Thoughts and Reflections on CUEBC 2023

This year, for the 4th year in a row, I have opted to attend the Computer Using Educators of British Columbia (CUEBC) conference. This year, the theme is “Connection”. Prior to attending this years conference, Lately I’ve been a little bored with the offerings in terms of content, new discussions/questions, and the introduction of new technology, especially catered to the K-5 levels. Every year it has been the same Minecraft projects, Sphero demonstrations from vendors, and unplugged coding games. My goal for these big events are to always find 1 thing that inspires me to refresh my curriculum, and bring something new to my students. If I expect the tech industry to constantly be innovating and pushing the boundaries as to what is possible, I should be holding myself to the same standards.

The keynote this year was a conversation-style discussion on digital literacy, digital citizenship, and the education around families. Carol Todd is the Supportive Technologies and Digital Literacy (Citizenship) Coordinator in School District 43 (Coquitlam) and the founder of the Amanda Todd legacy society.

We framed the discussion with the context and shared understanding of the Amanda Todd case, how our relationship with technology has changed/not changed, and considerations as the trusted adults in our students’/children’s lives we should be making to help pave the way for a more conscientious and digitally-minded future.

She posed the question – “If we don’t invite unfamiliar people into our homes, why are we inviting them through our screens?” It got me thinking about the messaging that comes through websites that students use on the daily. The typing website we use, the multiple educational game platforms, and even some of the apps we use…everything is covered in advertising. Although all of the advertising was age-appropriate, it wasn’t necessarily designed with children in mind. We have messaging for cars, vacations, power tools, and community events plastered on 3 of the most popular websites our school uses such as Typing Club, Typing Test, and ABCYa. Ultimately, I’d like to find either work-arounds for these sites, or alternatives that offer similar or better learning opportunities for our students that are devoid of advertising. On the other hand, having the advertising on the websites provides a great learning opportunity for students to understand what clickbait, general advertising, and pop-up ads are and how to manage their experience on the internet circumnavigating it. I recently delivered a lesson to my intermediate classes about clickbait, it’s purpose, and how to identify it. My students were so engaged and now when they are super into pointing out when the advertisements are true examples of clickbait. If I cannot erase my students’ exposure to all this messaging that Carol Todd warns us about, is the next best thing educating them about how to deal with it? I think so.

She also made the consideration that removing devices from the hands of students is not the answer, but rather the constant conversations that are ingrained into or practice the same way that most families teach manners. If the conversations of digital literacy and digital citizenship are continually being reinforced by all of a child/student’s trusted adults, we would have significantly less youth who are placing themselves in online danger willingly or unwillingly. I reflected on my own practice and I can only think of a few times when I have removed the device from student use, but they were always in relation to physical safety (using technology to physically harm someone/something or being purposefully rough with materials). When students were not practicing their digital literacy and citizenship skills, it was always a conversation in real life with a restorative piece tied to it, then a return to the devices again to correct their mistake. It has always been a worry of mine that I might be too soft on these issues, and my colleagues would have removed the device from the equation if they were in the same situation. It was reassuring to hear that Carol Todd was encouraging everyone to have continual conversations with students, so that messaging becomes second nature to the point that it becomes a non-issue.

It was refreshing to hear a keynote speaker discussing online safety where technology, social media, and the general concept of the internet was not vilified. Students, parents, and educators need coaching on how to navigate through an online space. Everyone is in need of more education. Personally, my technology curriculum at my school always starts with a unit on digital literacy and citizenship. I like to use Common Sense Education and Media Smarts (Carol Todd recommended these to me several years ago). Students and I talk about passwords, photo altering, de-escalating conflict online, standing up for others, and our digital footprint. These conversations happen consistently and practice supports that. When we try new online platforms and I demonstrate how to log in, I always mention that I disconnect the display to protect the log in privacy of the student who is assisting me. Now, my students take password protection very seriously. In the past, I struggled with students sharing passwords and not giving them access to private online spaces was never my solution. Since I started explicitly teaching digital literacy and citizenship, this obstacle lessens. Listening to Carol Todd’s considerations was reassuring that the things I am now doing in my practice are helping contribute to my students’ healthy relationship with technology.

For context, at my school a retired teacher made a generous donation to the school in hopes that it would be allocated to the purchase of a 3D printer. It has been over 2 years and no one has touched this budget, tried to get this project off the ground, and the retired teacher hasn’t been checking in on the project when they come to visit. Because I am the tech teacher, I feel like it is my unspoken duty to take these matters into my own hands. Here is the problem: in theory, I understand how 3D printers work and how the software meshes with the hardware, but I have never actually touched let alone used a 3D printer. How can I make sure the class funds are being utilized for the appropriate purpose, have the printer be in use to assist in impactful learning, and make sure the tech is being upkept in a sustainable way without knowing where to start? This undertaking makes me feel like I’m waaaay over my head before I am even starting anything.

When looking at the sessions being offered, this workshop seemed like the best place to start. For context, the presenter, Richard Cooper, is a high school science teacher in the Coquitlam School District who was an early adopter in the use of 3D printers in the classroom in a multitude of different science/STEAM-leaning courses. He went over the differences between the 2 most common models of printers – fluid deposition models (FDM) and stereolithography models (SLA), their pros and cons, and the basic parts of the 3D printer. He gave us a basic overview of what free programs we can use to create models and the important considerations to make when constructing a model. I was unaware that we could use the programs to change how thick each layer of the print job would be, how hollow the structure could be to decrease print times, and how a printer could print multiple items at the same time, or in succession with one command.

Model making software recommendations

• SketchUp
• Tinkercad
• Fusion 360
• Meshmixer

There was a discussion on troubleshooting, how to source out the filaments, and recycling excess plastic. At the end of the session, I connected with Richard to see if he’d be interested in helping me figure out how to bring 3D printers to the elementary level. He was quite intrigued and we are in the very early talks about reasonable models that take the safety of very young learners into account. I left that session feeling very optimistic about starting my journey into getting 3D printing at my school off the ground. I had made an in-district connection, spoke to my administrator about the funds, and begun to imagine what elementary applications I could facilitate for my students.

This was the session to be at! All of the AI workshops except for this one were unexpectedly cancelled, so interest was high. So high in fact, I couldn’t get a seat in the classroom and was standing in the doorway just to be able to listen in. Cari Wilson is the district digital literacy support teacher for the West Vancouver School District and Brianna Stusiak is a science and math teacher at Fleetwood Park Secondary School in the Surrey School District. The purpose of this workshop was a conversation between a teacher and a district administrator on the applications of AI for teacher planning and student learning.

Before sharing resources that use AI, they pointed us in the direction to consider the BC Freedom of Information and Protection of Privacy Act (FOIPPA) and the UN guidelines for AI use in Education as a guiding framework to inform our use of AI in our classrooms. Because AI is a global topic, we must be aware of what is happening around the world, and the current court cases that surround the issue.

Here are some of the resources Cari, Brianna, and the workshop attendees shared with the group:

• Adobe firefly – AI images (Adobe claims to give Adobe licenses to artists who willingly contribute their work to the system)
• Bingchat – Microsoft equivalent of Chat GPT that does not store past searches, citations, or sources
• Bing image creator – image generator/creator (highly recommended for creating instructional diagrams)
• Canva’s magic tools
• Co-pilot
• Magic School AI
• Diffit – short for “differentiate it” this AI creates reading texts for different reading levels with summaries, multiple choice questions, a glossary, and writing prompts)
• Twee – creates multiple choice questions based on YouTube videos (it only works in 5 minute intervals, so move the time ticker to another time code to generate more questions), can also be imported into MS Word, Teams and Forms

It was amazing to see what other teachers are using to inform and customize their lessons without having to exert so much time and effort into its development. We did discuss considerations to make when using AI with students.

• Always ask parents, administration, and students for consent before using AI
• personal information is kept in the record of interactions – never share personal information
• consider doing in-class reflections with students after using AI
• don’t assume Chat GPT and its contemporaries are not informed on current events, despite the news saying they are 2022+ resistant. The paid versions have access and it can create a “have”, “have not” dynamic if students are using AI
• Chat GPT 4.0 can read photos and has access to Wolfram to solve math problems
• Be aware of the inherit bias and it’s failings – you might get information framed in a light that might not align with your beliefs

The big takeaway from the session that Brianna Stusiak put so concisely: “You have to be smarter than the tools you are using.” I loved that phrase because it treats AI as a tool rather than the answer. Students may want to use AI as a shortcut to complete their work, and it can help them focus their thought process, but it cannot be the end all be all.

Leaving the session, I was excited to try these AI tools out for myself and I am curious to see what I can do with them in terms of lesson planning. Trying out the teacher focused ones before diving really deeply into the more general AI systems seems like the best place for me to test the waters of what is possible.

I was originally registered for a Coding in Minecraft course, but it was cancelled quite late in the day. My choices were left with 3D printing, animation, or Microsoft TEALS. Since I was already interested in 3D printing, I decided to jump back into some classroom applications.

I was waaaay over my head in this workshop. While I was looking for classroom applications, classroom management/safety tips, and potential ways to structure projects, this workshop was more focused on the fine-tuned details on troubleshooting, and considerations for shorter print times. I am grateful to have these considerations readily available to me when I get to the place where I can start having these problems, but I need to get a printer and work with it before this knowledge becomes useful.

Some of the tips Richard Cooper had for troubleshooting were:

• have a bigger nozzle for more product to flow through
• consider sequential printing over mass printing at the same time
• consider vase printing (hollow designs)
• more printers increases output in shorter times
• limit filament colours – different materials in coloured filament might clog nozzle
• avoid switching between different filament types – different melting temperatures will clog nozzle
• avoid dust and debris getting into the nozzle
• don’t turn off the fans
• quiet your printer by investing in some foam and a paver to place below the printer and muffle sounds

I set out to learn about something that would refresh my curriculum and I think I have found it – 3D printing. After taking the first workshop, I was so excited to try and get this off the ground. It is something completely new to me and I’m excited to dive in head first, try this out, and see if I can develop some enriching experiences for my young learners. The presenter, Richard Cooper, offered his expertise if I am serious about trying to get this off the ground and I hope that having his support will be a factor in setting up my school for success.

On top of being excited with the idea of working on 3D printing, I want to try out the AI tools to better support my school staff. They are highly interested in learning about how AI can better improve their practice, so I am slowly starting to play with each website to see what the capabilities are. I’m hoping to be able to present on how to utilize AI programming at the educational planning level, so my staff have new ways of creating content that is highly applicable to their curriculum at the moment.

Earlier I mentioned that I was underwhelmed with the offerings that CUEBC had been presenting on as of late, but I was greatly impressed with the complete change in workshops this year. If this is the trend, I will happily continue to attend and pursue new avenues of educational technology.