Last Class!

So many exciting technology showcases took place during class today. A highlight for me was becoming more familiar with coding. We had the opportunity to gain a litte bit of experience by playing around with Scratch; a tech tool I will definitely be introducing to my future students. The website provides students with modules to complete so they can learn how to create their own online games, really neat and easy to follow.

As for the rest of class, we briefly covered the following topics:

GAFE: We were encouraged to work through certification modules, which can be found here!

Virtual Reality: Unfortionately, children below the age of 13 are not supposed to engage through VR. However, we learned about accessible resources on campus to explore further if desired.

Augmented Reality: We investigated HP reveal. Other resources from class included a list of apps, achemistry example, and an informative blog post.

QR codes: We learned about some cool ways to incorporate QR codes into the classroom to enhance student learning. For example, tutorials on worksheets. I think this is a great way to support students in working at their own pace.

Slides from the class can be accessed here!

I’ve had a wonderful time in EDCI 336 and I’m so excited about all the doors that have been opened for me moving forward.

Technology Inquiry Project, Post #9: Wrap-up

Beth and I will be wrapping up our Tech Inquiry project and sharing what we’ve learned using Google Slides. In turn, familiarizing ourselves with GAFE and providing our peers with a series of easily accessible resources moving forward. You can access the slides here! I realized that we also never shared our trello board on our blog, but you can access it here if you want to dig deeper into our learning process.

It’s been a blast! Enjoy.

Final Open Inquiry Blogpost

I’ve reached the end of my open inquiry project and it’s bittersweet. I’m really proud of how much I’ve learned over the course of these three short months, but also sort of low-spirited when realizing how much I was unaware of before this project. Mostly because if I didn’t choose this topic for my open inquiry assignment, then I might have never learned about the Indian Act at all and that’s a scary thought. In previous posts I touched on the Canadian government’s bad habit of covering up history. How can we possibly expect to advance towards reconciliation without discussing openly and honestly the harm that Canada caused and continues to inflict upon Indigenous peoples?

rac·ism: prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one’s own race is superior.

I started this project in attempt to uncover Canada’s racist roots, however, in the process I’ve discovered the ongoing prejudice, discrimination, and antagonism that Indigenous peoples face today. I think education is viable solution. With BC’s new curriculum in place, I hope future generations graduate with more knowledge than myself and act accordingly, but for the rest of us it’s not too late. Go read the Indian Act and books like “21 Things You May Not Know About the Indian Act” by Bob Joseph. There are many ways to expand our understanding outside of the classroom walls, and I strongly encourage us all to do so. I wish all my readers the best on their learning journeys, I know I have a long road ahead of me.

It is my responsibility as a Canadian to understand Canada’s history; the good, the bad, and this case, the downright ugly.

EDCI 336: March 26, 2019

Today’s technology presentation projects covered the following topics and subtopics:


  • Documentation
  • Aperture (light income)
  • Shutter speed (how quickly aperture is opening and closing)
  • ISO (how sensitive camera sensor is to light)
  • Triangle of exposure

Classroom Blogging

Assistive Technology

  • No tech (ie. pencil grip)
  • Low tech (ie. screen magnifier)
  • High tech (ie. ipads).
  • Resource: SET BC

Distributed Learning

Here’s a picture of telepresence robot Oliver! A wonderful alternative for students who can’t physically participate in the classroom.

Permission received to post photo.

Final Demonstration of Musical & Professional Growth

I’ve finally reached the end of Alfred’s Basic Piano Lesson Book – Level 1A! I feel proud but also sad to be done, it’s bittersweet. These 61 pages haven’t been easy and at times I’ve become so frustrated that I actually removed the keyboard from my room just so I didn’t have to look at it. However, looking back at these humorous moments makes completing the book feel that much more rewarding.

Since my mid-term post, I have covered a wide-variety of new material. Just like anything else, the more I learn, the more I realize how little I know. I was introduced to melodic & harmonic intervals, legato, intervallic reading in C & G positions, sharps & flats, and staccato. Whenever I started to feel overwhelmed, I would just take a break and pick up where I left off the following day. I was pleasantly surprised to discover how much information I actually retained over these breaks. Sometimes I would start-off significantly better than I was the day before.

What I found most accomplishing was transitioning from one-handed playing to using both hands. I never thought I would reach this point considering some of the difficulties I faced with the one-handed songs. But.. I did it! In comparison to other courses I’ve taken in the Bachelor of Education program, I felt most ill-equipped for Music considering I had little to no prior experience. But I realized that it’s truly never too late to learn something new. I now feel confident and prepared to incorporate music into my future classrooms!

I hope you like the following video of myself playing the book’s final piece (pages 60 and 61). It took me a few days to be able to play this song in full smoothly, but now I feel totally comfortable. Even though I still need to write the notes onto the staff, I was so impressed with myself that I had my ten-year-old sister film it for me. Enjoy!

Page #60: Horse Sense
Page #61: Horse Sense

EDCI 336 – March 19, 2019


We started off today’s class by learning a little bit about graphic design from some of our talented peers. They explained the design principles of C.R.A.P. (contrast, repetition, alignment, proximity) and how to pay attention to them as professionals. From there, we were set loose to use Adobe Spark, Canva or PicMonkey to create something for ourselves. I created the image above using Canva (which is now my twitter header)! It was super easy and there’s tons of free templates without watermarks. I will most definitely be using it again.


Experimenting with Sketchnoting really opened my eyes to other ways of processing new information. I’m looking forward to exploring TED talks online to learn more. Here are a few images of my practice notes.


Twine is a really neat online platform used to create choose your own adventure stories (Black Mirror: Bandersnatch actually originated here). The only part of Twine that took some getting used to was saving the html file to my UVIC server. However, I’m glad to have gained a little bit of coding experience in the process! I know my younger sister and future students will love this handy tool.

Part 1, Chapter 4

Part 1: Dark Chapter
Chapter 4: They rose against us

What really hit me hard in this chapter was just imagining how difficult it must have been for Indigenous peoples to maintain their identity amongst all these laws, prohibitions and expectations. For centuries, Indigenous peoples were self-sufficient and suddenly they were trapped in this unhealthy paternal relationship with the Canadian government. They had to ask for permission to leave their reserve, they were forbidden from seeking amusement at places like pool halls. To top it all off, they couldn’t even hire lawyers or form political organizations to pursue land claims and human rights actions. But somehow Indigenous peoples managed to keep fighting and that fight maintains strong today.


We have done all we could to put them on themselves; we have done all we could to make them work as agriculturists; we have done all we could, by the supply of cattle, agricultural implements and instruction, to change them from a nomadic to an agricultural life. We have had very considerable success; we have had infinitely more success during our short period, than the United States have had during twenty-five years. We have had a wonderful success; but still we have had the Indians; and then in these half-breeds, enticed by white men, the savage instinct was awakened; the desire of plunder  —  aye, and, perhaps, the desire of scalping  — the savage idea of a warlike glory, which pervades the breast of most men, civilised or uncivilised, was aroused in them, and forgetting all the kindness that had been bestowed upon them, forgetting all the gifts that had been given to them, forgetting all that the Government, the white people and the Parliament of Canada had been doing for them, in trying to rescue them from barbarity; forgetting that we had given them reserves, the means to cultivate those reserves, and the means of education how to cultivate them  —  forgetting all these things, they rose against us.

xiii. Forbade Indian students from speaking their home language.
In residential schools, punishment for speaking a language other than English ranged from washing mouths out with soap to piercing tongues with sewing needles. Indian children were taught that their home language was evil and many refused to speak it once at home. A loss of language meant a loss of culture (especially in oral societies).

xiv. Forbade western Indians from appearing in any public dance, show, exhibition, stampede, or pageant wearing traditional regalia.
Similar to other punitive measures, these rules were designed to eliminate culture.

xv. Leased uncultivated reserve lands to non-Indians.
Uncultivated land was perceived by settlers as unused. Therefore, land held by physically disabled Indians, widows, orphans and others who were unable to cultivate the land, was leased out. This was only beginning of ongoing land disputes that continue between First Nations communities and the federal government today.

xvi. Forbade Indians from forming political organizations.
Approximately 4000 Indigenous peoples enlisted in World War I. Ironically, it wasn’t until leaving Canada that Indigenous peoples from different communities finally had the opportunity to discuss the injustices they faced. These discussions prompted Lieutenant Frederick Loft (Mohawk from the Six Nations Band) to fight these common injustices by starting the League of Indians of Canada. It’s no surprise that Indians meeting to discuss their rights was disliked by the government, so they ban Indians from forming political organizations like the League of Indians of Canada. Nonetheless, Indian political organizations continued to meet in hiding.

xvii. Prohibited anyone, Indian or non-Indian, from soliciting funds for Indians to hire legal council.
It was illegal for Indians to hire lawyers or raise funds for a legal council. In pair with the last section, this made it very difficult for Indians to pursue land claims and human rights actions. They were prohibited by law from seeking help.

xviii. Prohibited pool hall owners from allowing Indians entrance.
The government wanted limit Indian’s leisurely time so they put laws in place to regulate where they seek amusement. The Governor General still has power to make regulations concerning on-reserve places of amusement according to the Indian Act of 1985.