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Final Reflection PME 811

Looking back at my blog, it demonstrates strong engagement by connecting knowledge from academic papers with classroom experiences. When I reflected on my Personal Learning Network, I drew from multiple resources to connect to my ideas. I referenced Nuts and Bolts: Building a PLN, which reminds me that PLNs are not just about consuming but also contributing, prompting me to think critically about my role as a contributor. This shows that I am not just reading and reciting what I have.  I was analyzing the readings and connecting them to me as both a teacher and learning. My biggest takeaway is that professional growth depends on being intentional. Whether it is building networks, embedding creativity or defining learning. Education is not just about accessing resources but about applying them to your learning intention. If you want something to happen, you have to have the intention to do it, ot it will never happen. My blog demonstrates strong connections with the course content, ...
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Diversity and inclusion

  Analysis of Teachers' Tablet Teaching Adoption Process”   The article “Analysis of Teacher’s Tablet Teaching Adoption Process” by Lih-Juan Chan Lin explores how teachers in Taiwanese schools adopted and integrated tablet technology into their teaching practices, especially after receiving donated tablets, revealing that “teachers' pedagogical and technical knowledge and attitudes toward tablet teaching could be interpreted as a dynamic learning process…”(p.1942). This fluid iterative learning process mirrors what inclusive education should look like: adaptive, student-centred, and collaborative.   What stood out to me was how their students' enthusiasm and engagement inspired teachers in ChanLin's study. One teacher noted, “The children loved to use the tablets to search for learning materials…They were much more interested in the subjects than they had ever been before” (p.1943). This highlights how innovation can serve as a bridge to inclusion, where students see th...
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Indigenous Perspectives

  As if Indigenous knowledge and communities mattered: transformative education in First Nations communities in Canada The article “As if Indigenous knowledge and communities mattered: transformative education in First Nations communities in Canada” explores a powerful educational innovation, the First Nations Partnership Programs. It highlights how culturally grounded, community-based curriculum development can serve as a tool for Indigenous capacity building, healing and empowerment. The argument in the article is that traditional, “one-size-fits-all” post-secondary education models have often failed Indigenous learners. In contrast, the “Generative Curriculum Model” invites elders, students, and university faculty to co-create a curriculum that honours both Indigenous and Eurowestern knowledge, allowing students to “walk in both worlds”. This model supports personal growth, community development, and academic success by embedding cultural understanding at the heart of education....
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Professional Development Reflection

  Professional Development Reflection Name of Event: Building a Classroom Culture to Support Student Creativity and Innovation:  ​​ https://home.edweb.net/webinar/learning20210921/   Description of the event      The webinar Building a classroom culture to support student creativity and innovation was presented by Dr Leanna Prater, an experienced educator and innovation advocate, and hosted by LEGO Education, where Dr Prater works in the role of Adoption Lead for LEGO Education. This professional learning opportunity explored ways teachers can create classroom environments that value creativity as much as academic achievement. The target audience included K-8 educators, but could be applied to older grades, instructional leaders and curriculum developers who are looking to embed creativity into everyday teaching.   Dr Prater shared practical strategies for designed learning experiences that move away from direct instruction and towards open-e...
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Revised Definition

  Learning Revised Definition : Learning is an active, ongoing process of exploring, questioning and making connections between new ideas and prior knowledge. It goes beyond memorization, requiring curiosity, reflection, and application. Learning becomes meaningful when it inspires problem-solving, creativity, and personal growth, supporting students in becoming adaptable lifelong learners. Reflection My original definition of learning emphasized curiosity, reflection, and real-world application rather than memorization. Through this course, learning is not only about building knowledge but also about fostering adaptability and growth. The feedback I received highlighted the importance og how students interact with knowledge, not just how they acquire it, which reminded me og Gardner’s idea that learning is an interaction between minds, culture and lived experiences. In my classroom, I try to foster this relational learning through curiosity-based practices like “I'm curious” chart...
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Personal Learning Network

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  Reflecting on my Personal Learning Network When I think about how I learn about new developments and ideas in education, I realize that most of them come through connections I have made online. Social media platforms like Instagram and TikTok, as well as blogs, are the places where I often find new teaching strategies, digital tools, and inspiration. For example, I follow accounts that share classroom management tips or lesson ideas, and often find them through recommendations from other teachers. As the Defining and Building a PLN chapter explains, a Personal Learning Network is about intentionally building connections that help you find answers and grow as an educator (Oklahoma State University). My PLN is a mix of resources that give me quick ideas for today and deeper learning for the long term.   I also learn a lot from podcasts because they allow me to listen while driving or walking, as I don't have time in the day to get everything done as much as I would like to sit...
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