EDCI 339

Blog Post #3

Prompt: Individual post #3: How can you ensure equitable access to authentic, meaningful & relevant learning environments for all learners in K-12 open and distributed learning contexts? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn?

As a future educator, I am already aware of the challenges teachers and administrators face with the lack of funding. This makes it especially challenging to provide students with equitable access to resources, and it puts strain on the teacher to be able to provide a quality education out of their pocket. I know this is one of my biggest fears as a new teacher, having to put together a classroom from the ground up with little to no funds to do so. I plan to apply for different types of grants, through BCTF and other providers. The type of teacher I aspire to be, has a bunch of in class resources, as well as online access whenever students need or want to use an online tool. This also includes having different tools in the classroom to support each students learning. An audio station so that students can listen story as they follow along with the word is a must for me. Having an audio station is part of the Design Principle to include a space to practice oral and written language that is suggested by Kral & Schwab (2012.) I hope to teach primary, and I know how helpful this would be for all students and ones that are struggling. On top of that, including brain breaks using GoNoodle will be a daily occurrence in my classroom. 

GoNoodle video: Don’t Read Like a Robot – Blazer Fresh.

Having student choice and voice is extremely important to implement from a young age, because this is when they either become engaged in the learning process, or completely check out. Having meaningful and relevant material for students to learn concepts through is vital to student success. As a teacher, that means you need to have access to those resources and materials for any student that might show interest in a certain area.

Prior to this course, I had the opportunity to take four other technology related courses, so I feel like I had a bit of a jump start regarding what technology can look like in the K-12 classroom. Although I had some background knowledge, this course has been a steep learning curve for me. My knowledge on what the definition of open and distributed learning is, has completely changed. I believe that it shows my learning and growth throughout these short weeks focusing on that topic specifically. I am still unsure of what open learning would look like in a primary setting. I hope to develop some resources to implement that in the next few months, and that will also help me begin to design my classroom in the future. Alongside creating my own resources, I will stay in touch will fellow educators, via my PLN, to continue that conversation.


Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from:   http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf

(2020). Retrieved 19 July 2020, from https://www.youtube.com/watch?v=xjtPMiumixA

EDCI 339

Digital Equity & Perspective: Pod Project Ariana Kelly, Alyssa Lloyd & Erin Fletcher

Part 1: Persona

We have created a persona chart for a student named Rory. The chart explains some of the barriers and needs of the student while also addressing the UDL guidelines in relation to online and open learning. https://docs.google.com/document/d/15LzVUq1JKVap3cn2LX-BYxSD_Z0I0Vzv-ORU8DrFeLQ/edit?ts=5f13487d

Part 2: Pitch

We have created a Youtube video pitch that highlights how Rory’s teachers would create a safe learning environment where Rory can be successful.


Anisha Singh, A. (2017). 6 Ways To Improve Concentration For Students. Retrieved 15 July 2020, from https://www.ndtv.com/education/6-ways-to-improve-concentration-for-students-1720343

Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Equity is important matter for schools. (2017, March 11). Bismarck Tribune, The (ND), p. 8. Available from NewsBank: Access World News: https://infoweb-newsbank-com.ezproxy.library.uvic.ca/apps/news/document-view?p=AWNB&docref=news/1630C0E0829F7E58.

Garrett Dickers, A. (2018) Social Interaction in K-12 Online Learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 509-522 ). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Hrastinski, S. (2020). Asynchronous and Synchronous E-Learning: A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes [Ebook] (4th ed., pp. 51-55). EDUCAUSE Quarterly. Retrieved from http://sigproject.pbworks.com/f/sychronous+and+asychrouns+tools.pdf

Later works of john dewey, 1925-1953. volume 12: 1938, logic: The theory of inquiry. S.l.: s.n.

Let’s talk about the benefits of synchronous learning. (2020, May 26). Toronto Star [Toronto, Ontario], p. A17. Retrieved from https://link-gale-com.ezproxy.library.uvic.ca/apps/doc/A624881334/CPI?u=uvictoria&sid=CPI&xid=8e26fa72

METRO, N. S. (2014, Sep 03). Pros, cons of using the internet to complete homework. Wetaskiwin Times Advertiser Retrieved from http://search.proquest.com.ezproxy.library.uvic.ca/docview/2172975124?accountid=14846

O’Byrne, W. (2013). The Four Types of Discussion Found Online. Where are you?. Retrieved 15 July 2020, from https://medium.com/@wiobyrne/the-four-types-of-discussion-found-online-where-are-you-3c559d409e71

Paradkar, S. (2019). Why teachers’ good intentions don’t matter when it comes to ‘equity’ in the classroom.

Regan, P., & Jesse, J. (2019). Ethical Challenges of edtech, big data and personalized learning: Twenty-first-century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. 

Roberts, V. , Blomgren, C. Ishmael, K. & Graham, L. (2018) Open Educational Practices in K-12 Online and Blended Learning Environments. In R. Ferdig & K.Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 527–544). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Top education experts identify top 10 technology issues for classroom of future. (1995, September 1). Business Wire, p. 9011060. Retrieved from https://link-gale-com.ezproxy.library.uvic.ca/apps/doc/A17336473/ITBC?u=uvictoria&sid=ITBC&xid=6d63c068

UDL: The UDL Guidelines. Retrieved 15 July 2020, from http://udlguidelines.cast.org/Zhan, Z., & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. Computers and Education, 69, 131-138.