Posted in EC&I832MajorProject

Updated Look at My Project’s Digital Citizenship Elements

At the start of my major project journey I reflected on Ribble’s 9 Elements of Digital Citizenship. Now that I am done I would like to look back and see how these elements fit into my project.

1 – Access

It’s important for teachers to take into consideration students and families access to technology before using tools. Luckily I am a 1:1 laptop classroom, so all students have access to technology at school. I only have one family not connected on Seesaw and any important information shared on Seesaw, families also see through student agendas as well as classroom/school notes home. Families are given the opportunity at conferences to review their child’s Seesaw portfolio if they did not have a chance or aren’t able to access it prior to. Families are also encouraged to use the public library if they wish to check on student’s Seesaw account if their family does not have access at home.

2 –Digital Commerce

In general this mainly applies to teachers and families, as teacher’s have the option to purchase upgraded accounts through Seesaw, Flipgrid and Formative and families have the option to purchase books through sites linked through Biblionasium. Students do not interact with any digital commerce through using these tools. If purchases are made through these tools, teachers and parents can rest assured that it is done safely and securely.

3 – Digital Communication/5 – Digital Etiquette

Students used all of these apps to communicate digitally. On Seesaw students communicated with myself, their peers, and their families sharing their learning. So far our use on Flipgrid has provided students opportunities to communicate through video with their peers and myself. When using Formative students have communicated their understanding with me their teacher. Biblionasium provided students a chance to communicate with their peers and I about awesome books. In each of these apps students practiced using digital etiquette, communicating in positive and appropriate ways. In Seesaw students had opportunities to practice providing positive comments to their peers about their learning.

4 – Digital Literacy

Students have learned many digital literacy skills using these apps. Students learned how to navigate different tech tools and how to choose the tool that best fit what they wanted to share. App smashing, using multiple apps to create a product, was a skill students practiced a lot, especially using Seesaw. Students are learning how to create and share videos, voice recordings, digital drawings, typed notes, and documents created in other apps.

6 – Digital Law/ 7 – Ditigal Rights and Responsibilities/9 –Digital Security

Students practiced being safe and responsible online in these tools, such as learning not to share personal information. They were provided a safe and secure place to practice being digital citizens, as I learned by checking the tools terms of service and privacy.

8 – Digital Health – Students learn that although these are great tools, that we need to make sure we take steps to be physically healthy, such as taking breaks from our laptops, and psychological health, such as keeping our interactions on these sites positive in nature to promote our own and our classmates well-being and positive self-esteem.

Posted in EC&I832MajorProject

And the rating is…

So I have really enjoyed all four of the tools I choose to check out for my major project. So now it’s time to rate and review them for you.

I asked students which of these four was their favourite and here are the results:

10/29 said Seesaw

9/29 said Flipgrid

6/29 said Formative

4/29 said Biblionasium

This makes all four apps a winner if my books because there are students who love each of them.

I also had students rate each app out of 4. It was sad and shocking that students rated Biblionasium so low overall, yet 4 students loved it the most out of our 4 choices. I think if we had started using Biblionasium at the beginning of the year this rating would be higher. Throughout the year students were keeping track of books on paper and recommending books to classmates through word of mouth, a recommendation bulletin board and Seesaw posts. Next year I will definitely start the year using it and integrate it even more to help promote a community of readers in my classroom. Before asking students I predicted that students would rate Seesaw the highest then Flipgrid, so the results were very intriguing.

Both the students and I found all of these apps pretty easy to use, with Seesaw being the easiest and most user friendly.

After checking out each of their privacy policies and terms of use I found that each of the apps were pretty safe and secure, but SeeSaw seems to be the most locked down for data.

I would recommend each app to other teachers and will definitely continue to use each of the apps with my students. Seesaw has so many options for students and all of the new options I have as an Ambassador make Seesaw even better. Flipgrid is very motivating to my students, so it’s a great choice for teacher’s especially if they aren’t using Seesaw so that students can share their learning through video. Formative is such a great assessment tool, which makes it great for students and teachers. I love Goodreads as an adult, so finding a student friendly app like it is awesome making it a great choice to grow reading communities before students are able to use Goodreads.

If classrooms don’t have 1 to 1 devices then I would suggest Seesaw and Flipgrid as these easily be used when sharing devices among students or even among classes.

Posted in EC&I832MajorProject

How Do I Love Thee…These Apps

I am loving all the ways that Seesaw, Flipgrid, Biblionasium, and Formative (GoFormative) can be used in the classroom.


  1. App smashing, especially with PicCollage to create visual representations of our learning such as our snapshots of our Easter break and our booksnaps about the books we read.

2. I love giving students a prompt or question and allowing them the choice in how they want to show their understanding.

3. I love allowing peers and families to like and comment on student work, providing positive feedback to students.


  1. I can provide instant and timely feedback to students either providing answers and having Formative mark for me or by typing in feedback and marks. In this case, I had typed in 12 as the answer. I was able to do a quick check to see who got it right and change the mark for the student who provided more than 12 as the answer. This way I could correct the mark quickly so that student knew that they too got the correct answer to the math question.

2. Doing quick check-ins with my students that I can see all in one place.

3. Reviewing work with the whole class on the project, while still keeping students work anonymous.


We haven’t used this tool as much, as Seesaw already has a video option. We are going to start using this option more when we start connecting with others outside of our classroom.

  1. I love that you have the option to password protect your grid

2. You can provide both video and written instructions for students.

3. Students love to take selfies for the video covers and decorate their selfie with doodles and stickers

***We haven’t done this yet, but I can’t wait to have students create video responses to each others videos. We have done would you rather questions for math, so this week we will add another dimension and have students video respond explaining why they agree or disagree with the original video response by providing evidence to back up their own opinion.


  1. Quick book reviews and recommends to share with classmates. Optional sentence stems are even given so students can just fill in the blanks if they want. They can recommend a book to specific classmate, a few classmates, or to the whole class.

2. Students can earn badges and so many students love to earn digital badges, especially my video gamers. They keep adding to their shelves to see what other badges they will earn.

3. Students can track their 40 book challenge progress

Now for some wonderful ideas from my PLN on twitter:


  1. Using Seesaw to share students’ learning with others in their school using QR codes

@seesaw sharing our learning with this interactive bulletin board!

2. App smashing to create comic books about important vocabulary that students are learning

3. App smashing to create reporter scenes about what students are learning.


  1. Using Flipgrid to let students explain their thinking, such as these math explanations
2. Connecting with other classrooms and students to become vlogging pen pals. I can’t wait to try this with my class!

3. Connecting with experts, where students get to ask questions and learn from experts in a variety of fields such as the music one below. I look forward to trying one of these connections with my class.


  1. App smashing to create escape rooms to increase student engagement in learning

  2. Using and adapting tasks that others have created

  3. Ideas for app smashing using Formative


  1. Students can share their bookshelves just like adults do on Goodreads.

2. Checking out the top 10 rated books each week and seeing if we have read them as well as adding them to our TBR lists

3. Checking out books recommended by Biblionasium

Posted in EC&I832MajorProject

Terms of What?

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I honesty don’t always read all of the terms of service before using a new tech tool, but this class has taught me that it is especially important to know what you are getting into. In light of scandals, like Facebook data mining, it’s come to light that free almost always has strings attached making free not as fantastic as one once thought.

Seesaw – Privacy & Terms of Service

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As far as privacy goes, Seesaw is pretty great:

1. Any content put on Seesaw isn’t owned by Seesaw, but actually the students, teachers and schools.

2. Student content is only shared with whom the teacher allows it to be shared. Teachers can choose:

-to keep student content just between each individual student and the teacher

-allow families to join and see content their child is tagged in using the Family Seesaw App

-allow other students to view each other’s content using the Student Seesaw App

-share content chosen content on a Seesaw blog that can be password protected or public on the internet

3. Seesaw will never sell profiles or data, they don’t use any advertisements within the app to make money, and they only charge for optional additional features that teachers or schools choose to purchase.

4. Seesaw keeps your data secure and is frequently checking to make sure of security.

5. Policies written in teacher and parent friendly language, when so many aren’t, making it very easy to understand their terms of use. They are also very upfront with changes and will both email you and post the updates to their website.

6. COPPA and FERPA complaint making Seesaw safe for classroom use. Seesaw explains that “Seesaw only collects personal information through the Services from a child under 13 where their school, district, and/or teacher has agreed (via the terms described in more detail below) to obtain parental consent to use the Services and disclose personal information to us for the use and benefit of the learning environment.” As long as teachers, families, and students are following safety procedures to not share private information, personal information shared on the site will be minimal, such as a first name and pictures/videos of them and their work. Even first names don’t need to be shared as student’s usernames don’t necessarily need to be their first name.

Other than the privacy items Terms of Service for Seesaw also includes:

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It’s important for teachers to understand what they are accepting when using technology in their classroom and all of these seem very reasonable.

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These seem pretty standard and if you choose to not follow them then like with an tech tool you may not get to continue to use it.

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Check here for their full terms and service and privacy.

Flipgrid- Privacy & Terms of Service

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For privacy, Flipgrid has the same basic claims that Seesaw had:

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Flipgrid also provides additional explanation on teacher and student information use:

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All of these seem pretty standard and don’t actually take much personal information. Email, first and last names are needed for almost all tech tools now a days. If teacher’s don’t want to share their location, then just make sure that your location option on your device is turned off.

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It’s nice to see that very little information about students is actually collected. Along with any tech tool, just make sure that students understand not to share personal information in the content that they upload.

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Just like with Seesaw users decide how content will be shared. The teacher is in control of the Grid’s privacy settings, which means that content will only be shared with those outside of the Grid if the teacher allows it and the content can be moderated by the teacher.

Some additional terms of service to note about Flipgrid:

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Like with any tech tool your content or even whole account can be removed or terminated and you are responsible for what you share.

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It’s also important to note that for payment purposes that your credit card will be shared with a third party payment service, but just for the purpose of fulfilling the payment for the upgraded account that was purchased.

Check out Fligrid’s full terms of use and privacy.

Formative – Privacy & Terms of Service

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Their privacy pledge is similar to Seesaw and Flipgrid, but I love that they block features that would allow children under 13 from sharing personal information.

Let’s see what Formative collects about us:

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Your name and email address is often required to use tech tools and the photo of you is optional. If you share information, such as students’ names, it’s makes sense that they would have that information. It’s nice that they don’t use geolocation, so as long as you turn off your location you don’t need to provide that information if you don’t want to.

Now how does Formative use this data? Well…

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It’s nice to know that they use the information only to enhance our use and to improve their tool. I like that if they send you third party information they will only give our information to the third party if we opt-in.

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Even though user need to opt-in to provide third parties with data, they do provide some of users data to enhance features and for research. It’s nice that you can opt-out of the research, but it’s too bad that it’s automatically in unless you take the steps to opt-out.

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It’s nice to know that we have some options with our data and that student data is given a bit of extra precautions.

More about the terms:

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Users are responsible for what they upload to the site and need to abide by these reasonable terms of what they choose share.

Check out Formative’s full terms of service and privacy.

Biblionasium – Privacy & Terms of Service

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It’s nice to know that because student users will be under thirteen they make sure that these users and their data is safe and secure.

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It’s fantastic that they only take students’ first name and last initials as well as only teacher and the option of parent email addresses.

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Although they know your IP address they don’t track your use outside of the site.

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No personally identifiable information will be shared by Biblionasium with third parties.

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Although Biblionasium may be connected with third parties it’s important to note what I have highlighted, that Biblionasium still protects the user personally identifiable data.

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Like with all sites, we need to make sure we are using the site responsibly.

Check out Bilionasium’s full terms of service and privacy.

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Overall all 4 sites have terms of use and privacy policies that are within reason and keep users, especially students, safe and secure.

Posted in Uncategorized

Mission Skepticism

What does it mean to be literate? Well to a lot of people, especially older generations, being literate means being able to read and write.  Now being literate means so much more.



To be literate in today’s world students need to be able to be able to do more than read and write to be literate .  Literate individuals need to be able to understand not only what they read, but also what they see and hear, and add media literacy to their bag of understanding.

In my video on media literacy, I explain that media includes a variety of forms such as books, TV, social media, and text messages.  Common Sense Media explains that “media literacy is the ability to identify different types of media and understand the messages they’re sending.” Just like being able to read and write, students need to be taught how to be media literate.

An important part of this is being skeptical, not believing, everything we read, see or hear.  Sometimes the messages that media is trying to send may be bias or even incorrect.  Students need to be able to be critical and evaluate whether they can trust the message and/or author of the message. An example of this is the “North American House Hippo” video created by Concerned Children’s Advertisers Canada to bring awareness to the importance of being skeptical.  If you haven’t seen this video, or if you want to relive wanting to own a house hippo, check out the video below.

The North American House Hippo

Students need to be able to disifer between truth and fiction, which in today’s society often means deciding if it’s “FAKE NEWS!”


It’s not just youth that struggle to figure out if something is fake.  In Kyle’s video he shares an example of people spreading fake news about a “beer bandit” in Nova Scotia.  This “news” was posted to Facebook and it quickly spread, so much so a song was even written about it.  It turns out that the story was completely false, confirmed by the original author of the post.  Luckily in this case it just turned into a wild ridiculous rumour, however sometimes the belief in the untrue can lead to darker consequences.  In Jamie and Jocelyn’s video they discuss the importance of fact checking in a fake news world.  They talk about  a man who shot a gun into a pizza parlour after reading a fake new article.   Instead of doing some digging and fact checking the article he read he believed what he read and chose to make a terrible decision.

If adults can’t figure out fake news than how can we expect youth to be able to? Adults did not grow up with such wide spread examples of fake news to have to deal with, so many are needing to learn to be more critical as adults.  This is why it is vital to teach students how to be skeptical and become fact checking detectives. One strategy to help students with evaluating is “The Five C’s of Critical Consuming” shared by John Spencer:

Context – When and where is it written? Have events changed or new info available?

Credibility – Is the site credible? Are the sources cited credible? Is it satirical? Is it an advertisement?

Construction – What’s the bias, facts, opinions, propaganda?

Corroboration – Do other sources claim this too?

Compare – Find other credible sources to compare it to get a larger more rounded picture of the information.



Posted in EC&I832

What do we want? Digital Citizens!


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Can you imagine any parents or teachers saying that they want kids to grow up to be irresponsible citizens online or “in real life”? I certainly can’t. Even before the need to worry about students actions online, education was part of teaching the next generation to be responsible productive members of society. Now education is realizing that now also includes needs to include an online society, that as we have learned throughout our ECI832 course, “never forgets”. So we need to teach students early so that they can create a positive digital footprint.

Students need to understand what it means to be a digital citizen and what it can mean for their future. We want students to choose to act responsibly, but we need to teach them what that actually means online.

DigCit poster

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My school division definitely promotes digital citizenship. We have a great set of digital citizenship resources collected and created by teachers and technology leaders from our school division we can access. They are even broken down into grade level lessons, making it easy to take and teach about digital citizenship.

Another important thing to understand is that students should not only be responsible, but they can use their voice to stand up and be digital leaders. When we listen, students have a lot to say and want to make a difference, but often don’t know how to do so. As teachers we can help them to make choices that can promote and create positive change.

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One important aspect teaching digital citizenship is being a role model. If we want youth to make positive choices we need to show them examples of this.

Now where this gets interesting is to the extent that teachers are expected to showcase role model behaviours. As my classmates and I were reminded during one of our night classes, teachers are expected to be on their best behaviour at all times, including online. Even our code of ethics says as much, looking at “6.2.1 To act at all times in a way that maintains the honour and dignity of the individual teacher and the teaching profession.”

STF Code of Professional Ethics from

We were joined by STF’s president Patrick Maze for our night class on March 6th and we discussed the STF’s position about teachers as digital citizens. During the class the code of ethics was discussed and depending on the interpretation of this document ones actions could be interpreted as following or not following these rather vague statements. For example, posting or being tagged in pictures or videos that depict activities that some believe to be not fitting of “6.2.1” could potentially get a teacher in some hot water. We talked about some cases in which teaches got in trouble or even lost their job, typically in the US, from activities that adults are legally allowed to do, such as consuming alcohol.

Even photos of teachers at the beach can potentially be an issue. A 2016 article from the Ottawa Citizen from shares that “A guideline on personal social media use handed out to some teachers in Ottawa’s public school board last week[November 2016] warns against posting pictures involving drugs, alcohol or “scantily clad” photos on the beach.” Although the article explains that a teacher posting pictures at the beach may not end up getting the teacher in trouble, it’s safer to not post as there is potential for problems. Patrick Maze also warned against posting or being tagged in these types of photos as Saskatchewan teachers.

Part of our discussion with Patrick Maze that stuck out that night was “If students are not allowed to do something should teachers be allowed to do it?” Students are not of age to legally consume alcohol, but adults are, however for teachers this may be iffy especially if this is posted on social media. Should teachers be expected to only do things students are allowed to even if adults are allowed to? What is fair to expect of teachers?

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Another interesting aspect of our discussion that night was teachers sharing and standing up for their beliefs online. It’s important to stand up for what is right, but when others have differing views this too can put a teacher in the hot seat. What I took from this portion of our discussion is for teachers to be choosy and stand up for things that they feel are important enough that they are willing to potentially deal with blowback for.

It’s important to be role models as teachers, but also important to be careful in what we chose to share online.