I think it is important as educators to teach our students about and how to use technology safely as we live in a digital age. Nowadays, we do so many things with technology, such as computers and the internet, and rely on technology to help us teach and learn in any profession so it is important for students to know how to use technology effectively and safely. Many students nowadays may know how to use technology at a young age, but it is important to teach them how to use it safely and effectively. For example, students may know how to use technology to play games, but they may not know how to learn with technology. There is always something to learn, so even those students who may feel they are experts with technology will have something to learn. 

As an educator, I am constantly using technology to check my emails, lesson plan, communicate with staff and families, and report student progress, so I rely on technology to help me with my profession and help my students learn. Twenty years ago, people did not rely on technology and still managed to do their jobs, however, times have changed and if we did not live in a digital age today, it would have been much more difficult trying to teach students during this pandemic with social distancing in place.

As I teach young children and learning is very hands-on and play based, I think it is harder to teach solely through online delivery to this age, especially if you have never met the students. I think part-time online delivery would be more beneficial than full-time online delivery to my students as having face-to-face interactions is extremely important in order to learn how to socialize with others and regulate emotions. To develop a social presence in my classroom, I ensure students have opportunities to communicate with each other through structured and unstructured activities. For example, to get to know each other and for math, I ask students to think of something they want to learn about their classmates, turn it into questions, ask students the questions, then record data using tallies. This activity could be turned into an online activity through a class video call, however it may take much longer than face-to-face, so I could divide students up into random break rooms or have students post their survey questions as a discussion on Microsoft Teams (as that is what my district is currently using for communication with students) with help from their parents, and respond to the questions that interest them. In my classroom, students get free play on a daily basis, in which they get to interact with students who have similar interests. Students have the opportunity to play or do something that interests them during free play. This kind of interaction would be more difficult online. Students could video call each other and try to play something through a video call, but I think in this situation the face-to-face interaction is a different and necessary experience. I could have whole class physical education activities online by using screen share and having students pick an activity they would like to do at the same time on the website www.GoNoodle.com. I also think using break out rooms in online delivery would be beneficial for my students to develop a social presence.   

Students could develop a cognitive presence through online delivery by posting some videos onto their FreshGrade account of themselves doing hands-on activities and reflecting on the activities orally. I would plan activities according to the students’ zone of proximal development. Only I would have access to these videos. I would also have class discussions through video calls so students could participate in discussions and reflect on their thinking as posting on online forums would require more assistance from adults and be more time consuming. Currently, in class, I ensure the activities I plan are within the students’ zone of proximal development. As there is a variety of abilities within the class, I try to plan a variety of activities with varying levels of difficulty. For example, in literacy, I provide different activities at each table (literacy centers) and students start off at the activity that is at their table. Students get the opportunity to try each activity and if they find any too difficult or easy, I help them adjust it accordingly or have another student that understands the activity help. For some literacy lessons, I have students work with other students that have similar skills (Bates, 2019). 

To ensure a teaching presence in class, I ensure to communicate with students’ families on a regular basis through emails, monthly newsletters, and face-to-face meetings. With my students, I ensure to get to know them, including their likes, dislikes and interests through games and drama activities. I also ensure to create classroom expectations with my students to create a classroom community and sense of belonging. I would ensure a teaching presence online by communicating with parents through emails on a weekly basis outlining the week’s activities and phone calls when needed. I would communicate with students through audio and video calls and do some activities as a class through these calls to ensure a sense of community and belonging. 

References 

Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/

GoNoodle. (2020). https://www.gonoodle.com/