It is unreasonable to expect students to create a digital story with no experience. In MDL4000 we learned some great activities that can be done in the classroom to prepare students before they create their own digital stories. These fun-filled and creative tasks allow for students to experiment with digital storytelling and share their ideas with their peers. Along the way, they will begin to practice the techniques and elements of digital storytelling that they can apply to their own personal digital story.
Write About It: 5-Sentence Story
The first activity that the class did was create a 5-sentence story using one of the inspirational pictures on Write About It. This website provides multiple pictures and writing prompts to go along with the pictures to inspire writers. I chose the picture of the green toy dinosaur. Instead of using the writing prompt, I decided to become a little more creative and come up with my own story idea. Here is a sample of it to your left. Creating this story was a great warm up activity as it allowed me to get my creative juices flowing and start considering the elements of storytelling. The 5-sentence restriction was a challenge as it encouraged writers to be succinct and to the point.
Write About It: 6-Word Story
The second activity was even more challenging! Using one of the pictures on Write About It, we had to create a 6-word story to go along with it. This challenge encouraged writers to be very mindful of their word choice to ensure that the message comes across in a simple phrase. I found that using vivid and descriptive words was key so that the reader could envision the sequence of events and understand the meaning.
Both of these activities were a great warm-up to get writers in the hand of writing stories. It is also a chance for writers to get creative and receive inspiration from their own work and the work of their peers for when they have to create a digital story production on their own. I would most definitely do these activities in the classroom as it combines both media literacy and writing into one activity. This activity will also allow students to experience the joys of experimental writing and sharing their work with their peers for feedback and inspiration.
Make your own 5-sentence or 6-word story on Write About It! Or receive inspiration from one of the pictures on their site below!
On a different day, we played a game our professor called “Creativity within the Random” (MDL4000 - Media and Digital Literacy). We all folded a piece of paper into three columns and listed up to ten topics, genres, and themes we thought were interesting on each page. Then, we asked a partner to pick a number from one to ten and we circled the topic, genre, and theme that was that number on the line. The result, a ridiculous mash-up of contrasting genre, topics, and themes. With our partner, we chose whose piece of paper had a topic, theme, and genre circled that we would like to create a story with. We decided on my partner’s sheet who has Mystery Fiction, My Favourite Teacher, and Fear written circled. We collaborated together to come up with a ten-sentence story. The story that we came up with odd and ridiculous, however, these aspects made the story very entertaining and hilarious to read.
Doing this activity made me realize that creating stories can be fun when created with a partner as you will get to experience ideas you would not have thought of yourself. Also, I learned that random stories can create the best results when it comes to creative and interesting story writing. I would do this activity in my classroom as a collaborative challenge. It allows students to experience the many different types of topics, genres, and themes they can choose to create their story and that any combination of the three may turn out to be a silly masterpiece.
Create your own 10-sentence random story using the links below to access a random topic, theme, and genre!
One of the last random stories we created was called, “Remix, Mashup, and Repurpose” (MDL4000 - Media and Digital Literacy). For this activity, each student had to name off various names of their favourite things such as: favourite food, favourite place, favourite book, etc. After doing so, we had to share these things with the people at our table group. Next, we had to choose, one of each topic from every person in the group to create a group list of things. Then, we had to create a story using every element of this list in it. The result of this was hilarious! Every person in the group had a funny or interesting idea for the story and the result was a rib-tickling short story that was original, yet contained characters, themes, and items that the class was familiar with.
I would definitely use this activity in a classroom! It is amazing what stories can be created when there is a group of people helping to create the ideas. This activity will likely inspire students to ask peers for ideas and advice when creating their own short story to expand on their own ideas and make their story more dynamic.
Create your own mashup by accessing the MDL 4000 course website!
Doing these creative and challenging mini stories was of great benefit for me. After becoming familiar with the story telling techniques I learned, I now feel more confident in how to create my final digital story production. Stories are what you make them to be and you can create a story out of anything if you put to your mind to it. Doing these activities collaboratively made me realize that i am not alone in creating my digital story as i can bounce ideas off my peers and receive feedback or new ideas that can help me expand and strengthen my story. Wish me luck!
Now I tried to do a 6 word story! Its more challenging than you might think! Try it!
I decided to write about a toy dinosaur for my Write About It! Check it out!
Over my placement, I was given the opportunity to develop grade 5 students’ digital citizenship skills. When I arrived at my placement, the students were in the middle of creating their own digital advertising and informative pamphlet online. To accomplish this task, the students were required to have a lot of pre-requisite skills. They had to be familiar with the type of technology they were using (Chromebook) and have some knowledge about how pamphlets are formatted and written. As they were developing their own pamphlets, they were also developing their media and digital skills. I planned to expand on these skills by later having them complete a social studies project using a new media application, Storify, an online program that has helped me expand my media and digital skills. This would expand their "digital self" and enable them to be a "digital agent" (International Society for Technology in Education, 2017).
Canva is a fantastic online application that is free to use and provides students with the potential to create stunning educational projects. The capability of creativity is endless with the multiple types of outlines, patterns, colours, and fonts. In a grade 5 classroom I was volunteering in previous to my grade 5 placement classroom, they used Canva to create infographics on a renewable energy resource of their choice. At the time, I thought that creating posters or infographics was the capability of the app.
Canva Informative Advertising
On placement, I had the pleasure of experiencing the other capability of Canva, it’s pamphlet format. The students were all given examples of actual distributed advertising and informative pamphlets. They used these as inspiration and to become more familiar with this form of media. Instead of creating these pamphlets on paper, they were to create them digitally using Canva. I had only created a digital pamphlet in university for one of my courses where I used Google Docs instead. This task required this level of skill from students merely ten years old. This is when I realized that the times of technology have changed and advanced at a rapid rate. These students were creating text boxes, typing, inserting images, formatting, and designing all in one project. All the while, they were also researching, analyzing, summarizing, accessing prior knowledge, persuading, and informing.
Students Teaching Teachers
What baffled me was that they were teaching me. I had no prior experience with this technology and learned its several applications by observing the students. They would ask me for help, such as asking how to save a picture and input it onto their brochure. Myself, not being familiar with Chromebooks or the Canva app, was struggling to help them in this task. Asking the students themselves proved to be the most beneficial. They solved several technical problems and taught me a thing or two about the tricks and capabilities of the technology. Talk about a backwards learning model.
Storify is an online application that allows users to create a digital story using many types of media such as Twitter, Instagram, SoundCloud, YouTube, Flicker, Getty Images, Google, and Google Images. I created a Storify in my teaching program for a Social Studies class. I created a Storify about the different issues regarding Earth’s depleting water resource and the different ways that this issue can be taught to students so that they may become Geo-literate. I was able to seamlessly integrate videos, pictures, articles, websites, and texts throughout my Storify and share it using the URL. Once completing this project, I was amazed at what I had created.
Using Storify at Placement
I thought Storify would make a project to give to my future students, I had no intention of using it during placement. However, after witnessing these grade 5 students master the Canva program and complete stunning informative and persuasive brochures on the interactions between the Jesuit Priests and the Wendat people of St. Marie Among the Hurons, it occurred to me that this placement could be my opportunity to engage students in a Storify project. After, discussing this with my Associate Teacher, he had confirmed that his students would be ready for this next step in their media learning. He suggested that the students use the Storify application for a Social Studies project on First Nations peoples and their interactions with European explorers. I had to access the curriculum and many other resources to generate the outline for this project. The students would all be assigned a First Nations group, which they could change if they wish, write an introduction, research the group’s interactions before European contact, during European contact, the result of this contact, and a conclusion summing up the significance of the story they created.
Click on the buttons below to view some of the students' Storifys!
Digital Experts of the Future
This project was very much open-ended and required them to be resourceful in accessing books and websites, analytical in choosing which information to include in the story, creative in the media they chose to include, persuasive in their opinions, fluent in their writing, knowledgeable on their topic, and decisive in their presentation and organization of ideas.
Click on the button below to explore other students' Storifys!
Part way through the project, a notification was given by Storify declaring that no new accounts could be created and that Storify would cease to exist as of May 2018. This was discouraging to hear. I felt deflated, teaching many young minds an application that would become obsolete. However, my Associate Teacher assured me that this happens all the time. Technology advances and other technology falls behind in the dust. The fact that Storify was ending, did not make the students’ learning of it any less meaningful. They can take these new skills they developed in designing, researching, and manipulating media to subsequent applications that will supersede Storify. The students learned this valuable lesson at the same time as I, a university student, at the same time. They had also mastered an application that was assigned at a university level. They acquired and strengthened so many skills and gained an incredible learning experience that they will always remember and look back on.
The students went above and beyond my expectations. They accessed higher order thinking and created marvellous works that could actually be used as tools for other students’ learning. They organized research into captivating stories accompanied by meaningful images, videos, and sounds. They also had the opportunity to share their knowledge and findings with the class through an oral and visual presentation of their Storifys. I assured them that they should feel extremely proud of themselves for completing such a complex and mentally demanding task that required them to think critically using knowledge of social studies, language, and media.
Having the opportunity to create this Storify project was an incredible learning experience for the students and for me. I took a great risk and put a lot of faith into the independent learning of students and was amazed by the results. I believe that this project allowed them to gain and extend their 21st Century learner skills such as judgment, researching , appropriation, multi-tasking, and creative expression (The New Media Literacies, 2008).. It is incredible to see what students will create and come up with when given the technology, the opportunity, and allowing them to be the guides in their own learning.
"The New Digital Citizenship: Empower Proactive Digital Learners," International Society for Technology in Education, 2017. Retrieved from cdn2.hubspot.net/hubfs/1818747/Downloads/ISTE_Digital%20Citizenship%20Poster_11x17_10-2017.pdf
NMLstaff08 "The New Media Literacies," YouTube, 2008. Retrieved from www.youtube.com/watch?time_continue=1&v=pEHcGAsnBZE
We made trading cards in in MDL4000! We incorporated the OCT ethical standards and standards of practice of the teaching profession to describe our own teaching practice! Click the button below to make your own trading card!
Which elements of professional practice do you feel are a strength for you in terms of your own teaching practice?
The elements of the OCT five standards of professional practice that I feel are strengths for me, in terms of my own teaching practice, are professional practice and student learning:
Which elements of ethical practice do you feel are a strength for you in terms of your own teaching practice?
The elements of the OCT four standards of ethical practice that I feel are strengths for me, in terms of my own teaching practice, are care and respect:
How do these standards apply to your skills in teaching and learning about media and digital technology?
The OCT standards apply to my teaching and learning about media and digital technology in many ways:
I learned about mobile learning in MDL4000! Let’s incorporate students' phones to add an immersive technology aspect in lesson plans! Students are glued to their phones so, educating them through a medium that they enjoy will keep them engaged while expanding their learning at the same time. But is this a good idea? Sharples, Taylor, and Vavoula (2005) in “Towards a Theory of Mobile Learning” suggest that there is a need to re-evaluate the concept of learning in today's day and age (Sharples, Taylor & Vavoula, 2005, p. 1). In the article, they stress that people need to recognize the inherent function of mobile capabilities and mobile communication in the learning of individuals today (Sharples, Taylor & Vavoula, 2005, p. 1). They suggest that students should be taught through the medium of mobile devices in order to incorporate and adapt to the inherent virtual community age and culture of today's' society (Sharples, Taylor, & Vavoula, 2005, p. 1).
"There is a need to re-conceptualise learning for the mobile age, to recognize the essential role of mobility and communication in the process of learning, and also to indicate the importance of context in establishing meaning, and the transformative effect of digital networks in supporting virtual communities that transcend barriers of age and culture” (Sharples, Taylor, & Vavoula, 2005, p. 1).
So here is my question I propose to you, “Where might you integrate media and digital literacies when using mobile learning tools?” (DeWard, “7.1 Mobile and Learning,” 2017, para. 2).
Click on the buttons below for awesome resources of potential lessons that integrate mobile applications!
Having the students use their own phones in a lesson is a great way to incorporate engaging mobile learning into the classroom. ChatterPix is an awesome recording/photo taking/animation application available for download on a mobile device. You can take pictures of people, animals, objects, images, drawings, you can record your voice, and make the image speak your voice recording. It would be a great app for students to use to create an interactive commercial or advertisement.
Click on the buttons below to find out more about ChatterPix or to download it onto your Apple tablet or mobile device!
If you want to check out any other voice recording apps that are available for download on your mobile device or tablet, click on these buttons below!
Google Expeditions is a mobile app that allows users to take virtual reality tours of Mars, the Burj Khalifa the Space Station, Antarctica, the Great Barrier Reef, and many more! The website shows how the user can create an optional cardboard VR headset and also includes a link to where the user can purchase an actual VR headset is they prefer. However, these add-ons are not necessary to immerse into the app. Students can virtually roam around in an endless amount of destinations. Students can learn more about Science by exploring, space, animals, ocean life, and the terrain/climate of a particular area.
Watch these videos below of students virtually traveling to the Burj Khalifa and the Great Barrier Reef through Google Expeditions!
Experience Google Expeditions for yourself! Download it onto your Apple or Android device!
BioDigital is an application that can be accessed and used across all devices (computers, tablets, phones). This website/application provides users with a truly immersive VR experience. Users can virtually enter the human body and explore a human’s biological components. This is a great tool for teaching students Science concepts as BioDigital takes learning about the circulatory, respiratory, digestive and nervous systems to a whole new level. Students will be able to actually experience the bodily components/functions that operate these systems.
Virtual reality mobile apps such as Google Expedition and BioDigital, engage students in a tour around the world and inside the human body in a realistic immersive and in-depth view. Students interactively explore the inner-workings and functions of these locations and are left with a memorable understanding of them. For these reasons, I will most definitely incorporate virtual reality mobile apps in my future lesson planning.
Click on the buttons below to learn about other educational virtual reality apps!
Cassy Cooper brought my attention to a wide range of plant/animal/insect cataloguing mobile apps on the Science and Technology Google Classroom resource stream.
One of these apps is called iNaturalist. iNaturalist is an app that students can use to take pictures of plants, animals or insects, and catalogue them in the iNaturalist database where they can be accessed at anytime, anywhere! Even more, there is a social and collaborative aspect that allows students to share and discuss their findings with other students/iNaturalist users. Also, by adding these findings to the database, students are contributing to actual studies/research in scientific data repositories like the Global Biodiversity Information Facility.
Start cataloguing! Click on the buttons below to download iNaturalist on your Apple or Android device!
Want to try Nature's Notebook? Click on the buttons bellow to download the app on your Apple or Android device!
Another plant related app, Leafsnap, is a series of electronic field guides that contain visual recognition software which allows users to take a picture of leaves, flowers, fruits, petioles, seeds, and bark and have them instantly identified by matching them with catalogued high-resolution photographs of the plant material and information in regards to the plant material and the tree that the plant material originated from. The database currently includes data on trees in the Northeastern United States and Canada, but plans to expand to other geographical areas. Students can use this app to identify plant materials that come across in their own geographical area and is an engaging method to have students lean about trees.
A mobile app that particularly interested me was Marine Debris Tracker. This app allows students to take pictures of marine debris they have found and log the types of debris and its GPS coordinates, adding the information to your own collection profile or, if you choose, to the Marine Debris Tracker database. The app also allows students to share their marine debris findings on Twitter, Facebook, or Google. The goal of Marine Debris Tracker is to encourage people to pick up marine debris and generate awareness of the impact marine debris has on marine life and the marine environment.
The only limitation of this app is that, only users that live near coastal regions will be able to log information in the app. However, teaching students about the premise of Marine Debris Tracker could instill an awareness in students about the impact littering and pollution in general has on the global environment and their local environment. Informing students about this app could be a great prompt to encourage the class to log litter they find in their own community, and dispose of it appropriately. From this experience, students would become aware of the pollution in their community, become active citizens in their community, and help to reduce pollution in their community.
The next time your in a coastal region, try using Marine Debris Tracker to catalogue debris and increase awareness! Click on the buttons below to download Marine Debris Tracker on your Apple or Android device!
These scientific cataloguing apps, not only allow students experience with technology, but also encourages students to get OUTSIDE! With all the capabilities of new technology in this generation, students often stay inside and forget where the real environmental science happens – outside. I would, for sure, use these types of mobile apps to teach Science concepts as it provides students with a technological experience, outdoor experience, the opportunity to be active citizens.
Also, these apps can provide students with the fulfilling experience of being actual scientists, make them feel good that they are a part of the scientific society and that their findings impact scientific society.
Applications can also be used to help teach students a second language. Duolingo is another application that can be accessed and used across all devices (computers, tablets, phones). Students can create a Duolingo account for free and learn to speak a multiplicity of languages including French, German, Spanish, Italian and Portuguese. Students slowly learn to read, write and speak the language that they are learning, one day at a time. Duolingo tracks your progress and increases difficulty as you become more fluent in the language you are mastering. Another aspect of the app is that students can connect with other students by adding them onto their profile. From then, students can participate in healthy competition by competing against their peers’ progress in the app.
I have personally witnessed this app being used in the classroom! While volunteering as a Simcoe County School in Barrie, a French teacher incorporated Duolingo into her lesson! Students would log into their Duolingo account (on laptops, iPads, and on their own mobile device) and translate and speak French. The teacher was able to monitor the students’ progress by adding them all to her own account. Students would be required to complete a certain number of modules and would be encouraged to further their own learning outside of class. While the students did this individually, the French teacher was able to direct her attention to students who needed particular assistance in their progress through the app. I went around the classroom to observe all of the students’ participation in the lesson and noticed something particularly rare and peculiar … ALL of the students were completely engaged and on task! This was a major change in my conception about the incorporation of apps in the classroom. My first understanding was that technology could only just be a side piece in a lesson, such as a minds-on component, as it would just engage students and not have the ability to teach them much. After watching the students’ complete immersion and learning development as they engaged in Duolingo, made me realize that learning applications, such as Duolingo, could be the main focus of a lesson and provide students with immeasurable success in their learning development.
Try it out for yourselves! Click below to try Prodigy on either the Prodigy website or by downloading it onto your Apple device!.
"Using Prodigy in the classroom will have the students heads out of a boring textbook and into a captivating virtual math world.." - Megan Glass
Students’ enjoyment in a lesson is directly correlated to their learning. When students are interested and intrigued, they are able to enter into a higher learning development. Lessons should be fun and meaningful to students as these types of lessons provide the potential for greater student success. Incorporating mobile apps into lesson plans will accomplish this. We are in a generation where mobile device ownership is becoming increasingly more common. As teachers, lets show students how to use these devices in a way to increase their learning potential. As teachers, lets teach students valuable mobile technical skills the students can use in the future. As teachers, lets teach students through a medium they thoroughly enjoy. As teachers, lets allow students become the guides and experts in their own learning by having the students in control of mobile apps. The outcomes of their learning success, skills and creativity, will be limitless.
Now, after reading my post, I’ll ask again, “Where might you integrate media and digital literacies when using mobile learning tools?” (DeWard, “7.1 Mobile and Learning,” 2017, para. 2). Comment with some of your ideas below! I’d love to hear from you!
“Bring your lessons to life.” Google Expeditions, Google. Retrieved from https://edu.google.com/expeditions/#about
“ChatterPix.” Duck Duck Moose. Retrieved from www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/
H DeWard. (2017). 7.1 Mobile and learning. In MDL4000 – Media and Digital Literacy. Retrieved from http://mdl4000.weebly.com/71-mobile--learning.html
“How it works.” iNaturalist. Retrieved from https://www.inaturalist.org/
“Leafsnap: An electronic field guide.” Leafsnap. Retrieved from http://leafsnap.com/
“Learn Spanish, French and other languages for free.” Duolingo. Retrieved from https://www.duolingo.com/
“Natures notebook.” USANational Phenology Network. Retrieved from https://www.usanpn.org/natures_notebook
“Recent debris activity.” Marine Debris Tracker. Retrieved from http://www.marinedebris.engr.uga.edu/
Sharples, M., Taylor, J., Vavoula, G. (2005). Towards a theory of mobile learning. Retrieved from http://www.compassproject.net/sadhana/teaching/readings/sharplesmobile.pdf
“The most engaging math platform in the world.” Prodigy. Retrieved from https://www.prodigygame.com/
“The world’s first human visualization platform.” BioDigital. Retrieved from https://www.biodigital.com/
In Social Studies class at Lakehead University, we were to complete a Meme Assignment. This assignment required students to pick a theme and create memes that corresponded to that theme. At first, I thought the idea of creating memes for teaching purposes was ridiculous and would not be relevant to teaching.
After creating a meme in Digital Media Literacy class, my entire outlook on the use of memes in the classroom had changed. Joe Lambert (2010) in Digital Story Cookbook states that, “A good story often comes from looking at the familiar in a new way and with a new meaning” (Lambert, 2010, p. 7). I found that creating memes can actually, not only be fun, but allow a topic to be looked through an entirely different lens and reveal deep layers of meaning in a story/topic. All of the memes were created using IMGFLIP, a meme generator, that was introduced to us in Digital Media Literacy class among others. Students in the class created memes using the generator of their choice and posted them in their student blog. This activity provided the class, including myself, with the basic knowledge and skills involved in creating a meme. This activity also enlightened me in how memes can be used to create visual media that generates a profound outlook on current events, social issues, historical events, and popular culture icons. For the meme that I created in Digital Media Literacy class, I touched upon an idea that most professional year students can relate to. I suggested that if professional year students miss class(es) in unintentional error, they would have to redo professional year. This is an extreme case but, touches on some truth as, if students miss too many classes without a life or death reason or do not complete all make up assignments for the missed classes, they could potentially fail professional year.
Some of the memes I created can be used in the classroom, however, some were just intended for submission in the assignment due to their mature content. These memes, depending on the age, grade level, and maturity level of the class, can be used to introduce a new lesson by incorporating one or more in an inquiry based minds on portion of a lesson. To come up with a theme and subsequent topics for my meme assignment, I answered the questions that Lambert (2010) suggests a digital storyteller should ask him/herself before creating a digital story, “‘What’s the story you want to tell?’ and then as a follow-up, ‘What do you think your story means’“ (Lambert, 2010, p. 9)? The theme I chose for this assignment was climate change because it directly corelates with curriculum expectations, is relative to every day life, the concept can be taught with reference to current events, and is a topic of interest I have, as knowledge and information on the topic of climate change is ever changing and expanding. Perhaps, as Lambert (2010) indicates, I created a story where I can “listen for the answers” of climate change “that [I] can relate to [my] own li[fe]” in the form of current events that impact my environment on a local and global sale (Lambert, 2010, p. 10).
Try creating your own meme using any of the meme generators below!
BC Forest Fires
This meme I created, using the image from "Canadian Wildfires Shut Copper Mines”, is relating the forest fires in British Columbia with the season of fall. The meme engages the audience with a play on words. The statement, “the trees are already changing colour” is meant to relate the leaves on the trees actually changing colour during the season of fall, to the trees changing colour due to them being on fire. This meme is humorous but it is also about a serious catastrophic current event. Forest fires are not necessarily caused by climate change. The mountainous terrain of British Columbia’s forests are located at a high altitude, causing the area to be particularly dry. Dry conditions make areas more vulnerable for fires to start and spread. People are also sometimes the cause of forest fires whom either intentionally or accidentally cause a forest fire. Lightening strikes are the prominent igniter of forest fires. However, the forest fires do create CO2 emissions which destroy the ozone layer; a contributing factor to climate change. With more trees being destroyed in forest fires, less trees are available to convert carbon dioxide into oxygen which leads to an increase of CO2 in the atmosphere, depleting the ozone layer. Despite the fact that climate change does not cause forest fires, it does prolong the season of forest fires by extending dry and warm conditions, due to more UV rays and sunlight being transmitted from the depleting ozone layer.
Learn more about forest fires in British Columbia by accessing the articles and a Twitter post by Canadian Geographers (@Cangeographers) showing the extent of British Columbia's ongoing forest fires using a map with a comment I made to the post attached in the buttons below!
Hungry Polar Bear
I created this meme, using the image from “New York Daily News Photos”, to engage the audience in humour but to also comment on a serious issue involving climate change. Although, the polar bear in this photograph is most likely in captivity, the bear’s unusual green, warm environment in the photo is meant to represent the changing environment of wild polar bears due to climate change. The increasing temperatures around the globe is causing the polar ice caps to melt which is changing the habitat of polar bears. Polar bears are starving as their hunting grounds are not sustainable for their prey to survive.
Learn more about how climate change affects the polar bear population by accessing the articles in the buttons below!
Long-term Trends in the Population Ecology of Polar Bears in Western Hudson Bay in Relation to Climatic Change
This meme I created, using an image from Pinterest, relates to the polar bear meme on the previous slide. This meme adds more of a human feel to the issue of the melting ice caps. This meme makes the viewer want to buy a bigger wagon for this sad baby in the photo and may also encourage the viewer to want to help the polar bear population.
Learn more about how you can help make a difference by reducing your carbon footprint and how you can help the polar bear population by accessing the articles in the buttons below!
This meme I created, using an image from “20 of the Most Painful Sunburns Ever”, depicts an overly tanned and wrinkled woman. The child in the photo is inspired to stop global warming for a humorous reason; an older woman looking unattractively wrinkled and tanned. There is tanning, and then there is going overboard. Obviously, this lady just spent too much time in the sun. but with climate change, it is easier to get your tan on. The ozone layer is depleting and a large portion of the cause of this is due to CO2 emissions emitted by human activities. The impact on human health involves humans being more susceptible to skin damage from the harmful UV rays and increases the chances of skin cancer.
Learn more about how global warming impacts human health and the precautions you can take to reduce the chances of developing skin cancer by accessing the articles in the buttons below!
I did not create this meme, it was retrieved from “Hurricane Sandy Memes”, but, I had to add it in the presentation because when it comes to global warming, in the words of Marty McFly, “It's heavy”. This meme uses a cultural icon to attract the audience to a current issue, large scale hurricanes, such as Irma, making its way towards Caribbean countries and Florida. Using the characters from the movie Back to the Future, also touches upon the idea that these multiple and high-level hurricanes are almost futuristic as three hurricanes of this scale and in such proximity, (Irma, Harvey, and Jose) has never been witnessed before. It suggests that these hurricanes are the result of something that did not exist at this scale in the past, climate change. This meme does contain foul language and the cultural icon may not be recognized by younger students so I only intended the meme to be used for the meme assignment. However, with a few changes, this meme can potentially be altered to be more age appropriate.
Check out this throwback video clip from Back to the Future when Marty McFly uses his famous catch phrase "Whoa, that's heavy". Also, check out the remake of a clip from Back to the Future that discusses climate change!
Learn more about how climate change affects the creation, frequency, duration, and scale of tropical storms and hurricanes by accessing the articles in the buttons below!
This meme I created, using an image retrieved by “Donald Trump Face” on Giphy, is meant to refer to Donald Trump’s opinion that climate change is not real. On Twitter, Trump expresses that climate change is a concept invented by the Chinese as a ploy to be less competitive in the industrial production sphere (Donald Trump, 2012, Twitter). As reported by Dan Merica in CNN's "Trump Dismisses Climate Change Question by Contradicting Himself on Hurricanes" article, Trump also claims that catastrophic weather events similar to the high-level hurricanes of Irma an Harvey have always occurred, therefore, disproving there is any sort of change in Earth’s climactic conditions (Merica, 2017, CNN).
Learn more about Donald Trump's views on climate change as well as the thinking of climate change skeptics by clicking on the buttons below!
Memes can be used on and off social media platforms to draw attention to a particular issue. Incorporating current events, cultural icons, and humorous photos can make the premise of a meme more engaging, impacting, and insightful. Memes can be used to engage students, provoke inquiry, and encourage discussion on a particular idea, concept, or lesson in the classroom.
Lambert, J. (2010). Digital Storytelling Cookbook. Section 2: Seven Steps of Digital Storytelling, pg 1-24.
I created this magazine using BigHugeLabs.com. This magazine displays some adjectives that describe my professional self. I can use these adjectives as an "advertisement" of my skills, accomplishments, and experiences. These adjectives demonstrate what I can bring to the table in terms of teaching in classroom. These adjectives can be used to describe myself when speaking to a principal, fellow educators, or in an interview to demonstrate my personality and commendable qualities that would present myself as an ideal teacher candidate.
I just watched a video on how technology is being used a tool in the Bruce Grey Catholic District School Board. This video opened my eyes to how technology is being used in the classroom across all of Ontario, even in the small communities throughout Bruce County.