I was finally able to fit in a trip to get some yarn the other day, so I am able to officially begin the process of putting what I’ve learned into action and start knitting.
I decided to try out the time lapse function on my phone for the first time to capture my efforts casting on and knitting (well, purling, actually) the first row.
(I wonder if looking into strategies for improving posture should be my next free inquiry project…)
Casting on was a success, aided by some helpful stitch markers. It may be difficult to see due to the speed of the video, but there is a look of frustrated confusion on my face at the very end of the clip. It is possible that I have made a mistake in how I’ve joined the work in the round (the act of slipping a stitch from the beginning and ends of the cast-on in order to make the work into a loop). My next course of action is to consult some more experienced knitters in a knitting Facebook group I’m a part of and see what they have to say before I go any further.
As promised, a part 2 on the riveting blog topic that is Microsoft PowerPoint. In our class we were introduced to the functionalities of PowerPoint that allow for graphic creations. Two methods of graphics creation were highlighted in particular: photo editing and Smart Art.
Photo Editing:
This aspect of PowerPoint was introduced to us as a sort of introductory, very basic alternative to something like Photoshop. As someone who is fairly unskilled when it comes to photo editing, especially applications like Photoshop, I appreciated learning about this form of accessible photo editing. While Photoshop of course has much more power and capability, for basic edits (like the ones I would likely be most interested in on a day-to-day basis anyway) PowerPoint can often do the trick.
Smart Art:
This aspect of PowerPoint is actually of more interest to me than the photo editing. While I was already aware of Smart Art, it has been a while since I’ve looked at it, and either more has been added since I last used this resource or I forgot just how many options it has! I am sure that this will definitely be a tool I will be utilizing quite a bit.
Bonus: Canva
In our Multiliteracies class we sat in on a Canva workshop hosted by the Digital Learning Commons. Canva is another graphic creation tool that is very accessible. I’ve used Canva quite a bit already, but this was a good reminder of just how much it has to offer.
In order to apply the skills I want to learn, I need to first pick a project I want to make. There are countless options when it comes to knitting patterns. In order to choose a project I needed to narrow down my criteria. To do so, I decided to think about which patterns would allow me to practice the skills I was most interested in learning.
#1: Using circular needles/knitting in the round
As I discussed in my last blog post, any knitting project that can be done on straight needles can also be done in the round. However, I wanted to choose a project that with my current knowledge is inaccessible to me in order to motivate me to learn this new skill. Therefore, I’m going to choose a pattern that specifies knitting in the round.
#2: Using stitch markers
Already by knitting in the round one is likely to use stitch markers to mark where the round starts and ends. However, as I learned earlier, stitch markers can be used for a variety of reasons, and I’d like to experiment with these tools in more ways than one. Therefore, I am going to choose a project that involves pattern changes or increases rather than a continuous stitch in order to practice this technique (I anticipate that I will also be using the stitch markers to mark a dropped stitch at at least one point during the project, but I won’t actively plan to do that).
#3: Blocking
Depending on who you talked to, some will say that all projects should be blocked, while others would disagree. However, just to ensure that I can fully understand the importance of blocking, I am going to choose a project that specifically instructs me to block the project upon completion.
Additionally, I wanted to ensure I was setting myself up for success by choosing a pattern that was still within my level of experience. This pattern was generally rated easy, but it introduces me to lace knitting, which I haven’t done before.
Here’s a list of resources I consulted in the process – there are thousands of projects to peruse through (free and paid)!
We were treated to a workshop on video editing and screencasting. I spent most of my time looking at screencasting, as I had spent time over the last few weeks learning about iMovie for another project in EDCI 352. In this class, I used a screencast platform that was new to me: Screencastify. This is a very accessible tool for anyone who is interested. Plus, the DSC has a useful tutorial available as well!
Screencasting is not new to me, but I was definitely inspired to think about more ways to incorporate this into my teaching, as I hadn’t spent any time considering that as an option before.
(I also learned how to make a GIF!) (I was excited, though there is a distinct possibility that I am well behind the curve on this)
While I enjoyed the opportunity to learn about and use a new platform, I did think about how I’ve been able to record my screen for videos in the past using Powerpoint. Learn how to record your screen on Powerpoint here:
You can also see an example of an old video I made on powerpoint here:
We’ve talked about Powerpoint as a tool for more than just creating slide decks (stay tuned for a part 2 to this blog topic). Although there are so many options out there for things like screen recording, accessibility of technology is really important to me, especially when it comes to “levelling the playing field” in the classroom. While many of the screen recording technologies available are free and easy to use and access, this activity inspired me to consider utilizing widely available tools that many students are already comfortable and familiar with to create more kinds of products.
Discussions of social media use amongst teens and phone use in the classroom have come up in each one of my classes so far. Jesse Miller provided us with some view on the subject that have largely differed from the perspectives shared by most of my professors and peers up to this point.
Jesse Miller provided an alternative viewpoint, generally insinuating that the perceived dangers of social media may be overstated and identifies an important role for phones to play in the classroom.
Jesse and his ideas can be found on Twitter or on the Mediated Reality website.
In this article, the authors view these next school years as an opportunity to radically change students’ phone and social media use. They argue two steps are most needed to initiate this transition: a) ensuring that students are unable to access their phones at school and b) delaying the use of social media until at least the age of 13.
I agree that ideally students would be able to focus solely on those they are physically with, both teachers and classmates. I personally believe that it is crucial for students’ social development, especially considering the past pandemic years, that they have opportunities to interact with their peers in meaningful ways outside of an online context. However, I do not think the authors have provided enough consideration into the logistical limitations of their solution of “lock[ing] up” phones at school.
At this point in time, I learn more towards the opinion of the NYT authors as opposed to what I’ve heard from Jesse; however, I would be very interested in hearing more of what he has to say, as it is difficult to get a full picture of anyone’s thoughts on a topic as expansive as this in the short time we had together. Social media and phones are not going away, and to pretend otherwise is of no service to anyone. Overall, I think this is a topic on which I want to keep an open mind and want to continue to revisit. I have not decided what approach to phones I would tae in my classroom, and I anticipate it is something I will decide through trial and error and by assessing a variety of tactics (thus the importance of an open mind!). I also anticipate that I will modify my approach depending on the specific student in the room. It is difficult to know the right answer to this problem, but I do now that there is not one answer that will work for all students (or teachers) in all situations.
All of the knitting I’ve done has been on straight needles (apart from one attempted circular project that left me in actual tears), but after having received a set of circular needles for my last birthday, I wanted to look into what the differences and potential benefits might be of using circular ones. I’ve overlooked knitting certain patterns before because they called for circular needles, so learning to use these will certainly open up some doors for me.
Overall, what I’ve found is that once you get the hang of using them, using circular needles can be much more useful tools – as it turns out, there’s nothing you can do on straight needles that you can’t do on circular ones (at least that I’ve been able to find so far).
What is the best way to utilize stitch markers?
The first thing I learned was that there is more than one kind of stitch marker – circular and locking. Circular markers act like stitches on the needle, and need to be moved as you go along. Locking stitch markers can be removed and added to any stitch at any time. Kind of like circular vs straight needles, locking stitch markers can be used for anything circular ones can do, but not vice versa.
Stitch markers can be used for a number of things. One way that I think will be particularly helpful to me as I begin my journey with circular needles is using stitch markers to mark the end of a row on my circular needles when knitting in the round, as it’s often hard to tell where the circle begins and ends. While this was the most obvious use to me, I realized there’s lots of different ways to utilize these little tools. Stitch markers can also be used to remind yourself of pattern changes, to mark where you’ve dropped a stitch, to count rows or cast-on stitches, and many other things.
Here are a couple of the most useful blog posts I found on the topic (so far, it seems like knitting blogs will be my best friends throughout this learning process):
What are some useful resources to learn specific stitches?
For this question, I think the answer may come as I begin the actual knitting process. However, I foresee blogs and YouTube videos as being the most helpful resources. That being said, I am also a part of two knitting groups on Facebook that I am looking forward to utilizing more – whether it be asking for specific advice, asking about where to find the best resources, or simply sharing my progress!
Are different methods of blocking better for different projects?
This is another question that I will look into and address more in the future, as blocking occurs after a project is completed. I’m sure that more questions will pop up during the creation of my project, but I knew blocking was something I was already curious about as it’s a part of the knitting process that I’ve always overlooked. Once I decide on a project and complete it, I know this is a question I’ll be looking for an answer for.
I think nearly every teacher I’ve talked to has advised me on the benefits of using any existing resources I can find, rather than trying constantly to create everything from scratch. As new teachers, doing all we can to avoid burnout in those first years (and beyond) is key. And, after all, imitation is the highest form of flattery, right? Ironic, considering my last blog discussing copyright and fair dealing, among other things.
As an aid to myself, and anyone else who stumbles across this blog, I’ve started to collect a list of OER collections and OER-related resources that may be useful in the future:
Much of the content of this course so far has been fairly new for me. Despite growing up in a very digital generation, apart from social media, most technology and online tools are not things I generally gravitate towards. So, along with learning about these tools and platforms that are new to me, learning the best practices – and legal practices – that go along with this is equally as foreign and even more important.
Whether it be gathering proper consent or understanding copyright and fair dealing, I’m learning more and more that there is a lot going on behind the scenes that it is essential for teachers to know. As I delve into this, I also feel that a) some this should be top of mind for more than just teachers, and b) some of these conversations are ones I should have been having a long time ago.
Once we graduate high school, a common refrain seems to be “why didn’t we ever learn that!” I’ve said it myself in regard to taxes, financial planning and other practical subjects I wished I had been introduced to in the classroom during my teenage years – or earlier. While there may not always be the time or opportunity for teachers to inquire into all the legalities surrounding technology, FIPPA, and online activities, I believe there should at least be many more conversations around privacy and safety – ones that I at least was rarely having.
As technology and internet use becomes increasingly ubiquitous, these questions and considerations are only going to become more complicated, so I’m grateful I’m being prompted to look into this now – especially as I come into my new role in the education system.
The film Most Likely to Succeed offers a glimpse into an alternative model of public secondary education, one that does away with the traditional model of distinct subject areas, standardized curricula, and grading scales.
Across a few of my courses I’ve had discussions and readings regarding various aspects of this film: combining and blurring the lines between course subjects (check out the local example of the Institute for Global Solutions); the impact of technology on the working world, and the changes this may require of our education system (what do you think about the arguments in this New York Times article?); and the role of teaching soft skills in classrooms. These are conversations I’m very excited to be having. I watched a TEDTalk by Sir Ken Robinson last week (who also appeared in this documentary) where he spoke to the way he sees creativity being drilled out of our students as they go through the school system. High Tech High, the school shown in this film, is an example of a school that appears to be seeking to address this problem.
I watched this documentary at the end of a very long, tiring day. Whether it was that context or simply being so inspired, I’m not sure, but by the end of the film I was in tears. The passion, confidence, and pride shown by the students in the film exemplified what I would want to see out of my future students – a goal that is one of the reasons I’m pursuing this profession. By no means is the film – or High Tech High – perfect. However, it shows a much needed attempt to try and modernize our education system, with the consideration of what is best for both students and teachers at the centre of our focus.
Finally, with all this talk of technology and AI and the impact they have on our workforce landscape, I continue to go back to the following thought I came across a while back:
There’s a quote I can never remember the source: “How badly have we messed up society that robots are taking away our jobs and that’s a BAD thing?”
We often talk about education as a means to an end, the end being a job. Even this film, with its showcases of passion and personal growth in both students and teachers, has an overwhelming focus on preparing students for the job market.
I understand that that is a practical approach to take and benefits the students as we live in a society where having a way of making money is necessary. But I do wonder if a primarily capitalistic view of the purpose of our education system is also due for a rethink…
