Mrs. Bitner's Classes



When Earth Meets SkyCapstone Project ScriptRoxanne BitnerETAD 991Dr. Gale ParchomaUniversity of SaskatchewanDecember 6, 2016Technical Script for VideoWhen Earth Meets SkyTimeShotsSoundDialogue0:00001Clouds movingSudden Retropia by Martijn de BoerNo dialogue0:10002Title - fade in title and fadeNarrator: I have always been a dreamer. (pause) Reality brings me back to earth to face life expectantly, 0:20003Clouds - back to sky, and then to universe beyondbut I am drawn to the sky for perspective and peace. A place where I can contemplate my role in a dynamic world and universe.004Satellite -Focus on image of a satellite with earth rotating in the backgroundRecently, I have been exploring the concept of change and the way that it impacts education. We have all observed the rapid metamorphisis that has occurred due to technological innovation.005Freshie – move pic of me tumbling through space Perhaps I am programmed to accept change . . . after all, I am a freshie day survivor of the ‘70’s, a decade credited with the development of many life-changing discoveries. 006Intel 4004The Intel 4004, the world’s first microprocessor, made personal computers a reality. 007opticalfibreNetworking and optical fibre made communication over vast distances a breeze.008AtariPongAnd “Pong”, introduced by Atari, and purchased by my grandparents, changed my life.009Salyut010SkylabMore dramatically, space exploration involved the collaboration of Russia and the USA in setting up the space stations, Salyut and Skylab.011 1977microwaveovenBack on earth, microwave ovens found their way into homes and I remember sitting in the back seat with my new sister-in-law and two giant microwaves piled in between us on our way back from Disneyland.012K-CarOh yes, the reason we were squished is because the 70’s saw the development of smaller cars to save on fuel and be more friendly to the environment.013Computer or better yet013Space to Warman014MyPrairieSpiritClassroomI have always been fascinated with technology, so it is no surprise that I ended up in Educational Technology and Design at the University of Saskatchewan. I believe that technology has a vital role to play in educating youth and I wanted to explore how to best implement various forms within My Prairie Spirit Classroom. Technology offers a window into an expanding view of the world and the relationships within it.015ExploringSK016ExploringSK017ExploringSKI see technology as a tool that can be used to enhance learning. It cannot, however, replace one-to-one interaction, sound reasoning skills, and reflective thought. For this reason, the role of the teacher remains crucial. The book you have just been viewing is my first published book. It is an interactive iBook available free to all learners and intended for students to work together to learn about their province. 018SKFarmscroll text in from bottomCaine & Caine (2001) said, “Genuine and effective use of technology is highly dependent on creativity, innovation, and play, as well as collaboration.”019RuthSmileyWallGradual transition to . . . 020BinaryIt is my duty to guide students to utilize knowledge in a manner that will be meaningful to them. They must learn how to survive in a world that I cannot even imagine with technology that is both exciting and alarming. It is not even realistic for me to believe that I am preparing them for a lifetime of work, since the kinds of jobs they will likely have are not like any job we can now imagine. 021SocialMediaChange is inevitable as new discoveries bring new knowledge and new knowledge creates new opportunities. Crafton (2005) admonishes teachers to “continually outgrow themselves” and model learning as learners. This has been my motto. The moment I cease seeing myself as a learner is the moment I can no longer teach.022UofSMaybe add 023Ivie posed hereThis is the reason I accepted a challenge from my nineteen year old daughter. She believed that we would love studying together as students, so we took two classes at the U of S in 2012. Though I have always sought new learning and ways to learn, going back to university was daunting. I thought I would not be able to keep up with the brilliant young minds in class. Instead, I learned that experience is a marvellous teacher. I developed an insatiable appetite for research and discovery. Names sliding byOn slide 031Tree LaneThe words of theorists such as Piaget, Noddings, Dewey, Vygotsky, Bruner, Friere, Eisner, von Glasersfeld, Siemens, Hawkins, and a variety of others thrilled me. On one hand, they validated long-held beliefs I had come to on my own while working with students. On the other hand, their words demanded deliberation of necessary change.032LightMy philosophy of teaching has evolved throughout the process of learning such that I now regularly use an inquiry-based constructivist model usually credited to the work of many of these theorists. I want students to use critical thinking and reasoning skills to self-regulate their learning experiences such that they acquire knowledge that is meaningful to them in a world of change. I want them to reflect on their new knowledge in a metacognative exploration of the learning process.024Clouds – time lapseCrafton (2005) said, “Professions (like teaching) deal with that part of the universe where design and chance collide.” I want the environment in which my students learn to provide for collisions of ideas such that they must work together to find meaning. In order to accomplish this, I must work with my students to design learning experiences that are meaningful and valuable. John Dewey (1916) said, “The teacher is a learner, and the learner is, without knowing it, a teacher – and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better” (p. 167). He also believed that experiential learning meets a child’s need to explore and discover. I have certainly been more cognizant of providing student-directed learning experiences within the realm of the curriculum and beyond.033RoxyLeader025BookChapter026BookChapter9Dewey and Dewey (1915) said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” As changes occur around us, so must teachers as we design for learning. I turned to technology to see for myself how new discoveries are having an impact on learning.027BookChapter Intro (pull the quote from the book page)028BookChapterNeuro029BookChptrClassImplicat030BookChptTech“I am curious about how recent discoveries in neuroscience could inform the way I teach and utilize technology in my classroom” (Bitner, 2015). These words are from the introduction of a chapter I wrote and published recently, “Neuroscience, Learning, and Connectivism.” It is part of a book called People, Education, Technology by Richard Schwier (Ed.), published in 2015. Due to the wonders of technology, videos and web connections are imbedded in the book for multi-modal learning. It was a journey in discovery for me as I learned how recent brain research led to important discoveries about learning and memory. 034RiverPeaceI have been fascinated by research done in the field of neuroscience. The work of experts like Judy Willis (2006), neuroscientist turned teacher, are especially valuable in developing an understanding of how students learn best.035SandHillsJeff Hawkin’s (2003) theories of neuroscience explain that predictions are observed in patterns and result in connections being made. Our students must learn to predict based on patterns observed all around them.040DistantTrafficBridge 041OldTrafficBridgeSiemens (2010) asserts that learning is a network forming process. He claims that technology logically correlates with the natural processes of the brain in that only relevant information is considered valuable and retained. It is the connections that are of primary importance.042River1Small & Vorgan (2008) said that our brains are evolving at a speed like never before and that technology influences how we think, feel, and act. Siemens (2010), whom some think of as the father of a theory referred to as Connectivism, about the role technology plays in our lives, says we can think of technology as a river, not a reservoir.043ObservingRiver044ScoopUpWater045Stagnant046SwimAgainstCurent047 NiceShot036KayaksSSKRiver037KayaksSSKRiver038KayaksSSKRiverIronically, prior to reading Siemen’s theory, I had made the same analogy as I contemplated how technology is being utilized by teachers. In my book chapter, I wrote, “Observing the river is valuable, but as we learn to venture into the current we can experience learning as never before. It changes us. Some people try to scoop up the water and learn from it by close examination. Unfortunately, the knowledge is limited and becomes stagnant. The environment impacts the quality of the water; it absorbs both positive and negative attributes; this makes some hesitant to explore. Other people try to swim against the current, hoping to get back to the place where the water flows more slowly, but that place no longer exists. Eventually, they tire of the process and settle for studying water in a jar once again.” Those who take the time to build skills, to work with the flow, and learn how traverse the challenging aspects, find the journey exciting and rewarding. Discoveries, beyond the scope of what we ourselves experienced as young learners, make learning all the more dynamic and broad in scope.048GrainElevator049Rain050OnlineSafety (children playing by danger sign)Of course, there are dangers too. Students must be taught about ethical and appropriate use of technology. Digital citizenship requires awareness of proper use, etiquette, security, law, and healthy decision-making. Digital citizenship skills must be deliberately taught and effectively monitored. In this way, teachers can be aware of the individual needs and skills of students. Greer and Sweeney (2012) said, “The teacher is critical in ensuring a mix that caters for the varying needs of students and in helping them to develop the higher order thinking skills that are needed to contribute to society.” (p. 301)051052SODSTitle053SODSEvaluationTimeline054SODSGhantt055SODSProgram056SODSLogic057SODSDigital058Course Module059SODSEvaluationOutcomesIn graduate studies classes I have had opportunities to develop skills in design and evaluation of programs. The practical aspects led me to make connections with the Saskatoon Open Door Society. I created Ghantt timelines, visual representations, logic models, and a digital course opportunity. Though my purpose was to prepare a proposal for evaluation of various components of their program, I ended up being asked to do some contract work for them and working with a partner to create some video outside the scope of my studies. The learning opportunity truly did open doors for me.060VisualLitNiiObadai061VisualLitProcesses062VisualLitBalance063VisualLitRacism064VisualLitResidential065VisualLitPostColonial066VisualLitCriticalNii Obadai, photographer/artist/author, living in Ghana, claims visual literacy is as important as teaching students to read and write. Since our youth are continuously inundated with images, we need to empower them to interpret what they see rather than allow them to be swept away by the motivations of others wishing to sway their thinking. Helping students to evaluate and reflect on what they see is a vital skill necessary into today’s world. I also see merit in teaching video capture and editing skills so that stories can be shared with a broader audience. With the rapid growth of newcomer groups in our cities and towns, digital storytelling makes it possible to build bridges and connections.067RuleofT’herds 068aTrustingtheFoundation068SelectiveFocus069Crop070TakeaCamera071HummingbirdsRestLessons I learned from photography taught me lessons about life and learning.There are rules to followA good foundation is importantWe must be selective to gain focusRefine, refineWhen opportunities come, take a cameraAnd even hummingbirds rest072FlourishFade to whiteStudents need a strong foundation, but they also need the opportunity to influence the composition of the images they create. They must imagine a bright future. 003Cloud video073Gwenna Moss074OpenDoor075Website076FinnishEducationalSystem077My journey through time and space over the last couple of years of study have left me both enriched and curious. There is still so much to learn, and I am, by no means, an expert. But, I have had many head-on collisions with learning that have left me breathless. Through my work with the Gwenna Moss Centre for Teaching Effectiveness, the Saskatoon Open Door Society, Wanuskewin, a study trip to Finland, university classes, and in my own classroom, I have come to see the value of using technology to enhance the learning experience for students. As a result of trying new things with technology, I have become much more deliberate about finding ways to give my students side-by-side learning opportunities to construct their own learning processes, contemplate the big idea, research, compare and evaluate data, reflect on their learning, and provide feedback.I have also become more reflective in that I adapt my teaching methods to accommodate student needs more effectively, and I regularly perform action research within my own classroom to give students the best learning environment. I have explored the space where theory exists to challenge our thinking, pulled ideas into my real-life classroom for experimentation, and then slipped back to the sky for reflection and modification. This constant movement has led me to a much more well-rounded perspective of what it means to Earth videoRoll bibliographyFade to black slideBibliographyBitner, R. (2015). Neuroscience, Learning, and Connectivism. In Schwier, R. (Ed.). People, Education, Technology. Copestone Publishing, 2015. iBooks. Bitner, R. (2015). Exploring Saskatchewan [online interactive book]. Saskatoon, SK: iBooks. Caine, R., & Caine, G. (2011). Natural learning for a connected world: Education, technology, and the human brain. New York, NY: Teachers College Press.Crafton, L. K. (2005). The scholarship of teaching and self-study in teacher education: Walking the walk. Educational Leadership Quarterly, 28(1), 3-6. Retrieved from Dewey, J. (1916). Democracy and education. New York, NY: MacMillan.Dewey, J., & Dewey, E. (1915). Schools of Tomorrow. New York, NY: E.P. Dutton.Geer, R., & Sweeney, T. (2012). Students’ voices about learning with technology. Journal of Social Sciences, 8(2), 294-303. Retrieved October 18, 2016 from Siemens, G. (2004). Connectivism: A learning theory for the digital age. Elearnspace. Retrieved on November 1, 2016 from Siemens, G. (2006). Knowing knowledge [e-learning book]. Creative Commons version. Retrieved on November 1, 2016 from Siemens, G. (2012). An interview with George Siemens [video file]. OLnet. Retrieved on November 1, 2016 from Small, G., & Vorgan, G. (2008a). Meet your iBrain. Scientific American Mind, 19, 42-49. Retrieved on November 1, 2016 from Small, G., & Vorgan, G. (2008b). iBrain: Surviving the technological alteration of the modern mind. New York, NY: HarperCollins. Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: ASCD. Images and Free VideoA processor Intel C4004 by Thomas Nguyen, cc-by-sa 4.0 [image]. Retrieved on November 11, 2016 from Atari Pong by Joho345 (take photo); bayo (remove background, cleanup dust) (Own work; Derivative work from Image:AtariPong.JPG) [Public domain], via Wikimedia Commons [image]. Retrieved on November 11 2016 from (transparent).png Autumnal Equinox 2009 by Daryl Mitchel . CC by 2.0 [image of U of S]. Retrieved on November 17, 2016 from Computer [video]. CC0 Public Domain (October, 2016). Retrieved on November 17, 2016 from Earth [video]. CC0 Public Domain (September, 2016). Retrieved on November 11, 2016 from Fibre optic2 By felixion / Gonzalo Pineda ZunigaWikidenizen at en.wikipedia [CC BY-SA 2.0] ()], from Wikimedia Commons. Retrieved from Flourish [video]. CC0 Public Domain (no date). Retrieved on November 17, 2016 from iPhone Social Media [video]. CC0 Public Domain (December, 2015). Retrieved on November 17, 2016 from K-car by dave_7 from Lethbridge. CC by 2.0 [image]. Retrieved on November 11, 2016 from Light bulbs [video]. CC0 Public Domain (October, 2016). Retrieved on November 17, 2016 from Rain [video]. CC0 Public Domain (no date). Retrieved on November 18, 2016 from Salyut 4 paper model by Godai (Own work) [CC BY-SA 4.0 ()], via Wikimedia Commons Retrieved from Skylab (SL-4).jpg [image]. CC0 Public Domain (no date). Retrieved on November, 11, 2016 from (SL-4).jpg Swirl [video]. Public Domain (November, 2016). Retrieved on November 17, 2016 from Note: All video and photos not attributed above have been recorded by the creator of this work:Roxanne Bitner, 2016MusicSudden Retropia by Martijn de Boer (NiGiD) (c) copyright 2016. CCMixter [audio – free download]. Retrieved on November 17, 2016 from While U Sleep by Martijn de Boer (NiGiD) (c) copyright 2016 Licensed. . CCMixter [audio – free download]. Retrieved on November 17, 2016 from ................
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