Category: Course 2

Course 2 Final Project

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I chose this option because at the time I was interested in creating a unit that I can use in my practice if not immediately than in the near future as I think that digital citizenship is an area of growth for my school. When Boramy reached out to the cohort with a suggestion about creating something at the elementary level it was the perfect opportunity. Originally I thought that different standards could be used but upon conversations with Boramy, we decided that what we have now is a better fit for the age group and length of the unit. I think this was one of the biggest issues, how big to make the unit. We both found that while making this that it was easy to continue adding lessons and the hardest part was keeping the unit contained in a digestible package for the students that they would not get tired with.


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I found the collaborative process to be quite seamless and one of my big takeaways from this unit is that it is pretty easy to plan with someone remotely. Although I think it would be much better to plan face-to-face and develop a relationship first to go over the norms of collaboration, we got along well and from my perspective, shared the workload equally. We were lucky that there was only one hour separating us and this made FaceTime calls and collaborative work on Google docs quite easy. Going further I am much more open to working with others overseas or in another city or timezone as we have the tools at our disposal to communicate easily almost as if we were in the same room. Thanks, Boramy for setting this up, although I don’t agree with how you spell behaviour, it was still a great experience.

Unit plan

I think that this experience is similar to units I have planned in the past as it follows the process of tuning in, finding, out, digging deeper, and going further. We always try to plan units and lessons that provide students with opportunities to access their prior knowledge, then take that further and think about new ways to present. This year I focused on providing my students with the choice of tools to use, and we worked together a lot to find the right applications. Often my students suggested applications that they thought would be the best way to express their ideas and I went through channels at my school to get those applications on their iPads. I always believe that the best way for students to learn is to provide them with the agency over how they create and this planner is no different. I think that the planning for me is different from past unit planners as it has a lot more links, resources and technology tools in it. I would say that this is because of the planning process involving planning for tech-rich units from this course. Normally I tend to teach a bit less scripted, I was told very early in my teaching career by my faculty advisor that I tend to rush when I try to follow lesson plans so I shouldn’t make as many steps. Of course, I prepare lessons with questions and resources but I don’t usually plan out a step by step method as a lot of lessons follow the same steps.

Lesson Flow

This unit relates to what we learned in Course 2 firstly because it is about student agency and play. We purposely planned for a lot of opportunities that give time to students to make choices, play around on Interland, and help each other. When originally conceiving the main concepts and standards for the unit we thought about the ideas of ethical and kind behaviour online. In Week One about respecting the intellectual property of others, although not explicitly assessed in this unit can be covered in lesson three and four when and if students find images to support their work, or when students are commenting on others and don’t see citations. We did not put this in the unit as the lesson scope was already getting large. Week two content about the evolution of connections connects strongly to this unit as the first lesson uses a new program to engage students in digital citizenship, then throughout the rest of the unit students are using technology in a meaningful way to create, give feedback, and practice ethical and kind online behaviour. Week four about contributing positivity online to the communities you are a part of is a core idea in this unit as students learn about and use the ladder of feedback to help other’s improve. These types of positive contributions are lifelong skills. The same could be said about Week five and the understanding that each of us has the ability to make positive impacts on our local communities. 

I really enjoyed working on this unit plan and I am excited to teach it in August. I am switching grade levels next year to a grade that begins their year with a Unit of Inquiry on Who We Are as Learners. I think that this would be a great introduction to the ideas of digital citizenship, learning with the tools I plan to use the Grade, and also discovering what the students already know about it. I think that it will work great with the Key concept of responsibility and really help to set the tone of the year about how we are expected to behave towards each other and that safety and kindness are the foundations for taking risks and sharing your learning in the classroom. I think that if I were to teach it that it would be well received by students in upper elementary. The embed function was not working for me tonight, I would have liked to have embedded the planner and lesson plans in this post but you will have to settle for links as the headers to the sections, most apologies.



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Throughout my education degree in our classes about ethics, laws, school board policies (yawn) we were continually reminded, warned against, scared straight through stories, etc.. about the dangers of sharing online. Although it was a comparatively progressive teaching program, we were told plain and simple do not share online, even do not share about your personal life in the classroom as it can come back to haunt you, someone may interpret it the wrong way. I was frightened to death my first year of teaching when my Grade nine students found me on facebook and sent me friend requests. I diligently deleted pictures from parties, beaches, and whatever else that could be remotely misconstrued. There were some real horror stories coming out in that time about teachers being disciplined for pictures of themselves in a bikini on vacation. In my fear I forgot to think about that if the young teens you are teaching do find a picture like this and ask you, are we not missing out on important conversations about sharing and some of the benefits and drawbacks of online participation?

The generation gap between myself that grew up without cellphones, talking to those whose every move is documented can be bridged through these conversations. I am not saying it is a good idea to post pictures of yourself at a champagne brunch or concert with a beer in your hand, but our students live in a world where this is happening to them. We need to have opportunities for conversations about this. Needless to say, it was a thought shift after COETAIL and being told to branch out by sharing more, making connections, and checking in online more frequently after being told originally that this was almost a taboo. 

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My school shares a lot, in the international school community, this is a necessary part of marketing and communications. We are always encouraged to use hashtags, create photos, and write articles for the school web pages and social media accounts. Does this enhance learning or enrolment? In my classroom, we don’t share much outside of our school community but I am slowing finding ways to do that safely. I need to implement a more comprehensive program about sharing and safety, find out from administration what is acceptable at different Grade levels, and get parents in to understand the benefits of connecting to the wider community of the world we live in. C

How did I learn to be empathetic?  I learned this from a few sources. Firstly, I learned about empathy from my parents and sibling. We use to sit around and talk about people all the time, not really gossiping, just learning about my family and extended relatives. My parents  wanted me to see things from another perspective to think about people’s motivations, and how they feel when they act. Another way we did this was when watching movies, I never forget my father trying to get me to see things in Star Wars that maybe I wasn’t quite ready to understand about the hero’s journey.  The second, and probably time where I really consolidated my empathy towards others was when I completed my first degree in Anthropology. Listening, reading, and watching about different cultures and  sub cultures, and hearing the perspectives of my classmates helped me to break out of my own ego and think about the importance of how others feel, how they see the world around them, and what motivates them to behave that way. 

I think that this has translated a lot to my students, using the PYP Key Concept of perspective as a lens when you are looking at personal stories, using De Bono’s thinking hats to unpack the ideas of others, listening to hard sometimes emotionally charged personal stories are how we can get students to really make that connection with the other, and begin empathizing. So how does this translate when you can’t see a face, when it is just a name on a screen, an avatar in a game, someone outside your friendship circle? This is where some difficulties arise. 

We get these stories to share that help foster empathy most of the time online. People like Martha in Scott McLeod’s Ted Talk help us understand other people’s situations and how they exist, what they find important and what they hope for the world. To me this seems like a big self-fueling cycle, the more people have empathy, the more they want to help those around them. The more that want to help those around them, then the more people want to take action. When other students see effective action and a good example of it they begin to empathize with a cause further, and so on and so on. 

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Acceptable Use

In the past at the schools I have worked at the acceptable use policy is a top-down document that students and parents sign and we keep it on record in case of an infraction to be reviewed again and then decide on the appropriate consequence. Currently, my school is reviewing our acceptable use policy and agreement and I am unable to share an incomplete document. But I think there needs to be a more involved process of creating a policy that includes all the stakeholders involved. Should the school give guidelines to teachers or should this come from the bottom up? I would envision a process where students take the time to learn about digital citizenship through developing empathy for others online. Only after these experiences can students and teacher (and parents) begin to co-construct criteria for positive and ethical actions online. This process would involve the parents and help them to get on board with modern media literacy, positive language, and allow them to be invested in a process that can translate easily between the school and home. If we want the extracurricular to become curricular, and give students the opportunities to explore their passions at home and bring this into the classroom then there has to be a seamless transition of expectations between the two places. 

The powerful process of co-construction provides students with agency over their own learning, what they will be assessed on and gives them ownership over the process. When students have ownership over something that they are help accountable to they can rise up to expectations, reflect on their process and skills, and recognize actions and make appropriate choices. I believe that co-construction of policies affecting students needs to come from the bottom up, not the top down.  

Future ideas

Jenkins et. al. made me think about how after-school activities allowing more time for more in-depth exploration of media, coding, and more technical skills. This looks no different at my school as after-school activities are when student shave a chance to build robots, code devices, create a school news channel, and the possibilities go on and on. Schools need to harness this enthusiasm from teachers and students and bring it into the classroom, as mentioned by McLeod, make the extra-curricular curricular. Jenkins again mentions the time crunch, how can this fit into the everyday routine of the classroom? Well for starters, get rid of the everyday routine, allow students to approach topics they are passionate about and you will find ways to assess the curriculum through their inquiries. Obviously, this takes a new kind of teacher, or a teacher willing to adapt and be flexible with a different mode of class instruction, more of a coach and not standing up at the board. Working with students to help them access certain parts of the curriculum and helping guide their projects to allow them to assess areas that need touching upon. This requires a different level of support from administration by being in the class, the flexibility of team teaching to access multidisciplinary skills. Just one little problem, the schedule, the space, the resources. I guess we need more teachers, more flexible spaces, and more resources to accomplish this? Preaching to the choir again I guess.


The Essentials

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This section of the reading this week on essential skills could not be unpacked enough in this post. I chose to focus on the first two of them instead as the list is exhaustive and also not something that could be covered meaningfully in a single blog post. I enjoyed thinking about all of them as I read and made some connections to each about how I could improve my own practice. For the practicality of the blog post, I would just recommend that teachers should use these, much as a guiding set of principals such as the Eight cultural forces when we think about unit planning, assessment, and developing a continuum of skills needed for digital citizenship and media literacy. 

Challenges confronting Participatory Culture dives into how digital literacies should be viewed as social skills. This raises the question for me about adding digital literacy comments into reports, student goal setting conferences, health programs, and more.

“In such a world, youth need skills for working within social networks, for pooling knowledge within a collective intelligence, for negotiating across cultural differences that shape the governing assumptions in different communities, and for reconciling conflicting bits of data to form a coherent picture of the world around them.” 


This quote made me think about the importance of teaching these skills and where they can fit naturally into the curriculum for young students. Some questions arose and ideas began to spark about how I can use technology and the classroom environment with my students to continue creating a “collective intelligence”  to help students build a picture of the world around them. How can I curate resources throughout my Units of Inquiry that not only meet learning objectives but also help students develop a collective down to a personal picture of their environments? I think one area to continue with is unpacking the Transdisciplinary themes of the PYP and possibly build a digital space where they can record ideas that connect to these themes, therefore building a clearer picture of the world around them, Padlet or Popplet comes to mind first as a way to begin organizing this but I think it could build up into a bit of a monster. Are there any other suggestions? Either way, there needs to be a connection between social and learning skills in the real world, and the online world.

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When reading about simulation and the idea that we have more information to evaluate I thought about how important it is to continue teaching, and shift our teaching data analysis in elementary. Could this also mean a shift form creating graphs on paper to spending more time reading graphs, connecting them to units of study, graphing student information for a topic of discussion? We have just reviewed our math curriculum and are already creating graphs on electronic data bases but I think we need to move towards a deeper understanding of the motivation behind data, how to read scales, and so much more. Students require this form of literacy to be competent at finding and interpreting information. 


Reading the section on the essential skill of appropriation illustrates in a different way what I wrote a few weeks ago about Respecting the Remix. Student appropriation of media creates new media, new cultural forms of expression, and new stories that are told, or at least, old stories with some new ideas in them. When students remix we can assess higher thinking skills such as synthesis and evaluation. When students are using these skills it makes it easier to dive deeper into media awareness, fake news, recognize misinformation and comment on the strength and validity of sources. Students can view different perspectives and put them into their own world view.  All of this made me think of how I teach writing in my class, and how we use mentor texts to prompt student ideas, read as a writer, and intentionally try to get them to incorporate some of the positive traits into their own writing. Through practicing analytical behaviour when looking at writing can we transfer this to a digital landscape so students?

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Next steps

I have begun to branch out and communicate with other classes around the world and one of my areas of improvement is to continue expanding this opportunity for my students. Even participating in an activity such as mystery Skype when learning about geography can provide a moment of connection to the world around them where they can feel part of a bigger idea, a larger community that they are able to communicate and learn with. Time to start thinking of ways to ask my PLN for more opportunities and doing some searches on my own. I want to think about this for writing too to think about how they can reach a wider network, get more feedback, and share the narrative with others. 

Looking through the Media smarts lesson I really wish that I had this site earlier as we have a Unit of Inquiry about media, and how “Media influences thinking and behaviour”. After getting through some of the readings in the past few weeks I am starting to question how we can incorporate some key understandings from this unit into other grade levels. Shouldn’t it connect to who we are as learners at the beginning of the year when we talk about metacognition, essential agreements, etc.? I am moving grade levels next August and plan on starting the year with lessons similar to this to really help students think about who they are as learners.

I remember when the THINK acronym was introduced at my old school when I taught middle school students and it was a bit more relevant than now as they all had more social media accounts than my Grade Fours. I think more than anything else is that it is a good framework for discussion when viewing other people’s social media accounts, and if necessary reporting them, ignoring them, or unfollowing them. What The Butler connection expands on and something I didn’t know about previously is that THINK is also very important when considering what posts to like, follow, or forward, and that it encourages evaluation of sources to encourage media literacy. This goes further by promoting active citizenship in helping others to recognize, refuse, or report. How I have been adapting THINK down to Grade Four is by using it when teaching about contributing to understanding through comments on learning journals. We have the acronym up on the board next to some ladder of feedback sentence starters to help the class create meaningful learning opportunities through critiquing each other’s work in a safe and respectful way. I think after our class conversation a couple of weeks ago about social media we may have to return to THINK and incorporate it into our personal safety lessons with the high school counsellor. 


Privacy and Participation

Participating in games

When reading about transparency in Confronting the Challenges in Participatory Culture: I connected to my students and thought about the topic of games, and how students are concerned with beating the game, not always using it as a way to learn. An example of this could be found in a variety of applications that teach math and reading. When given multiple options in Sushi Monster the students simply try to enter all of them as fast as possible to complete it, not thinking deeply about the problem given and trying to solve it before entering their answer. Instead, they play with permutations until they get it right. When using some reading apps such as Epic and RAZ kids, the students simply scroll through the pages at a rapid pace without engaging with the text to simply try and get stars for the most books read. Many of these apps have systems for teachers to monitor the activity and time spent on each problem to help engage in follow up discussions but really, what is the point? 

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How can we bridge the gap between playing to win in many of their online social activities and at the same time switch to active learning through games? Can we slow them down to think carefully, read deeply and understand that the game in the classroom serves a different purpose than their games at home? Using applications in the classroom is not about speed, we have to slow down to dive deeper, make connection, and engage in meaningful reflections for learning to take place. Through structured dialogue and thoughtful reflection activities about their participation in online activities can we have more transparent learning through games? 

Connecting skills and experiences

Again, this article connects heavily to the Approaches to Learning in the IB. Connecting social skills and research skills to technology are seamless ways of integrating skills and information literacy in the classroom. I think that my post about play and the conversations that we had as a class are a great introduction to a unit on social responsibility and privacy protection. I think that this process will help me to provoke ideas and tune in to a unit plan about digital citizenship and information literacy.  A structured conversation is like we had in Unit 4 is a great way to pre-assess student understandings about their online safety and privacy and by documenting their ideas we will have something to connect to in further lessons and come back to see how their thinking has changed. 

This week’s essential understandings and questions helped me to further my ideas by facilitating conversations and teaching lessons about privacy and authentic connections online in an upper elementary class.  My students don’t connect much with the outside world in a school setting. Our learning journals are closed to their families and the class, their social media accounts are private, and their online social gaming is kept among friends. That being said, some of them have still had experiences that create a need for more instruction on what actions they need to take when online etiquette is breached and they receive spam, rude messages from peers, or search something with incorrect terms and get inappropriate results. Most of them know what to do already, but as teachers, we need to remain vigilant in providing opportunities to provide instruction, counselling, and to facilitate experiences and role-play situations that help them to overcome negativity and help themselves and each other to navigate safely.  My school is currently working updating their acceptable use policy which will hopefully provide a more concrete set of expectations to protect student privacy and online safety while still providing rich online learning experiences, which is turning out to be a fine balance.  

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Media Literacy

We begin our school year with a Unit of Inquiry on media literacy and how media influences thinking and behaviour. Students go through advertisements in a variety of print and digital sources and take them apart to learn about creating their own examples. This is done with the hope of learning about how easily we can be swayed towards consuming media and understanding what to look for when you are exposed to advertisements in the world around you on a constant basis. Some of the topics outlined in the NY times privacy project are touched upon to help facilitate discussions about privacy, how we perceive media, and how we are entertained and more importantly, the purpose of the entertainment. How capitalism betrayed privacy has some interesting points that connect to our unit about how the choices we make are our power to promote privacy and reward companies that respect it. How can I use this next year in my class to help students consider their choices? 

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A story that comes to mind about digital citizenship, privacy, and connecting online is from my first years of teaching primary school with email and 1-2 devices. Despite the lessons on responsibility, digital citizenship, connecting to others and privacy all of a sudden some students were sending emails containing poop emojis and hacking into each other’s RAZ kids account and using the points to buy pink hats and clothes for their robot avatars (you can imagine the outcries from boys who had worked so hard reading books, devastating!). This was my first foray into the world of digital citizenship and how I reacted to these situations and the conversations and consequences that resulted were valuable learning experiences even though they were reactive and not pro-active.

Recently my students have been interested in contacting individuals and finding stories about our current Unit of Inquiry about migration. I have been looking into ways to use Twitter and other social media to contact people to help them understand how migration affects individuals and communities by finding real-world examples of journeys. We have been composing messages together on my accounts that I have set up for the class, and are waiting for responses. I hope that modelling appropriate behaviour when trying to reach out to strangers that my students can begin to see how to use the tools at their disposal to have authentic learning experiences facilitated by online action. After all, without teaching internet privacy, responsible online safety, and recognizing appropriate behaviour about online conversations our students could end up like some of these people.


The play finds a way

We had a great discussion in my classroom this week about communication. The students were very excited to share the plethora of ways that they communicate with each other and enjoyed relating stories of specific funny instances their communication failed as they were trying to concentrate on playing games and communicating with each other at the same time. My students are on the cusp of using social media, led by the girls in the class who all have just started using an Instagram and/or Snapchat account. They find this a fun way to communicate with each other using filters and pictures, again stressing the visual preference of my students. One of my more savvy students even uses Twitch and Discord as she enjoys playing games and talking to her friends at the same time. Many of the boys in my class enjoy using FaceTime or some other app on their TV (that they couldn’t name) to communicate with their friends in countries. they have lived in before.

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I wonder how this tech use would compare to a Grade Four class in a local school system?  Out of my fifteen students, eight have their own device at home or on them all the time they use to communicate. What many of them lamented on is that they are not always allowed to visit each other after school and ride their bikes to others houses to play and communicate face to face which they would prefer to do. They complained that they don’t have the same opportunities overseas as some of them had in their countries of origin. Even though Japan is a very safe country, the children in my class still have to navigate busy roads, bustling train stations, and that is a freedom many parents don’t want to risk yet. What is fantastic is that the students use technology to overcome this and still find a way to play with their friends. The majority of my class play online through different platforms that allow voice or typing interface, some even with video to communicate. 

Al of my conversation with my class highlighted the necessary play adaptations that students must make in an urban environment that doesn’t allow for the roving suburban and small-town bike gangs of children from my youth.  My phone was attached to the wall and you couldn’t move more than 2 meters away from it. There was no call waiting, display, and I didn’t have a cell phone until I was 25. If a line was busy you hopped on your bike and went around. We left the house when we wanted to play and went door to door looking for someone to play with and explored our neighbourhood natural areas to hang out. When we reached our teen years we had the freedom of cars to court each other and visit friends who lived beyond biking range. Through our conversation, my students demonstrated that they become fluent in a variety of technological methods to be social even though they are isolated in their own homes. To me, this is kind of sad, but also kind of awesome that play finds a way. I can picture them in 2-5 years being the teens that were interviewed in Wired’s article.

Photo Credit: Wikipedia

My first degree was in cultural anthropology and Wired’s article was a fantastic insight into the cultural nuances of online teen life. What this article teaches me the most that students value and use this form of communication, it is a basic fact of life for most teens and probably younger students too. It also teaches me how I really need to up my Insta-game. Most of my Grade fours are on their iPhone right after they leave the building, sometimes as they are still in it. As teachers, we need to communicate with our students and understand how they communicate to facilitate effective teaching and learning. So understanding how students socialize and communicate is a big part of getting to know who we are teaching, and we need to know them before we can teach them. I also enjoyed reading about the unspoken etiquette of teens online including some of the emoji codes. Ahmed’s quote about trading his phone for a car signifies that although the teens may be experts in social media, it highlights the theory that social media is more of an adaptation to different situations and not always a choice. Just like when I was talking to my 10-year olds about the fortnight dance, they would rather go to a real concert, but don’t always have the freedom and means to do so. The idea of using Snapchat is so foreign to my generation, who all grew up with cars at 16. The more things change right? Even our early ancestors felt the need to communicate visually over thirty thousand years ago on the walls of caves.

Source: Giphy

You are what you post, I had a good giggle at Are You Literally What You Post? as I usually add a reaction GIFs and memes to my emails at work, I find it lightens the mood, gives my co-workers something to laugh at, and helps add context to the email. No, I am actually not Jeremiah Johnson nodding at someone as I agree, or the Most Interesting man alive when I ask people to donate fruit to the homeless shelter. But it does add another level of communication to the email, it helps your readers feel an added part, like adding an illustration to your work.  I love what he says about how communicating via gifs and meme can “Providing an external, visual reference for complex internal emotions.” because it connects so much with how students and younger people (and also adults) can find new ways to communicate sometimes difficult to verbalize feelings, and also why maybe so many of the students in my class choose platforms such as Instagram, Line, and Snapchat because you can add stickers, images, and filters to share your feelings in a creative way and maybe about something you don’t have the vocabulary for. 

How does all this affect my teaching? I mentioned before that understanding how our students communicate is vital to understanding them as people, and by understanding who they are we can learn to build relationships, and teaching is all about relationships. Furthermore, after conversations about the visual nature of communication, I have to continue teaching ways to regulate how they pay respect to where they find the images they wish to communicate with and find tools to help them customize and streamline how they share their learning in a visual way.



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When reading Jenkins et. al., about confronting challenges of media participation the outlined sections about by creating a culture of participation we enhance understandings of intellectual property and empower conceptions of citizenship which are skills necessary to succeed in the future workplace, and that we have to approach these topics through our curriculum to help shift the focus from simply individual expression to include community involvement. When reflecting on these skills I think they are strongly connected to the Approaches to Learning; and how can we dovetail the teaching of a culture of participation with teaching the Approaches to Learning in our day to day activities?  Maybe sometimes it can be explicit, or maybe just a natural fit?  How can we plan for situations to make it more natural, useful, and applicable to student lives?  How can we be more thoughtful in our unit planning to create opportunities for a culture of participation in an authentic and engaging experience? What also struck me in this article was the new skills, and how I already strive to give my students opportunities to play, simulate, build collective intelligence and so on. These skills are a great outline of what we should be striving for in our unit planning and lesson teaching to help build student agency and participate in their culture.


I have been a long time fan of hip hop music, the undisputed kings of re-mixing. Copyrighted content has been a long disputed issue in this genre of music and I wish more of the lyrics were more appropriate for a classroom full of 10-year olds as it is a great opportunity to learn about copyright, re-mixing information, and most importantly expressing yourself using other’s work in your own way. Q-Tip from A Tribe Called Quest talked about how when they were growing up they didn’t have instruments, only their dad’s record players and a mixer and they used the tools at their disposal. They use what they had. By finding and looping the sounds they liked they create something to help express themselves in an innovative way but still paying homage to the original. Q-Tip’s lecture on his creative process gives some great insight into how he remixes jazz samples and funk breaks to create his own music.

Sophocles photo Credit: Wikepedia

I believe that Hip Hop connects to the core of digital citizenship and intellectual property in the classroom. We want students to be able to use the information they have at their disposal and reconstruct it to express their own ideas in a respectful way. Re-examining the remix features in an entertaining way how information can be changed with a few clicks, and how important it is for students to learn judgements about the information sources and what they plan on doing with it. The Ted Talk also focuses on the idea of remixing being a valued part of the expression. Another important takeaway from this video is the point that artists have been doing this forever. I also think that as the world continues to remix, the laws about it need to change to give respect to the original creator, but then again, is anything actually original. Look at how most modern movies are basically remixes of ancient Greek poems and stories? I wonder what HomerSophocles, Aristophanes would think of, modern love triangles and character exploration rom coms, and hero journeys, would they want some credit? Joseph Campbell has some fascinating insights into the reproduction of classic tales in the modern day in his many books such as The Hero with a Thousand Faces.

This video also made me think about how students remix, take things and make them their own, and if they understand the importance of intellectual copy write as many of the students in my class love to play with visuals and using images to enhance and illustrate their ideas. We are constantly learning together how to use images in a responsible way without essentially stealing property, and this often leads to discussions about why we need to search properly for images. So is teaching and creating like hip hop? To continue with the analogy students have a fantastic record collection, how do we teach them to appropriate it to create something of their own, while at the same time respecting copyright laws and the rights of others? Aren’t I just remixing all these ideas in the resource section now to tell the story I want?  What this really highlights is that content remixing for a long time, students must have the freedom to continue to add their own creativity and voice to the mix.

Photo Credit:

Aren’t we as teachers just information remixers, finding material and questions that help student’s on their learning journey and re-arranging it in a digestible format? I believe that as Course One progressed I improved at respectfully citing images either by using my own, searching through creative commons, or using sites such as to find free to use images that are easier to cite. Like I mentioned before my students love using visuals in their expressions and they love copying images or printing them out to add to there products and I am continually helping them to find creative commons images to use. This has been my first step. My next step is to continue modelling how I use images in my lessons by explicitly citing the thing I use myself and directing them toward sources they can find images to help easily cite their own work. In Grade Four at my school, we are just beginning to teach the citation of other’s work and I think that this could be something brought down to the lower grades as well. The Copyright Flowchart and “If you can use a picture? image are great resources to start teaching it and I plan on using this in my unit plan for the final course project. Time to regulate, RIP Nate Dog.