat successful in this search, however, because I did find a scholarly source which was also available on the McGill University website. I will include that article in my third blog post. Next, I decided that I would spend time doing a Google search for something, anything I could use. I ended up finding a doctoral dissertation which explored the idea of online identity in middle school ELL students. Upon further inspection, I found a lot of relevant material to my idea - perhaps not related directly to the online security aspect, but certainly the identity. Going into this search, I knew I would also find hits from Common Sense Media. I have used their curriculum numerous times over the years, but since I had never spent time with the K-8 curriculum, I spent some time reading what the company finds as appropriate for those grades. Following Common Sense Media, I also came across a local (to Alberta) website called 2learn.ca (section titled Your Digital Presence) - I am not sure why the site is not promoted, because it seemed to have a wealth of information regarding online identity and safety (see links on the left in the image below). However, I may be living in my own bubble because since moving to Alberta I have only worked in an independent school which we each year contractually agree to not become members of the Alberta Teachers Association. On this website, I also found it interesting how it has sectioned off resources for different grade levels. I appreciate that they understand different grade levels have different needs. Finally, I wanted to end my search with some information about various technology agreements within the province. I found a few resources from local (to the province) schools, as well as some provincial documents about acceptable use and Bring Your Own Device (BYOD). I remember when I previously taught in Manitoba, we had to re-vamp our BYOD policy as we provided students in grades 9 and 10 their own Chromebook and upon graduation they would keep the devices. Due to the nature of the program, we found it necessary to discuss when, how, and where the devices could be used, even if in grade 12 they could go to University with them. Until graduation, they were property of the school. Image from: https://open.alberta.ca/dataset/5821955f-5809-4768-9fc8-3b81b78257f7/resource/631bf34c-d3e6-4648-ab77-2b36727dca0b/download/5783885-2012-07-Bring-your-own-device-a-guide-for-schools.pdf In my current school, we have a single page acceptable use policy which outlines that students may use school provided technology appropriately. Our students keep their devices in locked boxes in homerooms and are given access to them at lunch time, morning break, and otherwise if the teacher sees a need. I think the idea behind this thinking is that our students have less pressure to contribute to their online identity while in school. I found the juxtaposition between what I found in local schools, the province, and my school interesting. While I had hoped to find more scholarly sources, I was glad to have found other resources to use. |
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