Lara's Portfolio

Last week, our class discussed technology and outdoor education. I’ve never thought about technology and outdoor education being used together before now. Usually, when I think of outdoor education, I think of getting away from technology, especially considering all the concerns around students’ screen time. However, during Kristen Pierce’s presentation I realized that technology can be a great tool to include in outdoor education and can make outdoor learning more engaging for students. For example, my class embarked on an outdoor QR code scavenger hunt. This was a great way to get outside and learn a bit more about the use of technology in outdoor education. An activity like this would also be a great way to get students outside and moving while still doing school work, such as creating a QR code scavenger hunt where each QR code takes them to a different math question they need to complete. 

I decided to try a few of the resources that Kristen shared with us in her presentation.

LeafSnap is a useful app for identifying and learning about different plants. You simply take a photo of the plant you would like to learn about in the app, or upload a photo from your camera roll. The downfall to this app is that it doesn’t tell you exactly what the plant is, but provides a few plants that it could be. The most likely one is put at the top, but I could see it being challenging to determine which exact plant it is. The time of year could also have an impact on this. For example, whether or not the plant is flowering or if the tree has all its leaves. Additionally, google also has a similar feature where you can search with your camera.

Here are some screenshots I took from the LeafSnap app on my phone:

I also tried the app ChatterPix Kids. I thought this was a fun way to present some of the information I learned on LeafSnap about the Western Sword-fern. I think using these two apps together like what I did would be a fun activity to do with your class. You could challenge everyone to find a different plant, learn a bit about it, and then create a video on ChatterKid to share with the class. An extension for this could be to research how local Indigenous Peoples have used and or continue to use the plant. 

Here is a video I made using ChatterPix Kids:

Lastly, I experimented with the app SkyView Lite.I really enjoyed using this app at night, it was so cool to see the constellations and where the planets were. The nice thing about this app is that you can use it during the day when it’s light out or when it’s cloudy, you can even see stuff when you point it at the ground because it works based on your location. Also, you can click on a consolation, planet, or moon, to learn more about it. 

Here are some screenshots I took while using the SkyView Lite app on my phone: 

Last week, guest speakers from BCEdAccess talked to my class about inclusive and accessible education. I felt that this was a very helpful presentation, particularly because we haven’t discussed IEPs and accessibility in education in depth yet. As a student who went through the process of being assessed and getting an IEP, I really appreciate that the guest speakers were able to shed some light on the topic, especially for others in my class who may not be aware of what that process looks like.

As I was reflecting on the BCEdAccess presentation, I wanted to share some insights from my own experience as a student with an IEP, which may be helpful to future teachers. Before, I want to note that this was my experience as a student with dyslexia. My experiences may not apply to all students or situations involving IEPs, but could be some food for thought for teachers.

1. I think it’s important to keep in mind that some students with IEPs may not necessarily understand why they have an IEP. I didn’t know I had dyslexia until I was in grade 11. I was never told why I was getting the accommodations I was getting throughout middle and high school, and it was confusing for me. Sometimes I just felt dumb. Possibly checking in with a parent about if their child knows why they have those accommodations could be helpful. This could lead to a chat with the child and helping them understand why.

2. Some students may not want to use their accommodations because it makes them feel different and singled out. Other students may ask them why they are getting more time on a test…etc, and declare that it’s not fair. And, when you aren’t sure why you get extra time, like me, it can be hard to explain to your friends. My brother also had an IEP and he never wanted to use his accommodations. I think what could have been really helpful to me, is if a teacher could have helped me craft a response to some of those comments and questions I got from other students.

3. Just because a student has an IEP, does not mean they are any less intelligent than other students – they often just learn differently or have different strengths and need a little more help. I think some teachers have an unconscious bias that students with IEPs do worse in school. I was often at the top of my classes in high school and I had a few teachers that didn’t understand why I was getting these accommodations if I was doing so well. This goes back to what our guest speakers said about how accommodations don’t just go away. The fact that I was doing well in school showed that my accommodations were helping me to achieve the level of education I was capable of achieving. 

Intersectional identities was a new term for me during this presentation. I thought it was a very eye-opening and important concept to be aware of when teaching. I found this video that explains intersectional identities in a very clear and meaningful way. Could be a helpful watch if you don’t fully understand intersectional identity yet.