Mentor and the Mentees!



inspired star wars GIF by Hyper RPG
Photo Credit: Giphy

Well the time has finally come to complete my final blog on mentoring this semester. This semester in EDTC 400 we got the opportunity to mentor 4 students from the EDTC 300 section. I was lucky enough to work with Sarah who was learning how to make Mennonite dishes, Lisa who was learning how to code, Debbie who was learning ASL with her family, and Olivia who was teaching her adorable dog new tricks. Throughout the semester I was able to provide resources, help to provide comments on their blogs, answer any questions that they might have had, and overall just provide support for them in their journey through EDTC 300. sarah


Overall I loved the process and I had four fantastic mentees and really loved gaining a different perspectives and a chance to get to build a professional and personal relationship with a group of students who I might have otherwise not  gotten the chance to ever communicate with! lilisa tw

maya rudolph encouragement GIF by The Grinder
Photo Credit: Giphy


While I’m not going to say this was a perfect semester or that there was not challenges with this process but overall it went very well. Some of the challenges came from myself. Finding time to read, support and comment could be challenging with other assignments, blogs and my own tweets but it just taught me to have better time management skills and I often posted these comments as I took breaks from my other homework and studying. I was challenged sometimes as I would read and tweet and just like it or retweet it without commenting as well as reading blogs and mentally commenting but not actually posting my comments (which I realized I did quite a bit). And then finally the challenge of some blogs maybe being a little late or not having a tweet to comment on but I would just have to encourage my mentees to keep posting or tweeting. sarah


What I loved and found rewardisarah twitterng of the process is that I was able to build four strong personal and professional relationships that I most likely wouldn’t have had if not for this process. It really helped in my building of my PLNol

What I learned about the potential of teaching an online class is that it is very important to have communication both ways. Sometimes you can feel as though you are just talking into cyberspace. I learned the importance of being very specific in comments because sometimes they can be confusing to just read and that providing examples is super helpful. Debbie

Overall what I learned about teaching through this process is that it is very important to provide lots of examples, a lot of support, and constructive feedback! It is very important to build these relationships with your students and be there to support them in their journey.

Overall I honestly loved the mentoring process this semester! I was a little nervous at the start of the semester and wasn’t sure how this process would go. Please check out a detailed list of all the mentoring I did throughout the course!


ESCI 302 Final Story

Trying to sum up all the learning, unlearning, readings, blogs, and all my thoughts into 5 minutes is a daunting task but I’m going to give it my best shot. This may be messy but messy in a good way. Entering ESCI 302 at the start of the semester I wasn’t sure what to expect and to be honest I didn’t think I would leave the class with more questions and thoughts than I had answers but that is what occurred. Honestly at first, I was a little anxious and stressed about this and while I haven’t come full circle to love this idea I have come around to see the importance and benefits of this style of teaching/learning.
What is Environmental education? What does the environment mean to me? Two big questions to start the class and to start our blog process that I had never thought too much about and two questions that I thought would be simple to answer. When first posed with these questions my initial thoughts were maybe reading about the outdoors and then being able to experience it firsthand and overall unplugging. Wow did my thoughts change. Little did I know and thanks to David Orr I learned from the quote:
“First, all education is environmental education.” (Orr, 12).
I never thought that environmental education could be beneficial and be incorporated into all subject areas. I sure learned through our Inquiry Planning with EE Philosophies that Environmental Education can be incorporated throughout all subjects. This really went with my unlearning with how I thought that Environmental Education needed its own specific class. I think that the one thing that really stood out to me was when we were working with the worms and how it could be incorporated into different subject areas such as how we discussed the idea of reproduction.
Looking back at our blogs I can see how my initial thoughts and impressions have changed and how I have learned or unlearned through this process.
Creative journal # 1: My first blog post I thought about what the environment meant to me. I described it as an escape and a way to unplug. And while this can be part of the environment it is so much more. It is full of resources and is almost like its, its own person. It is made up of everything and needs to be taken care of. I left asking myself constantly what the environment means to me and I don’t think ill ever have a clear answer.
“It is when the earth starts to wake up from her well-deserved rest and renews her gifts to the people.” (168, Kimmerer)
My thought on this quote was that the earth is always giving to the people and that the people need to give back to the earth as well.
Creative journal #2: My second blog post was about taking the leap. Of course, thinking about recycling. I thought “I always recycle, I’m totally helping the environment”. Of course, a big part of this class in unlearning. Through my unlearning I realized while recycling is good there is much more I can do and even improve on my recycling.I could recycle more things that I am not recycling or recycling things like plastic bags that can’t be recycled. I had mentioned in my blog that I wanted to help with the end of deforestation. Kacie had commented and asked how I planned to do that and my thought was that I always had wanted a cabin in the woods and now my thoughts are that is not a thing I really need and even when I go camping to be careful to not break any branches that are attached to the trees and not being wasteful of things that have been cut down.
“The woods are the same as countless springs before this one; the citizens of Maple Nation are staring to wake up,” (172)
This made me think that people are starting to realize that they can and need to do more in the context of working to stop climate change. We know that this is a huge process and needs everyone to work together to help change this. It made me realize that I cant control other people but can control what I do and how I can help it.
Creative journal #3: I had initially said that I thought that embodiment in the context of climate changed was to do with stillness but now I think that it more has to do with what our bodies do in the context of climate change. Through our Embodying eco-literacy project, I was able to start to think about my body felt and how I changed with our project. I started to walk more from parking farther away and overall started to feel better for getting more exercise while also not polluting the air as much. For our ways of knowing it means that we have to constantly be changing and learning and unlearning. Never being satisfied with where we are at and just constantly working to improve our planet.
Creative journal #4: Going to the water treatment plant made me learn how much work goes into making our water clean for us to drink and made me realize how many people don’t have the opportunity for clean water and made me really realize how privileged we are.
Creative journal #5: I discussed the experiences I have had with environmental education.
On page 34 of the reading Newberry wrote, “Wilderness and nature are often represented in dominant discourse as spaces of leisure, as places to unwind or, alternatively wind up for expedition.” What I like about the statement is that taking this class, I was able to unwind and relax on this class and just enjoy my surroundings. On page 35 of the reading Newberry wrote, “Because wilderness and nature are called into being by the meanings given them, are constituted by their own representations, they are human creations and thus subject to the whims and politics of human activity.” I think that this is a perfect way to express my thoughts this week. Many lakes have been created and destroyed by us polluting and destroying them and they are no longer safe to just drink out of.
Creative journal #6: My thoughts about this blog post was inquiry. Without knowing it inquiry was a theme that was used throughout the course. Every reading and discussion we had throughout the semester had us asking questions, reflecting, investigating, discussing, creating, and then going back through the cycle and bouncing around them.
The blogs and readings made me feel vulnerable but also allowed me to express my feelings and thoughts in a way that I saw them and interpreted them. This process also shattered my previous thoughts and ways that I saw the environment. It made me realize how unaware I was and made me realize how I didn’t really care before and now that’s all changed.
Awareness was a huge theme in the class for me. For me everything we discussed made me aware of my actions and my surroundings. Specifically, our embodying ecoliteracy project and being aware of ways I thought I was helping the environment in context of climate change to unlearning many things that I didn’t even realize I was doing that wasn’t good. For example, the number of lectures I printed off to just recycle them at the end of the semester.
Inquiry was another theme throughout which I didn’t realize. Constantly asking questions, reflecting creating and then back again was a huge part of the class with all the topics and readings.
My EE philosophy: With the EE philosophy I have started to come to embrace Genuine Friluftsliv is a “philosophical lifestyle based on experiences of freedom in nature and the spiritual connectedness with the landscape” (p. 78) This spoke to me in different ways I started to think of the Indigenous people and their ways of life and thought about the stillness we had practiced. It made me feel more connected to the land and connect in spiritual ways.
“In each encounter, I am pushed, perplexed, softened, hardened & dare I say decolonized,” (Ho, 9).
Decolonizing encounters: This goes back to our conversation about the benefits and advantages of building forts and how it can make us see how forts hold many stories and resources but then how they are also moving resources from their home. I think of our field trip to the Regina Indian Industrial School site. I thought of how this made me feel walking through the mud and how it was getting on my shoes but how children were buried without proper acknowledgement and how mud on my shoes really didn’t matter in the grand scheme of things. As well how when we were working in the soil with the worms we may have thought “eww gross” but should’ve been thinking interesting.
“Within different historical and cultural contexts, different voices have been calling for actions that might also need to be added to the twin goal of decolonization and reinhabitation,” (Ho, 8).


Gelter, H. (2000). Friluftsliv: The Scandinavian Philosophy of Outdoor Life. Canadian Journal of Environmental Education. 5(1), 77-92.

Ho, J. Traveling with a World of Complexity: Critical Pedagogy of Place and My Decolonizing Encounters.

Kimmerer, R. W. (2013). Braiding sweetgrass: indigenous wisdom, scientific knowledge, and the teachings of plants. Minneapolis, MN: Milkweed Editions.

Newbery, L. (2012). Canoe Pedagogy and Colonial History: Exploring contested spaces of outdoor environmental education. Canadian Journal of Environmental Education. 17, 30-45.

Orr, D.(2004), What is Education for? In Earth in Mind, pp. 7-15. Washington DC: First Island Press.

Rebeccaroneysblog, A. (n.d.). Posts about ESCI 302 on Rebecca Roney’s Blog. Retrieved April 14, 2018, from






Depending on Technology?

This week’s blog topic “We have become too dependent on technology and what we really need is to unplug”: agree or disagree?

This week the topic was an interesting one. We have often here about how it would be best to unplug and give up technology but is that really the best idea. Noah and Morgan debated this topic this week.

Lets start with the agree side and the first article “How much is too much? Technology in the Classroom“. It discusses the idea that “Why Johnny can’t add without a calculator”. This one is an interesting one to me being a math major. I was taught in elementary school to never use a calculator then in high school I always used a calculator but then in university calculators weren’t allowed in certain classes. This one is hard to me because while I think that students should be able to know the skills how to add but a calculator could beneficial as well.

Now looking at the disagree side and the first article Is Technology Good or Evil?  In this article is says “Technology can give you cancer, and technology can cure your cancer. So it’s not about whether technology is good or bad; it’s about what we decide to do with technology that matters.” This quote really stands out to me because just like everyone else in our lives there are benefits and disadvantages to it.

The next article How Technology Has Helped or Bettered Our Society? one of the ones that stood out to me was “Education
With the new technology of eLearning, student now actually can have visible reasons for everything that exists in the world.” Without technology we wouldn’t be taking this class.

Now I think that unplugging can be beneficial for a short time or a break but I don’t think it is a long term solution. Much like Brooklynn said unplugging is a Band-Aid fix. Technology is not going anywhere and it would be difficult to try to navigate society without it.

Summary of Learning

Well the time has finally come that the end of the semester and it is time to post my summary of learning. While it is extremely difficult to summarize an entire semester in 5-7 minutes I sure gave it my best shot! I hope you all enjoy my summary of learning!

Check out the site where I found all the gifs for my video! As well all the places I found the pictures used in my video!

  1. The great debate
  2. Mini lesson
  3. Digital literacy
  4. Digital literacy
  5. Mentoring
  6. Twitter
  7. WordPress
  8. PLN
  9. Disagree debate

CJ #6: Inquiry-Based Interdisciplinary Learning

Prompt: What does inquiry-based, interdisciplinary learning offer to environmental education intentions? How have you engaged in meaningful inquiry cycles?

inquiryThe first thing that I think inquiry-based, interdisciplinary learning offers to environmental education intentions is our bold statement of “All education is environmental education.” Having inquiry-based, interdisciplinary learning can help to incorporate the environment into all subject areas. Inquiry-based learning, interdisciplinary learning can help get students thinking about how environmental education can be incorporated into different subjects. For example if you were learning about weather in a science class you could take your students outside to observe the weather. That would then incorporate the science curriculum and environmental education.

I have engaged in meaningful inquiry cycles different time, sometimes without even knowing. Our Embodying Eco-literacy Projects were the place that I most recently used inquiry cycles in a meaningful way. Using the inquiry cycle I was able to ask myself the important questions and the questions of how I wanted to embody climate change and move through the cycle as to how I could change my questions or how I could change my own actions to embody climate change. In a lot of ways we use inquiry cycles more than we think and often we use it on a daily basis. In a lot of ways anytime I write a blog post, reflection piece, or work on a group project I use an inquiry cycle. Most of the times I end up using the inquiry cycle when I create a blog or a reflection post. I always start out by asking questions and then going through the cycle. No matter what situation whether it is in a school project or just day to day life you go through some sort of inquiry cycle. We know that there is many different ways of inquiry cycles and many ways we can go through then and some people may even go through them more than one.



Social Media and our Childhood

The good ole conversation of social media. Both Shantel and Cassidy did a fantastic job with this week’s debate! This weeks debate topic of “Social media is ruining childhood” was an interesting one to me. Growing up I never had social media and I still don’t really use social media. The only source of social media I use is my twitter account. I’m not against social media but since I never grew up with it I never saw the need for it. Like most of my classmates, I do think social media had many good things to offer. Looking at how we use Twitter for EDTC classes I love the collaboration and support that is offered. I do believe that social media is not all sunshine and rainbows though. I think that there can be a lot of problems when it comes to social media. I think we have seen how social media can be a really bad thing.

Photo Resource 



Social media on Smartphone
Social media concept with speech bubbles on smartphone


I think the one main way that social media is “ruining” childhood from the first article “Is Social Media Ruining Childhood?” is the mention of cyberbullying. We of course know the stories that have played out largely in the media about cyberbullying. The Amanda Todd story, the TedTalk by Monica Lewinsky, and the Tyler Clementi story are all examples as to how cyberbullying can happen through social media. The article also mentions how what people post can affect them the rest of their lives if it is negative. A statement made in this article is “At such a young age, children do not understand the repercussions of their actions on social media, creating a ‘digital footprint’ which is hard to erase and can come back to haunt them.” There is also the mention of FOMO (fear of missing out).


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Now for the disagree side. The article “Positive Effects Of Social Media On The Youth” discussed the way for students to make friends. It helps to build relationships and can be helpful for communication as well as things such as jobs and work. It allows us to communicate with people who we may not be in the same location as to make things easier.


I do not think that social media on its own is ruining childhood. I don’t even think social media is ruining our childhood. I think that through the right education social media can be a great resource and can really benefit our society. Much like all our past topics, technology itself doesn’t make people do specific things. To make social media as a benefit it is important for us to help our students to learn about the benefits and dangers and teach students how to use social media to their advantage.




Is technology an Equitable Force?


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With this weeks topic of “Technology is a force for equity in society” we listened to two fantastic debated by Robbi and Doug. Both debates were done very well and really made me think. This week I again thought I had my mind made up and I think I left without a true answer to which side I’m on. I of course voted for one but the more I think about it I again go back to the thoughts of whether it is technology they is creating equity in society or if its how its used.

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Beginning with the agree side of the debate Robbi had provided very helpful resources. The first one “How technology can boost equity in education”  provided one example pf how technology is starting tp deliver more classes through video conferencing. This one is pretty obvious to me as how technology is creating equity in society. Just thinking about this class and how it allows students who don’t live in Regina or who work during the day to be able to take classes without having to travel or leave their home. Robbi mentioned her own experience with working in a small town and small school and her own experience with her students and online classes. Not having certain classed offered allows her students to take online classes to be given the same opportunity as students from bigger schools and cities.

Now with Doug’s side of the debate and disagreeing that technology is a force for equity

digital equity
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in society this was initially the side where I believed that I was going to agree with. Now of course this side of the deabte can go back to our initial conversations of whether it is truly the technology or if it is how the technology is used. The first article I looked at was Educational technology isn’t leveling the playing field. One thing that stood out to me in this article was the statement “While technology has often been hailed as the great equalizer of educational opportunity, a growing body of evidence indicates that in many cases, tech is actually having the opposite effect.” We have often talked about the fact that not every student has the same opportunity and resources. It comes back to what we were talking about when there were many laptops that were dropped off to countries the kids who didnt know how to use them but it was thought it would better their lives. The other article that was posted was Lack of Rural Broadband Access Creating Divide Among Canadians. This article disscueed that many communities may not be abke to support the technoloy. One statement that stood out to me was, “Many of the province’s tiny fishing villages don’t have access to broadband internet, stuck with the dial-up internet most Canadians left in the last millennium.” By not having the ability to support the technology it is hard to think that technology is helping to make force for equity.


Overall this debate was really well done and really got me thinking! Great work to both Robbi and Doug!