ETAD Summer Institute 2024

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https://hdl.handle.net/10388/15734

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Now showing 1 - 15 of 15

Why do Teachers Fear Technology?
(2024-09) Ted Zurakowski
This paper examines challenges and opportunities for teachers and schools in overcoming barriers to integrating technology into their classrooms. It identifies the main internal and external barriers to why more teachers are not adopting pedagogy infused with technology and pushes back against the popular notion of blaming the classroom teacher. The author is a twenty-eight-year teacher with a career spent in the K-12 education system in Saskatchewan, Canada. With service time in four school divisions and seven different schools and experience from kindergarten to grade twelve in a variety of subjects, the author has gained a wide-ranging perspective. The research findings underscore the need for immediate solutions to address external factors such as a lack of meaningful and timely professional development, accessible hardware, insufficient technical support, and sustainable and adequate funding. Research also reveals that when external barriers become ingrained, internal barriers become activated. Internal barriers to teachers' integration of technology include a teacher’s own self-efficacy and attitude and previous negative experiences with technology.
A New Path Forward: A Case For Reversing Cell Phone Bans Within Schools
(2024-09-10) Tide, Devin Shawn
All around the world, cell phones are being banned from the classrooms. While there are merits to the current status quo, blanket policies are not helpful and can cause more harm than good. Blanket bans only support one side of the argument and eliminate any other side from the equation. It stops conversations in their tracks and does not allow for the academic testing needed to see if any other argument has any merit. This paper explores the challenges and benefits of using cell phones within the classroom, and argues that current bans on cell phones in schools are based on fears that can be remedied with small changes to pedagogy and academic policies. The aim of this paper is to keep the conversation going on this topic, instead of allowing it to be stopped in its tracks through bans.
Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning
(University of Saskatchewan, 2024) Jodrey, Hanna
Abstract This paper proposes the development of a mobile microlearning platform designed specifically for Language Instruction for Newcomers to Canada (LINC) clients, particularly those on lengthy waitlists. The suggested microlearning platform aims to provide flexible, accessible, and personalized English language learning opportunities by integrating AI-driven technologies, such as chatbots, while emphasizing community-based learning and digital literacy skill development. The proposed solution addresses the severe challenges faced by LINC clients, including limited access to classes, inadequate digital literacy support, the need for relevant and engaging content, and the need for connection to the local, wider community. Through a feasibility study, design framework, and exploration of AI's potential role in the platform, this paper examines how the platform could reshape language education for newcomers in Canada, offering immediate solutions to systemic issues within the LINC program. The potential implications for practice and future research are also discussed, thereby exploring the platform's capacity to enhance language acquisition and social integration for Canada’s diverse newcomer population.
Designing Role-Playing Games to Facilitate Learning about Farming and Sustainable Agriculture
(2024-09-16) Tollefson, Mark
The Critical Need for International Collaboration between Academic Advising Practitioners
(2024) Bector, Sarah
This paper examines the increased need for ongoing and sustained international collaboration between academic advising practitioners. Specifically, it looks at the Canadian and American contexts for the profession of advising, and how current and emerging technologies can more easily facilitate these types of future international collaboration. A brief historical overview of the advising profession is provided, as well as some of the potential benefits and limitations of the proposed vision of future collaboration. The leading professional development association for North America, NACADA, is a grounding feature within this paper, as well, the ideas of co-writing professional development articles, co-presenting at international professional development conferences, and co-conducting research are all considered in this paper.
Traditional Indigenous Beadwork Technology: The Application of Indigenous Beadwork in Métis Identity Reclamation through a Master of Education Program
(2024) Parenteau, Jesse
The traditional technology of Indigenous beadwork is a longstanding art form with deep historical ties to many Indigenous communities in Canada. The ongoing practice of Indigenous beadwork has been reclaimed by artists nationwide to connect to their traditional heritage. This paper dives deeper into the cultural impacts of Indigenous beadwork and how I have worked toward reclaiming my Métis heritage through beadwork. The entirety of my Capstone Project – a requirement for a Master of Education program in Curriculum Studies at the University of Saskatchewan – is analyzed in comparison to the literature regarding traditional Indigenous beadwork and cultural identity.
The Role of Artificial Intelligence in Creating Personalized and Inclusive Classrooms
(2024-09-10) Moser, Kelsi
In today’s education landscape, personalization, inclusivity, and student empowerment are crucial yet challenging goals for educators. As schools face increasing demands with shrinking budgets and larger class sizes, finding effective strategies to meet diverse student needs becomes more pressing. This paper explores how Artificial Intelligence (AI) can play a transformative role in enhancing classroom learning environments, particularly in elementary (K-8) settings. AI tools offer promising solutions for creating personalized and inclusive educational experiences by adapting materials to various reading levels, learning preferences, and individual interests. Through an examination of current AI applications, such as adaptive learning systems and intelligent tutoring, this paper investigates how these technologies can support personalized learning and address the needs of students with learning disabilities. It also considers practical challenges, including ethical implications, data privacy, and equitable access to technology. By integrating AI thoughtfully and ethically, educators can leverage these tools to foster more engaging and effective learning environments, ensuring that all students have the opportunity to succeed. The discussion aims to provide insights into how AI can support teachers in creating responsive and inclusive classrooms while highlighting the importance of maintaining the irreplaceable role of educators in this evolving landscape.
Faculty First Steps: Supporting Faculty Development for the First Stages of Teaching in Canadian Colleges
(University of Saskatchewan, 2024-09-10) Mitchell Hengen
Canadian colleges play a crucial role in vocational training, helping to develop a skilled workforce. Many college instructors are hired for their subject matter expertise, tasked with equipping students with the knowledge and skills needed for their chosen careers. However, while new faculty are often selected based on their potential to effectively share their expertise, they may lack formal training in teaching methods. This paper explores the educational training and support, both formal and informal, that could be offered to help instructors strengthen their teaching practices. Additionally, it will address the challenges and barriers faced when implementing this type of training within post-secondary institutions.
But One Day Earlier: Confronting the Dragon-Tyrant in Saskatchewan Computer Science Education
(University of Saskatchewan, 2024-09-10) Brett William Balon
This paper examines challenges and opportunities in computer science (CSC) education in Saskatchewan, emphasizing an urgent need for reform in teacher training and professional development. The author, a self-taught CSC educator, highlights the lack of formal support and training amid rapid technological advancements, particularly in AI. An experiment demonstrates AI's potential to enhance student learning and engagement. The findings underscore the need for immediate solutions to bridge the gap between teacher practice, training, and the evolving field of CSC. Adopting Rancière's (1991) egalitarian educational philosophy, the paper advocates for educators to facilitate rather than dictate learning, leveraging AI to empower students. The proposed approach involves AI-guided, individualized instruction, promoting critical thinking and peer collaboration. The paper calls for proactive measures to adapt to technological advancements, warning that delays will further hinder the preparedness of current and future CSC educators and students and serves as a localized exploration for CSC education stakeholders in Saskatchewan, as well as providing a rationale and blueprint for a larger project.
Enriching Academic Advisor Training and Development with AI Roleplay
(2024) Schindelka, Angela
AI chatbots present a novel approach to enhancing the training and development of academic advisors by simulating diverse advising scenarios. These chatbots offer accessible, authentic, and engaging learning opportunities, allowing advisors to develop essential skills in low-risk environments. Preliminary exploration suggests that roleplaying with AI chatbots may foster advising skill development and confidence. Additionally, AI chatbots have the potential to offer immediate, personalized feedback, further enhancing the learning experience. Limitations such as the lack of nonverbal communication practice and the potential for overly idealistic AI responses are also considered. While the full benefits are yet to be determined, the potential for AI chatbots to improve advisor training warrants further investigation. This paper discusses the innovative applications of AI chatbots in advisor training and development and highlights areas for future practical and scholarly exploration.
Game Changer: Why Assistive Communication Devices Lead to Improvement in Students with Speech and Language Impairments
(2024) Adnam, Steve
This paper explores the impact of Augmentative and Alternative Communication (AAC) devices on students with speech and language impairments. Central to this discussion is Scarlett, a child with a rare genetic disorder who communicates nonverbally as she transitions into the school system. The narrative highlights the pivotal role of AAC devices in enhancing communication abilities, promoting social inclusion, fostering academic success, and supporting greater independence among affected students. It addresses various AAC options ranging from low-tech solutions like Picture Exchange Communication Systems to high-tech devices such as speech-generating devices and eye-tracking technology. The paper delves into the benefits these technologies offer, such as improved social interactions and increased academic engagement, while also confronting challenges like stigma, high costs, and accessibility issues. Through a review of literature, the paper underscores the necessity for tailored approaches to maximize the effectiveness of AAC devices in educational settings. It advocates for ongoing research and policy support to optimize these tools for students’ needs, aiming to bridge the communication gap and enhance the educational experience for students with communication impairments.
Guiding the Practice: Design thinking to meet the needs of FNMI students in Saskatchewan
(ETAD Summer Institute, 2024-09) Jeremy Murphy
Throughout the last 30 years, a concerted effort has been to undo the legacy of First Nations Education in Canada. With this, there has been an increase in the exploration of how to teach effectively and design courses for a FNMI (First Nations, Metis, Inuit) audience. What are the considerations that we should take when designing a course? What specifics must we consider in developing courses for FNMI learners in a school setting? How do we ensure that we meet our learners where they are instead of forcing them to exist in a paradigm that does not work for them? Throughout this process, I have discovered that though we talk quite a bit about this topic, there are many areas that we lack understanding of or a desire to take into account regarding the actual variables that exist within the teaching of FNMI students. This process and these proceedings will act as a starting point for us to develop a guide for many teachers that directly synthesizes the information available within the realm of teaching and learning.
Trades and Distance Education
(2024-09-10) Klassen, Allen
The pandemic underscored the critical need for skilled tradespeople in Saskatchewan, with a significant portion nearing retirement. This urgent need for skilled workers is a call to action for all educators, policymakers, and researchers in technical and vocational education. High school technical and vocational courses are essential for sparking interest and providing foundational skills in trades such as automotive repair, welding, and construction. The introduction of virtual reality (VR) and augmented reality (AR) in education can bridge the gap caused by the pandemic, offering immersive, practical training experiences. Studies show that VR training is effective, cost-efficient, and reduces training time, while AR provides real-time support, albeit at a higher cost. Future research should focus on implementing VR and AR in high school technical education to address the growing demand for skilled workers.
Designing an Online Course to Facilitate Global Citizenship and Peace Building in Higher Education
(University of Saskatchewan, 2024-09-10) Farooq, Mariam
In our rapidly advancing world, cultivating skills in promoting peace is crucial, as peace is key to helping individuals lead fulfilling and meaningful lives. This paper explores the development of a non-credit bearing online mini-course designed for first-year university students at the University of Saskatchewan, aimed at enhancing awareness of Sustainable Development Goal (SDG) Target 4.7. The "Creating Global Citizens for Peace" course focuses on equipping students with essential skills to promote sustainable development and foster a culture of peace, empathy and reconciliation. By incorporating a range of instructional methods and tools, including asynchronous content, multimedia resources, activities, and different assessments, the course seeks to address diverse student needs while making it engaging for them. This paper details the design and pedagogical processes followed in the course, highlights lessons learned and challenges faced, and discusses strategies for overcoming institutional barriers to the course’s implementation. This course features important initiatives and roles students can play to become informed and engaged global citizens, ready to contribute positively to their university, communities and beyond in promoting peace.
Leveling Up Learning: AI-Powered Gamification for Improving Student Engagement and Motivation
(University of Saskatchewan, 2024-09-06) Meagen Courtney Giannios
This paper explores the integration of Artificial Intelligence (AI) and gamification in educational settings, with a focus on enhancing student engagement, motivation, and learning outcomes in Grade 5 classrooms. It highlights the potential of AI to create personalized learning experiences and provide real-time feedback, empowering both students and teachers to make data-driven instructional decisions. Gamification’s ability to foster motivation and engagement through game-like elements is also examined, with empirical studies indicating positive impacts on cognitive, motivational, and behavioral learning outcomes. However, the paper critically examines challenges, including data privacy concerns and the need to balance AI and gamification with traditional teaching methods. It emphasizes using these tools thoughtfully to prevent excessive screen time and ensure they contribute meaningfully to learning. The paper concludes with practical implications for educators and recommendations for future research, advocating for a thoughtful and ethical integration of AI-enhanced gamification to create inclusive, engaging, and balanced learning environments.

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