Posted by & filed under mosomelt.

It’s 3:00 am, and I can’t sleep.  In fact, I woke up thinking about my major project and how it has begun to stitch itself together like a fine quilt and unravel like a loved blanket all at the same time.  Has this ever happened to you?  Gah!!!  This is how progress is made, small steps I keep reminding myself, even if things do not happen within our allotted semester time, any small step forward is a success.

Things that are going well:

  • All of the grades that are using Google Classroom are LOVING it!  They are asking me to use it more than my school blog now….. Maybe my blog might become obsolete?  I hope not, I like my blog as it allows parents easy access to see what their students are up to daily.  And whatever, it is my blog,,, so I will keep it!
  • I have learned that the current grade 8’s from the elementary school in Lumsden are already connected to Google Classroom and their teacher is using it all the time!  This will make it easier for me once they come to grade 10 (or earlier depending on my course load next year).
  • There is a way to transfer G-Suite from a student email to their personal email before graduation – BUT who is going to teach this to the students?  Whose job is this? Does this mean the school owns the students work and the student doesn’t?  So many more questions!!

Things that are not going well:

  • Because I am not an administrator for our school divisions G-Suite I cannot access the administrator reports for my Classrooms.  This may be because I am using my personal Gmail account.  Big No No – I know!  But everything I don’t consider my personal email account mine, all of my school info is in there.  This is an issue I am now working on.
  • My students have used their personal email accounts as well because they were having issues signing in with their school emails.  I have never, nor will I ever contact a student via Google Classroom and I delete my classroom students immediately after the class is done.  However, this is still an issue.  So – while my intentions are good, I am bending a lot of rules.

AS my project begins to come together, I am left with so many questions, maybe more than when I began?  But this is entirely part of the learning process, and I am okay with that.  I don’t think that Kristen and Stephen are expecting these projects to be entirely finished at the outset of this class, some of our projects will be an ongoing passion project that may take a bit longer than the four months we have together in this course for our leadership styles to percolate within our projects.  Mine will take just a bit longer, I feel that I will need a full school year to collect data (at this point I feel that it will have to be qualitatively done) in order to present it to my division.  I do not want to go to them with a weak case, as they are so pro one other LMS usage.  You know what?  I am okay with that, I will keep on using my Google Classroom – however, I will have students use their own school emails making sure that I am protected.  AND now we are back to the original question that began this whole thing…who is going to tell them and give them (the students) the time to transfer their educational portfolios over to their own accounts????

Posted by & filed under mosomelt.

At the provincial level, the Ministry of Education within the Government of Saskatchewan recognized the need for allowing all of our students to become digitally competent citizens.  Image result for government of saskatchewanThe Millenials that consume our classrooms each day are digital natives, just because they have been born into this era does not necessarily mean that they know how to properly or safely use the vastness that is this technology. 

The Technology in Education Framework states that “not only is technology vital the learner…it allows for creativity, flexibility and allows for a greater reach in educational opportunities” (p1).  I have chosen to focus this units blog on the view that our provincial stakeholders took at using digital technology to enhance equity in learning for all in Saskatchewan.  How can technology allow for this to happen?  Just as Dylan stated in his blog, growing up in a larger center can cause one to wear blinders, not realizing that not everyone had access to the internet or computers in their schools – or even being in a larger center being forced to only take the courses offered at your school when you could have been taking courses offered at the DLC (understanding there is a financial undertaking here too, which may further resect some out).

Personally, I am a huge proponent of using technology in the classroom to enhance lessons.  In fact, I have gone away from using textbooks in my classes entirely.  Technology has the ability to allow for learning for all, students can be working on multiple levels at the same time.   But, using technology in the classroom also means that I am responsible for teaching the appropriate use of student-based technology.  Just because these Millenials have the world at their fingertips, does not necessarily mean that they know how to use it safely and in an acceptable manner.  Should educators have to shoulder this responsibility entirely?  NO.  There needs to be some responsibility with their parents/guardians too.  However, considering that our students are spending the majority of their waking hours in school, we have a responsibility to do our part if we are expecting our students to use technology in our systems. 

I realize that not all schools are equipped with enough computers for all students, therefore our students are using their own cell phones for classes. By allowing students to use their own devices, we are inviting in distractions which have to be managed.  Great – yet another thing for our classroom teachers to try to manage.  Or is it?  I caution those who are quick to complain about this.  Recently Ontario has decided to ban cell phones in classes beginning at the start of the 2019-2020 school year.  I am curious how this will pan out.  I understand that concern about the distractions, but a student can be just as distracted while on a laptop as they can be on a phone.  I understand that they are faster on their phones with the distractions, however, distractions are always there.  I am concerned that this ban will narrow the educational experience to those in remote areas who do not have access to technology that those in larger centers do.   My other concern with this is:  What if it pans out well, although Saskatchewan believes that technology enhances equity and learning for all, will we follow suit and ban cell phones in our classrooms?  Will this then become inequitable for remote areas?  How will our classrooms adjust to still function within the government mandates?

Posted by & filed under cmalt, collaboration, digital technology, EFL, Japanese Universities, mosomelt, Teacher Learning.

I have, I think, always collaborated in some ways with many different teachers and colleagues. For example, my master’s thesis (Cowie, 1997) was entitled ‘Collaborative journaling through email’. It was about developing teaching skills through reflective talk with a peer teacher. We communicated with each other by email which at the time was a relatively new way to communicate. If I were to do that again 23 years later it would probably involve AR, VR or something more up to date.

Whilst working at Saitama University in Japan in the 1990s, I helped to create and organize two teacher development groups: (a description of what this meant in terms of teacher autonomy is included in Barfield et al, 2001). I have also been program chair and president of two Japan Association of Language Teaching groups (JALT): the Teacher Development SIG and Okayama JALT chapter. However, it was not until 2011 when I was working at Okayama University did I start to use technology to facilitate communication with colleagues. I used Google + to create a support group called OkaDai E-learning. In the absence of an LMS I have also used Google + to create about 25 student classroom communities.

 

 

 

 

 

 

The vast majority of academic collaboration has been with my wife, Keiko Sakui. In total, we have produced about ten articles, book chapters and one textbook. In addition, we have presented together many times on technology-related issues. See Google Maps. We have also created three online English language and communication courses using the Udemy platform.

 

I have also published a smaller number of articles with different colleagues (Claire Ushida and Tim Cleminson) using Google Docs and one webinar  (with Russell Stannard and Keiko Sakui) using Adobe Connect. I’m on one journal editorial board and review for about five others. This work is not actually that collaborative but technology is used to enable reviews to take place. Publons is a good tool to showcase your reviews.

I have researched technology use by language teachers in several different countries (see Cowie & Sakui, 2013) and that has led to great friendships and follow-up collaboration. For example, through New Zealand contacts we have been introduced to schools for interviews and observations (see Sakui & Cowie, 2017); and we have introduced Australian and New Zealand researchers to contacts in Japan.

Reflection

I am by nature a communicative and collaborative person which shows in much of my professional work. However, I have not used technology as much as I could to network and enhance communication with others in the same field. This #cmaltcmooc is a great opportunity to try out new tools to do that.

Posted by & filed under cmalt, digital technology, EFL, Japanese Universities, Legislation, mosomelt, Policies, Teacher Learning.

 1. Legislation

In this first video, I discuss the issue of ‘academic integrity’  (Gray, Waycott, Clerehan, Hamilton, Richardson, Sheard & Thompson, 2010; Kimber & Wyatt-Smith, 2010; Richardson, Hamilton, Gray, Waycott & Clerehan 2012) and copyright issues. In my own practice I use online videos to teach students about referencing sources and using images and when assessing student projects I use rubrics which include a reference to citations (Cowie & Sakui, 2015; 2016).

I briefly refer to Dublin City University’s INTEGRITY project as an example of an innovative way to approach issues of plagiarism and privacy.

References

Cowie, N., & Sakui, K. (2015). Assessment and e-learning: Current issues and future trendsThe JALT CALL Journal, 11, 3, 271-281.

Cowie, N., & Sakui, K. (2016). The use of rubrics for the assessment of digital products in language learning. In M. Iguchi & L. Yoffe (Eds.) Mobile learning in and out of the classroom: Balancing blended language learner training (pp. 12-17). Proceedings of The 42nd (2015) JACET Summer Seminar. The Japan Association of College English Teachers.

Gray, K., Waycott, J., Clerehan, R., Hamilton, M., Richardson, M., Sheard, J., & Thompson, C. (2010). Web 2.0 Authoring Tools in Higher Education Learning and Teaching: New Directions for Assessment and Academic Integrity: A Framework for Field-testing and Refining Good Practice Guidelines in Pilot Projects at Australian Universities During Semester One 2010. Retrieved from http://web2assessmentroundtable. pbworks.com/f/altc-asw2a-Guidelines-draft-Feb2010.pdf

Kimber, K., & Wyatt-Smith, C. (2010). Secondary students’ online use and creation of knowledge: Refocusing priorities for quality assessment and learning. Australian Journal of Educational Technology, 26 (5), 607–25.

Richardson, J., Hamilton, M., Gray, K., Waycott, J., & Clerehan, R. (2012, December 3–5). In what ways does policy on academic integrity, copyright and privacy need to respond in order to accommodate assessment with Web 2.0 tools? Paper presented at the Australasian Conference on Information Systems. Geelong, Australia. Retrieved from http://acis2012.deakin.edu.au

2. Policies

In the second video, I  describe how I have tried to use digital technology to implement one of Japan’s Ministry of Education’s  16 higher education policies. This concerns the Internationalization of Japanese Universities and in particular Global Human Resource Development.

References

Model United Nations

New York Model United Nations

LINE Japanese SNS app