Vol. 15, Issue 1 - Innovating the Classroom by Hey, Teach! Magazine

HEY, TEACH! THE VICTORIA COLLEGE EDUCATION M AGAZINE

VOL. 15, ISSUE 1 ? FALL 2023

WITH THE RISE of discussions surrounding ChatGPT and the increasing prominence of technology in education, this issue of Hey, Teach! brings to light different perspectives on innovation in the education landscape. Innovation encapsulates not only the changing role of technology in the classroom but also of new ideas, methods of practice, and theories. Through this issue, we seek to expand and diversify the dialogue on innovation by giving students the opportunity to reflect on new designs in the education landscape. This issue combines student and educator voices to create an open conversation on the role of innovation in fostering more equitable and inclusive learning.

LETTER FROM THE

EDITORS

In the early stages of devising the theme for Vol. 15 of Hey, Teach!, we were aware of a previous issue on innovation, so we wanted to reiterate and reinvent the theme for this year to see how much has changed since then. ?Innovating the Classroom? explores the role of change, technology, and its impact on students and educators. We hope to put forward an issue that addresses current experiences in education and its intersections with equity, diversity, and inclusion (EDI), as well as technology. This issue opens with a creative short comic from Vincent Quach titled ?Why NOT Justify AI??, which explores the advantages and disadvantages of incorporating AI in the classroom through beautiful illustrations and witty dialogue. Other articles range from reflections on gamification in the classroom to decentralizing whiteness and classism and more. Additionally, in an effort to engage more with UofT student voices, we combined responses to a single prompt on innovation in our interactive spreads, compiled by our First-Year Representatives Erica Chong and Charlize Marshall. Our features writer, Leen Al-Utaibi, also offers a personal reflection on the mindset of a student in the education system in her piece, ?One System Fits All.?

Kelly Liu & Zhehui Cecilia Xie Co-Editorsin Chief

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XI E

ZHE HUI CEC I LI A

Happy Reading!

KE LLY LI U

We would like to extend our gratitude to everyone involved in creating ?Innovating the Classroom: Integrating New Designs in the Education Landscape?. To our amazing and talented contributors, thank you so much for sharing your wonderful insights, stories, and research. Your contributions are innovative and important. To our lovely faculty advisor Professor Julia Forgie, thank you for your unwavering support and guidance. A huge thank you also goes out to our Editing Team, Productions Team, Events Coordinator, First-Year Representatives, Features Writer, and Social Media Representatives! We could not have done this without all of your hard work and dedication. Thank you for your care and creativity in making this issue come to life. To our readers, thank you for picking up or virtually flipping through our magazine. We are so grateful for your support.

Edit or s in Chief Kelly Liu Zhehui Cecilia Xie Edit or in Chief Ment ees Sydney Pacheco Nina Dawicki Event s Coor dinat or Alex Teschow Senior Pr oduct ions Manager s Hannah Kim-Cragg Angelica Hu Associat e Pr oduct ions Manager s Lina Yan Annika Nilsson Senior Edit or s Yona Anderson Yiannie Lin Feat ur es Wr it er Leen Al-Utaibi Social Media Coor dinat or s Ga Vin Park Irene Hwang Fir st Year Repr esent at ives Erica Chong Charlize Marshall Ben Gauntley Tobi Oyedele Junior Edit or s William Kilbride Janice Yong Dorothy Lok Kiarash Sotoudeh Saahil Thukral Arianne Rodriguez Feng Qing Yang Mahee Roy Tamara Doiny Udanya Singhabahu Iman Hussain Austin Hewu Hei Nok Charlotte Choy Cindy Li Amaan Baweja Faith Dizon Junior Pr oduct ions Ren Minamisono Brisa Liu Asya Dogruer Aya Chahrour

TABLEof CONTENTS 1?2

Let t er fr om t he Edit or s and Table of Cont ent s

3?6

Meet Your Cont r ibut or s

7-10

Why NOT Just ify AI? ? A shor t comic on AI and educat ion Vincent Quach

11-14

The Fut ur e of Educat ion: Int egr at ing Chat GPT in t he Classr oom Mecca Hussain

15-18

The Role of Ar t ificial Int elligence (AI) in Lear ning Dellannia Segreti

19-22

The Int er sect ions of Technology and Pedagogy: Gamificat ion of Poet r y in a Gr ade 4/ 5 Classr oom Samia Ahmed-Islam

23-24

Accessing t he Classr oom Connor McCauley & Amanda Kelessi

25-28

Definit ions of Innovat ion in Educat ion Rachel Tan

29-30

Balancing Tr adit ion and Tr ansfor mat ion: Char t ing t he Cour se for Educat ional Innovat ion Santhiya Kuganeswaran

31-34

Tr ansfor mat ions in Educat ion: Cont r ast ing t he educat ion t hen and now Sophia Leung

35-38

Addr essing Inequalit y in Pr esent -Day Educat ion Syst ems Udanya Singhabahu

39-42

Decent r alizing Whit eness and Classism in TDSB?s Specialized Ar t s Educat ion Lisa Doan

43-46

Lear ning t hr ough Loving: My Exper ience at Summer br idge Cedric Pak

47-50

Feat ur es Piece: One Syst em Fit s All Leen Al -Utaibi

41-54

Int er act ive Spr eads Erica Chong & Charlize Marshall

55-58

Final Thought s fr om t he Execut ive Team

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MEET OUR CONTRIBU What is your fav our it e st udy spot on campus? Sant hiya Kuganeswar an My favourite study spot on campus is E. J, Pratt Library. I would describe it as tranquil, comfortable, and spacious.

Sophia Leung I like going to Gerstein Library. It is pretty, tranquil, spacious.

Rachel Tan Kelly Library: quiet, convenient, Starbucks :)

Samia Ahmed-Islam Nexus Lounge - quiet, stunning view. Sometimes closed :(

Vincent Quach My go-to study spot is just a Robarts reading room. Quiet, ventilated and temperate.

Udanya Singhabahu I really love studying at the CIRHR library, it?s very comfortable, intimate, and quiet.

Lisa Doan The Commuter Lounge at Goldring Student Centre! Versatile, small, and cozy.

Mecca Hussein My favourite study spot on campus is definitely Robarts Commons. I love the variety of seating options, high number of charging outlets, and all of the natural light that comes in through the windows. For those reasons, I would describe the space as comfortable, convenient, and well-lit.

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UTORS ! What do you l iket o do in your spar et ime? Sant hiya Kuganeswar an I enjoy reading, listening to music, and volunteering with elementary school classrooms in my spare time!

Sophia Leung In my spare time, I have a diverse range of interests and hobbies. I find joy in drawing, indulging in dramas, and watching various videos on YouTube. Additionally, I enjoy learning new languages or revisiting those I've studied in the past. And if I have the necessary tools, I also love baking and crafting! When I step outside, I visit art galleries and explore different areas of the city or try out new food joints with my friends!

Rachel Tan Sports! (Badminton, horse riding, workout in gym); Tutoring children and being a listener to their excitement and concern in life!; Learning languages!; Reading about mental health and psychology-related books.

Samia Ahmed-Islam I love reading, cooking and spending time with my toddlers!

Vincent Quach I enjoy learning new hobbies! But mostly drawing anime stuff and mailing letters to my friends near and abroad.

Udanya Singhabahu I love to read books in my spare time as well as listen to music, hang out with my dog and my go out with friends!

Connor McCauley In my spare time I like to book a squash court at the Athletic Centre on campus and hit the ball around with my pal Luke.

Lisa Doan I like to explore various parts of Toronto and play Pokémon on my 3DS.

Mecca Hussein I enjoy reading (as most English students do!), watching and rewatching films, and listening to music! If I'm not doing one of those three things, I can most likely be found taking a walk around my neighbourhood or visiting local parks to immerse myself in nature.

Dellania Segr et i I love to travel.

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What is your favour it ef ood t r uck on St Geor geSt r eet ?

Vincent Quach I've actually never tried anything, so I'd love to see what others write here! Samia Ahmed-Islam I only tried one food truck on St. George and it wasn?t very good! :) Sophia Leung I haven't really tried any food trucks before! But people said they are pretty nice! I would defintely try it out some day! (Contact us at @heyteachmagazine to share YOUR food truck recommendations~!)

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Sant hiya Kuganeswar an My favourite lecture hall at UofT is the Bahen Centre for Information Technology because of its spaciousness and modernity. I love having classes there since the environment is so welcoming and comfortable, with plenty of seating for my intervals between classes.

Sophia Leung I didn't have the chance to attend lectures in a lot lecture halls. But so far, I would say medical science building (MS3154 or MS3153). Reason(s): well-lit, seats are realitively comfortable, there are tables that gives you enough space to write, there are 3 monitors in total so that people seating in different parts of the classroom can see what professor is projecting on screen, the size of the lecture hall is perfect -- not too big or small, etc!!!

Vincent Quach My favourite lecture hall is anything in Bahen. It's clean, modern and has functioning AC.

What is your favour it el ect ur ehal l at Uof T?

Udanya Singhabahu My favourite lecture hall is the Isabel Bader Theatre at Victoria University! I love this lecture hall for its vintage look and grand atmosphere. It also helps that one of my favourite electives was held here during my first year :)

Samia Ahmed-Islam Isabel Bader Theatre!

Connor McCauley At JICS we don't have lecture halls but instead have smaller rooms where lectures take place. It is ideal when you can grab a chair with arm rests and a flexible back. True comfort.

Lisa Doan Any lecture hall that's left-handed friendly and spaced out does well for me..

Cedr ic Pak Isabel Bader Theatre. You may fall asleep during lecture, but at least their chairs make for a comfy nap.

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Vincent Quach Fourth Year English Major Math and Education & Society Minor

icons by juicy_fish on Freepik

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The Future of Education: Integrating ChatGPT in the Classroom Mecca Hussein

Fourth Year English Specialist Education & Society and BPMH Minor

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LOVE IT OR HATE IT, CHATGPT IS HERE TO STAY. This powerful AI-driven chatbot has been making waves across various industries, and its presence in the classroom is no exception. As educators and students navigate the ever-evolving landscape of technology in education, the question arises: is ChatGPT enhancing the classroom experience, or is it on the verge of replacing traditional teaching and learning methods? To answer this, we must examine the potential benefits and drawbacks of integrating ChatGPT into the educational environment. ChatGPT offers several advantages when used as an enhancement tool in the classroom. One of its most prominent benefits is its ability to provide instant access to information. With ChatGPT, students can ask questions and receive answers in real-time, eliminating the need to wait for a teacher?s response or spend time searching for information manually. This immediacy can enhance the learning process, allowing students to grasp concepts more quickly and efficiently. Moreover, ChatGPT can serve as an invaluable resource for personalized learning. It can adapt to individual student needs, providing tailored explanations, practice problems, and feedback. This level of personalization is often

difficult for a single teacher to achieve in a classroom filled with diverse learners. ChatGPT can also provide additional support to students with learning disabilities, ensuring that every student has access to the assistance they require.

Put t ing Chat GPT t o t he t est Let us imagine a middle school student reading the paragraph above and having difficulty understanding it. The student could go into ChatGPT, paste the paragraph in the message bar, and request the following: ?explain this paragraph to a middle school student.? Here is ChatGPT?s response to that prompt:

Sure! Let's break down this paragraph into simpler terms for a middle school student: "ChatGPT is like a smart computer program that can be really helpful for students who are learning. It's kind of like having a virtual tutor. This program can change and adapt to each student, so it can explain things in a way that makes sense to them, give them practice questions, and tell them how they're doing. This is something that can be hard for a single teacher in a big classroom because everyone learns differently. Also, ChatGPT can be extra helpful for students who might have some trouble learning because of a disability. It makes sure that all students, no matter their abilities, can get the help they need."

As demonstrated, the language is instantly changed to be more accessible to a middle school student. Furthermore, the prompt can be tweaked any number of ways to produce the outcome the student is looking for, proving its value as a personalized learning tool. The ability to create quick and tailored responses for students might help address the concerning literacy statistics reported by the Ontario Human Rights Commission, which drew on EQAO (Education Quality Accountability Office) data from 2019. Results showed that a substantial percentage of Grade 3 students (approximately 25%) and Grade 6 students (approximately 20%) were falling below provincial standards in reading and writing. Moreover, among students with special education needs, a significant 53% of Grade 3 students and 47% of Grade 6 students were struggling to meet the provincial writing standard. These disparities were specifically present amongst boys, black students, those from low-income households, as well as First Nations, Métis, and Inuit students who face challenges in achieving desired reading and writing proficiency levels. Given these percentages, personalized learning solutions such as ChatGPT can be a vital resource to help individual students bridge these gaps and improve their literacy skills effectively. ChatGPT is not only helpful for students, but also teachers. With the right prompts, ChatGPT can create lesson plans, generate assignments, provide feedback on students? writing, and much more. In doing so, it might reduce some of the teacher?s workload, allowing them to allocate more time and energy into engaging with students and offering a higher quality of instruction.

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Limit at ions However, while ChatGPT has the potential to enhance the classroom experience, it is crucial to recognize its limitations and potential drawbacks. One significant concern is the risk of over-reliance on technology. If ChatGPT becomes the primary source of information and guidance in the classroom, there is a risk that students may not develop essential critical thinking and problem-solving skills. They might become dependent on the chatbot for answers without fully understanding the underlying concepts. Considering the already concerning literacy statistics for Ontario students in grades 3 and 6, ChatGPT and other artificial intelligence software that are able to write students? homework and assignments for them might do more harm than good. A potential way to prevent this in the classroom could be for educators to more explicitly promote transparency when using ChatGPT and other artificial intelligence software. For instance, asking students to cite the chatbot and provide the prompts they used may help educators encourage students to collaborate with the software rather than use it irresponsibly.

Another challenge is the potential for misinformation, which can be a simple error at best and a perpetuation of problematic rhetoric at worst. ChatGPT generates responses based on patterns in the data it has been trained on, which means it can provide incorrect or biased information. An extreme example of the kind of prejudice that can be reproduced by that chatbot comes from December of 2022, when reporter Sam Biddle asked ChatGPT to evaluate ?which air travellers present a security risk? (Biddle 2022). The prompt led ChatGPT to recommend a ?risk score? determined by the traveler?s background, and labelled countries such as Syria, Afghanistan, Iraq, and Yemen as places that would ?increase the risk score? as each is ?a country that is known to produce terrorists? (Biddle 2022). These responses illustrate a critical concern for artificial intelligence like ChatGPT, since, in the words of data feminists Catherine D?Ignazio & Lauren F. Klein, ?data are not neutral or objective. They are products of unequal social relations, and this context is essential for conducting accurate, ethical analysis? (Data Feminism, 22). Consequently, educators and students must be vigilant not only in verifying the accuracy of information provided by ChatGPT, but also in considering who that information comes from. Privacy and data security are also significant concerns. When students interact with ChatGPT, their data and interactions are often stored and analyzed, with no clear answer as to how much of the information they provide is extracted and potentially viewed by others. Protecting students? privacy and ensuring the security of their information is of paramount importance, and so it is crucial for teachers and students to be mindful of the data they choose to share.

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Conclusion In a nutshell, ChatGPT's presence in the classroom brings both advantages and challenges. It can be a great tool when used alongside traditional teaching methods, offering students quick access to information, personalized learning, and teacher support. However, it's important not to rely too heavily on AI, ensure the information it provides is accurate, address privacy concerns, and maintain the human touch in education. How well ChatGPT works in the classroom will depend on how we integrate it into the education system, finding the right balance between enhancing traditional teaching and replacing it. Whether you?re a fan or not, ChatGPT is here to stay, however its crucial that its role in education should be carefully thought out and implemented.

Refer ences

Biddle, S. The Internet's New Favorite AI Proposes Torturing Iranians and Surveilling Mosques. The Intercept. https:/ / theintercept.com/ 2022/ 12/ 08/ openai-chatgpt-ai-bias-ethics/ D'Ignazio, C., & Klein, L. 2020. Data Feminism, pp. 22. MIT Press. How Ontario Students are Performing. N.d. OntarioHuman RightsCommision (OHRC). https:/ / www.ohrc.on.ca/ en/ right-to-read -inquiry-report/ how-ontario-students-areperforming.

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THE ROLE OF

ARTI FI CI AL I NTELLI GENCE

Del l anni a Segr et i Sec ond Year MA- CSE Pr ogr am

ARTIFICIAL INTELLIGENCE, ALSO KNOWN AS AI, took the world by storm when ChatGPT?s latest iteration became widely accessible in early 2023 (Marr, 2023). Like various forms of technology, young generations were quick to welcome AI in their lives, especially since the release of ChatGPT?s third iteration in November of 2022 (Marr, 2023). Like other technologies, AI should be incorporated at all levels as a 21st-century technology that students utilize and learn about within the classroom. The education system is often hesitant to bring new technological innovations into the classroom. A range of hesitation was present for technological advancements such as the calculator, online translators (Urlaub & Dessein, 2022), and texting (Carrington, 2005). In using texting as a case study, Carrington addresses the tensions that are present with new technologies and new literacies as young generations continue to bring new technologies into the classroom. Carrington shares that when texting first emerged, the discourse linked texting to declining standards, poor academic achievement, and social breakdown. He concludes that texting is an emergent form of text that has explicit skills, social practices and knowledge associated with it (2005). Carrington?s insight regarding multi-modal genres and how pre-existing print-centric forms of text are socially and economically valued, suggests that there are a range of new technologies and new economic and political contexts that are ushering in new texts, social practices, and accompanying literacies.

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I N LEARNI NG

Yu (2023) claims that technologies, like ChatGPT, should be banned by academia because it diminishes human thinking and judgement abilities. Schiff (2021) outlines that as of 2021, more than 30 countries around the world released national AI policy strategies, with AI in education being largely absent. The current dialogue surrounding AI in education is largely split, with many advocating for its inclusion, while others continue to leave AI and education separate. However, it is important that new technologies are seen as ways to motivate and push educators to modernize and improve teaching and learning experiences. As Walsh (2017) stated, it is becoming increasingly important that students have a robust repertoire of both print and digital literacy practices for their future workplace and life, as the traditional view of literacy has and will continue to change. It is also important to understand how welcoming new technologies into the classroom is also a way to welcome student voices and lived realities. Block (2016) highlights the importance of not ignoring students' realities by emphasizing the role classrooms can play in encouraging real-world work and thinking. An article published in the The Sydney Morning Herald (2018) outlines that new technologies in the classroom offer exciting opportunities for students to make connections with the outside world and make space for active learners. AI has shaped the way we communicate and make meaning in the 21st

century, and in welcoming and utilizing AI in the classroom, learners are prepared to interact and potentially develop AI technologies of the future (Ottenbreit-Leftwich et al, 2022a). Multiliteracies education is a gateway for educators to introduce AI to their students. The New London Group (1996) defined multiliteracies to be the connection between the changing social environment and a new approach to literacy pedagogies. As outlined by Jan, Jeon, and Jung there is a need to develop a variety of effective educational programs on the topic of AI. Jan and colleagues outline that students of all ages need to solve various issues using AI and varied learning materials, as within recent years there have been great movements in technology and research development in the field of AI. Various sectors in society are putting forth initiatives to build or employ AI, and education should be no exception (2022). AI education curricula need to be meaningful for students, with lessons being accessible for teachers to feel confident about the materials that they teach (Ottenbreit-Leftwich, 2022b). Students can engage with AI in the classroom to achieve AI literacy with AI curriculum ideally focusing on competencies such as AI Knowledge, AI Skills, AI Attitude (Kim et al., 2021), and AI Ethics (Ottenbreit-Leftwich, 2022a).

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Kim and colleagues define AI Literacy to include knowledge, skill, and literacy. The skill component of AI Literacy includes using AI tools, as well as computational thinking and programming The final component of AI Literacy is Attitude, where students should explore the social impact and be invited to collaborate with AI (2023). Importantly, Ottenbreit-Leftwich expanded on these three components of AI Literacy and added a fourth, AI Ethics. AI Ethics encourages teachers to have conversations with students to build on their ideas of the positive and negative impacts of AI, while also getting students involved in discussions that explore the more nuanced ethical uses (2022b).

To further the positive benefits of AI technologies, organizations are currently looking into how AI can be used to support students, by, for example, utilizing AI to create accessible and effective tutor bots. Khan Academy, a non-profit organization that aims to provide free and accessible education for all, is currently developing ?World-class AI for education? to serve as a tutor for learners and an assistant for teachers (Khan Academy, 2023).

The educator community is also currently dabbling with AI and how it can be used. One article written by Matthew Fulford (2023) reflects on how AI has prompted educators to change how they teach and grade writing. They outline that AI use mustn't be treated as plagiarism but instead work to alter the projects used in class (Fulford, 2023). Educators around the globe who chose to welcome AI into their classrooms will be dabbling with the purpose of their current assessment practices and how AI can be used, not as a cheating device, but as a tool that students can use.

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Students can use AI to bolster or hinder their learning, and ultimately, in keeping student learning engaging and meaningful, AI can be a tool that encourages lifelong success. Educators who choose to ignore AI only make space for unwarranted use, which could be a detriment to student learning. Indeed, future technological advancements should also be welcomed in the classroom and continue to be seen as a learning opportunity for both educators and students alike.

Refer ences Block, J. (2016). Our Student?Reality: We Can?t Ignore It: By making classrooms places wherereal-world work and thinking happen, we encourage inquiry, conversation, and conflict in hopes of creating something better for our students. Edutopia. https:/ / www.edutopia.org/ blog/ we-cant-ignore-students-reality-joshua-block Carrington, V. (2005). Txting: the end of civilization (again)? Cambridge Journal of Education, 35(2), 161?175. https:/ / doi.org/ 10.1080/ 03057640500146799 Cambridge, M. (2017). New research reveals deep confusion about Artificial Intelligence: Global consumer study shows hesitancy to use AI technology even though most unwittingly already are. PEGA. https:/ / www.pega.com/ about/ news/ press-releases/ new-research-reveals-deep-confusion-about-artificial-intell igence Fulford, M. (2023). In the AI age, it?s time to change how we teach and grade writing: If we continue to treat the use of AI as plagiarism, we?re doomed to fail. Here?s what we should be doing instead. Chalkbeat Colorado. https:/ / co.chalkbeat.org/ 2023/ 8/ 4/ 23820783/ ai-chat-gpt-teaching-writing-grading?fbclid=IwAR2IuQa23f0M6dx mfay5nB_DlQgrJfMfPmm9hMbrWYVMW3WKAaruL3XrNKE Jang, J., Jeon, J., & Jung, S. K. (2022). Development of STEM-Based AI Education Program for Sustainable Improvement of Elementary Learners. Sustainability, 14(22), 15178. https:/ / doi.org/ 10.3390/ su142215178 Khan Academy. (2023). Khanmigo Education AI Guide. Khan Academy. https:/ / www.khanacademy.org/ khan-labs Kim, S., Jang, Y., Kim, W., Choi, S., Jung, H., Kim, S., & Kim, H. (2021). Why and What to Teach: AI Curriculum for Elementary School. The Thirty-Fifth AAAI Conference on Artificial Intelligence. https:/ / ojs.aaai.org/ index.php/ AAAI/ article/ download/ 17833/ 17638 Marr, B. (2023). A Short History of ChatGPT: How We Got To Where We Are Today. Forbes. https:/ / www.forbes.com/ sites/ bernardmarr/ 2023/ 05/ 19/ a-short-history-of-chatgpt-how-we-got-to-where-we -are-today/ ?sh=232f61ba674f New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66(1), 60?92. Ottenbreit-Leftwich, A., Glazewski, K., Jeon, M., Hmelo-Silver, C., Mott, B., Lee, S., & Lester, J. (2023a) Lessons Learned for AI Education with Elementary Students and Teachers. Int J Artif Intell Educ 33, 267?289. https:/ / doi.org/ 10.1007/ s40593-022-00304-3 Ottenbreit-Leftwich, A., Glazewski, K., Jeon, M., Hmelo-Silver, C., Mott, B., Lee, S., & Lester, J. (2023b) How do Elementary StudentsConceptualize Artificial Intelligence?. Proceedingsof the 52nd ACM Technical Symposium on Computer Science Education. https:/ / doi.org/ 10.1145/ 3408877.3439642 Schiff, D. (2021) Out of the laboratory and into the classroom: the future of artificial i ntelligence in education. AI & Soc, 331?348 (36). https:/ / doi.org/ 10.1007/ s00146-020-01033-8 The importance of connecting classrooms to the real world. (2018). The Sydney Morning Herald. Urlaub, P., & Dessein, E. (2022). From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education. L2 Journal, 14(1). http:/ / dx.doi.org/ 10.5070/ L214151790 Walsh, M. (2017). Multiliteracies, Multimodality, New Literacies and ? . What Do These Mean for Literacy Education? In Inclusive Principlesand Practicesin Literacy Education (Vol. 11, pp. 19?33). Emerald Publishing

Limited.

Yu H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiersin Psychology, 14, 1181712. https:/ / doi.org/ 10.3389/ fpsyg.2023.1181712

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The I nt er sect i ons of Technol ogy and Pedagogy : Gami f i cat i on of Poet r y i n a Gr ade 4/ 5 Cl assr oom

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THIS ISSUE'S FOCUS on technology, and the component of game-based learning, spoke to me on many levels. There are so many new forays into educational research and the plethora of studies that support gamification. My interest in this topic stems from a recent placement in an elementary school that sorely lacked technological advances in the classroom setting, which in hindsight, I realize hindered the learning experiences of these students. I was tasked with providing the only source of language curriculum for the few weeks that I would be a guest in the classroom, a feat that was daunting, to say the least. I watched as my students struggled to engage with the concepts I was trying to teach, and failed to find any motivation in my activities. I had a revelation of sorts, standing in that grade 4/ 5 classroom; I realized that to gain the respect, trust, and attention of my students, I would need to teach them in ways that they are able to learn from. I am not speaking of the theories of learning styles or adhering to visual learners, although I respect and believe in the efficacy of these theories. I am speaking of incorporating fun and engaging technology into lessons and allowing the gamification of classwork. I am speaking of improved instructional design to not only engage but excite our students in ways that have not been seen in classrooms before. Perhaps most of all, I am speaking of finding the unique intersections between technology, pedagogy, and the Ontario curriculum to allow meaningful access points for all students, even those who require accommodations. Before I could decide on which platform to use for my grade 4/ 5 class, I first needed to establish the results I wanted to accomplish. I needed to pinpoint my own theory of learning and

how this relates to my students. For myself, I understand learning to be synonymous with the acquisition of new knowledge, developing new experiences, and generally broadening my horizons. From the perspective of my students, however, learning is heavily dependent on the age/ grade level and the subject. For my grade 4 class, learning could simply mean memorizing the four times table or getting the punctuation correct at the end of a long sentence. What was I trying to teach my students, and what platform could best achieve this goal? With my task being the grade 4 Ontario language curriculum and in particular, the poetry strands in language, I made my first forays into developing interactive, gamified lessons, leading to astounding success

. I should mention that one of the best platforms to find cutting edge theories and entry points into the pedagogical uses of technology is the International Society for Technology in Education (ISTE). I have found this resource to be of immense use over the past year and continue to access it. The sheer number of videos and other pedagogical resources available is astounding. It is through ISTE that I discovered technology can and must play a huge role in teaching and learning in modern classrooms. I can safely attest to this fact, having seen it firsthand. I wanted my students to be excited about and want to learn about poetry, rather than regurgitate meaningless definitions and phrases that I taught them. With this goal in mind, I tried several different games and platforms before settling on Gimkit.

References Heredia, S. C., & Tan, E. (2021). Teaching & learning in makerspaces: Equipping teachers to become justice-oriented maker-educators. The Journal of Educational Research, 114(2), 171?182. https:/ / doi.org/ 10.1080/ 00220671.2020.1860871 Fingal, J. (2022, October 27). How curiosity, creativity and Student Agency unlock student learning. ISTE. https:/ / www.iste.org/ explore/ education-leadership-0 International Society for Technology in Education. (2023). ISTE standards: Students. ISTE. https:/ / www.iste.org/ standards/ iste-standards-for-students

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Gimkit is a game platform that allows students to learn from peers and contribute to their learning as they co-construct knowledge, meaning, and content. It fosters collaboration and digital literacy, while also allowing the educator to keep a keen eye on the results and tailor the games to their exacting needs. What more could I ask for? For each game, students select and use appropriate digital tools to collaborate, communicate, create, innovate, and solve problems. This platform is dynamic in that it allows for assessment as learning, in addition to of learning. Students demonstrate learning as they are interacting with the technology. A facilitator (such as myself) can easily triangulate evidence of learning by observing students as they play the game, make literary connections and applications through competitions, create alliances, and more. Assessment of learning can be done via required reflections, or simply put, write-ups that are submitted post-game for evaluation purposes. These reflections allow students to develop ideas by consolidating their results and their overall learning experience both through and from the game.

. . . I s t r i v e t o c r e a t e ? ma k i n g ? oppor t uni t i es f or my s t udent s s i nc e t hes e ar e t he ex per i enc es s t u d e n t s l e a r n b e s t f r o m.

I don?t particularly enjoy putting my students through formal assessments, especially when this information can be assessed through other means. I was delighted to find that I could tailor the games on this platform to activate students? background knowledge of basic poetry types, terms, and other relevant information they learned during previous lessons. Students were encouraged to assess their own learning by improving their results each time they played. I have discovered a love for incorporating technology into my language lessons. The Gimkit platform was wonderful, and I recommend it for all

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educators to use. It is fun and engaging, and all my students that used it have enjoyed it. Many commented that they had never learned so much about poetry. I plan to use this platform again in my next practicum as well as for my own future classroom. I was able to incite excitement about learning poetry among students without them realizing that they were learning what they previously called ?boring?. I have since learned to appreciate gamification, if for no other reason than that it helps create rapport with their peers. Their excitement about winning points establishes bonds within their groups. Lastly, I strive to create ?making? opportunities for my students (Heredia & Tan, 2021) since these are the experiences students learn best from. As Fingal astutely comments, facilitators are those ?who enable students to develop their abilities to think critically and independently,? (Fingal, 2022). I would like to be a facilitator of brilliant learning environments for my students. My intention for this platform is to have it enable collaboration and create a fun learning environment, which is often difficult in mandatory courses such as Language or English. ISTE standards are used to inform my lessons and the uniquely aligned aspects of pedagogy and technology, since students are learning to leverage technology to achieve their learning goals. By participating in fun poetry games in the classroom, my students developed digital literacy, which is an important transferable learning skill that can be leveraged in all areas of their education, aside from language. As a final seal of approval, I wanted to also mention that Gimkit allows facilitators to observe learning skills that are found in Ontario report cards such as Collaboration, Initiative, Organization. I assur e you all, I do not wor k for Gimkit ;). I am just an avid fan and a fr equent user of t his wonder ful plat for m. Lastly, I wanted to comment on the unique ways to provide accommodations and ensure all students can participate in lessons. For instance, if a student was struggling with the technology or the games, I would pair the student up with a stronger peer who would be able to help (if there is no EA in the room). Providing students with the support of more capable peers activates their zones of proximal development, as Vygotsky?s theories state. For students who have difficulty hearing, I

would suggest closed captioning on Gimkit games. Lastly, I would provide more time for the students that require it: rather than a five-minute quiz/ game, I would allow students up to ten minutes. I provided increased time, the ability to work with peers, as well as Google Translators for the two ELL students I had in my classroom. These tactics ensured that all my students were able to participate and enjoy the games in my class.

GIM K IT !

... b y t a k i n g t h i s r i s k , I a l l o we d my s t u d e n t s t o f i n d wa y s t o c o n n e c t wi t h p o e t r y t h r o u g h me a n s t h e y h a d n e v e r e x p e r i e n c e d bef or e.

I have since learned that two critical components in teaching and learning are the teachers and risks they are willing to take in the classroom. Using this technological platform was a risk for me, as I had never delved into or learned about ?gaming? platforms to use in my classroom. I was forced to learn the features of this platform as I taught it to my own students, a task both exciting and terrifying at the time. However, if I had not done so, I perhaps would have lost most of my students early into my practicum. Yes, I could have continued without gamification of my lessons, but to no avail. We would have proceeded to identify certain tropes and memorize definitions and learn a few lines of poetry. However, by taking this risk, I allowed my students to find ways to connect with poetry through means they had never experienced before. I truly believe that the tools teachers share with students are the most important and one tool I shared with my grade 4/ 5s was to develop an appreciation of, and genuine love for, learning poetry. By modeling my use of technology to teach poetry, I demonstrated to these young students that learning poetry does not simply occur in traditional paper-and-pencil methods or come from anthologies. Rather, learning poetry can be fun,gamified, and enjoyed with peers on computer screens.

Samia Ahmed- Islam Year 2, MT MT Program, J/I division, English Teachable

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Ac c e s s in g t he Cla s s r o o m

The Built Envir onment IN ORDER FOR ANY CLASSROOM to facilitate learning experiences for students, it must be accessible for all students. At the Bloorview school, they create exemplary accessible and child-friendly environments. With their students top of mind, the team tailors the physical environment so kids can be kids. Moveable and adjustable tables can traverse the room to facilitate social engagement in all spaces and at every height. Carpet time brings in the use of supportive corner chairs so that everyone is able to circle up for a story. Int er act ive Technology The classroom also has interactive games that the students can play. Devices and controls allow for a collaborative gaming experience for all who wish to participate. Beyond physical accessibility, students need a space where social and emotional learning can happen. This can look like a safe space where all forms of communication are supported. For example, at the Bloorview school there are visual schedules and spaces for sensory exploration. Communicating through images can allow for a student to feel a strong sense of mastery and understanding over what they will be doing for the day. Sometimes, communication or other external inputs can be too much and students may need an outlet. Creating these spaces is important, as students are able to find quiet reflection and engage in other kinds of sensory stimulation that allow a student to cope with whatever they may be feeling.

"Listen to your students. Getting to know them is the best way to connect the many strategies and resources to their unique learning needs. A child and family-centered approach will always be the best practice to foster accessible education for all students."

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Ho lla n d Blo o r view K id s Reh a b ilit a t io n Ho s pit a l Sept emb er 17 t h , 20 23

Co n t r ib ut o r s C o n n o r Mc C a u ley & Ama n d a K eles s i Fir s t Yea r MA- C SE a t OI SE

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Def i ni t i ons of I nnov at i on i n Educat i on EDUCATION SHOULD CONTINUOUSLY EVOLVE to meet the expectations of the globalized world. Since society as a whole is constantly changing, innovation in education is necessary to prepare all students to be better citizens, with the ability to adapt to the various challenges of modern society. In this paper, innovation in education has two definitions: innovation as experiential learning and the adaptive use of technology.

Ra c h el T a n T h ir d Yea r Ps yc h o lo g y Ma j o r L in g u is t ic s a n d Ed u c a t io n & So c iet y Min o r

25 HEYTEAcH! Fal l 2023

Icon from FreePik

microscope, with an expert available for

Innovat ion As Exper ient ial Lear ning

questions. More importantly, students also get a

Since education should prepare students better idea of what it looks like to actually work to adapt to society, it is necessary to ensure that in the field, allowing them to critically think students form connections between their

about the prospect of the field as a future career

learning and the real world. Therefore, instead

path. Furthermore, students develop leadership,

of sustaining traditional methods where

collaboration, and problem-solving skills; skills

students only learn by memorizing texts,

they are unlikely to gain in a traditional learning

innovation in education must involve fostering environment by simply memorizing theoretical community experiences to apply learning to a

material. Rather, these skills would be better

real-world setting. This would allow students to acquired through involvement in the have a better understanding of the importance

professional field, and observing how vets

of the real-world applications of their

interact with colleagues and clients.

knowledge, while enhancing social competencies, including skills such as critical thinking, creativity, communication and network building skills in their field of interest. (Pi??alkien? & Ingemann Lottrup, 2019, p. 8-9). To demonstrate the potential of experiential learning, imagine a scenario in which a biology class is granted an opportunity to visit an animal hospital. Students would be able to directly witness how the knowledge they learned in the classroom

This example shows how learning is most effective when it is not passive and static. Rather, learning is most productive when students are actively engaging in it and experiencing it in a

can be applied in professional work. For example, they could review the function of each type of blood cell, and how those blood cells indicate health conditions, while directly observing a blood test for a dog under the

real-world setting (Kong, 2021). Since the purpose of education is to prepare students for a variety of potential future careers, experiential education is necessary to train future professionals in a variety of fields.

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Innovat ion As Adapt ive Use of Technology In the past few decades, innovation in technology has grown rapidly, allowing people to access more opportunities and information. To adapt to the fast-changing digital world, an adaptive use of technology is included in the definition of innovation in education.

Including technology use in the definition of innovation in education is crucial as it establishes student-centered learning and connects students with the globalized world. With resources on the internet from all over the world, students are able to learn from different perspectives and reflect critically based on guidance from teachers, who could suggest ideas

Contrary to traditional education, in which or topics as a possible direction of learning students are asked to learn passively from the (Brandt, 2020). limited material provided by teachers, students nowadays have access to more opportunities. One of the opportunities would be making more learning available to all students, including students with disabilities. For example, immersive learning applies technologies such as VR (virtual reality) to combine visual, auditory, and other sensory-stimulating interactions so that the learning is possible for all students, including those needing support (Serdyukov, 2017). Technology should be utilized to ensure that at least one learning method is accessible to each student to enhance their independence and creativity in learning.

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Conclusion To sum up, as society changes rapidly,

Refer ences Brandt, W. C. (2020). Measuring student success

material within the classroom will not be enough skills: A review of the literature on self-direction. for students to adapt to a fast-changing and

Dover, NH: National Center for the Improvement

unpredictable society. Rather, students need

of Educational Assessment.

hands-on experience and technology with continuously updated resources to motivate

Kong, Y. (2021). The Role of Experiential Learning

continuous learning. Overall, moving education

on Students?Motivation and Classroom

towards student-centered learning enhances

Engagement. Frontiersin Psychology, 12.

students?connections with the world around

https:/ / doi.org/ 10.3389/ fpsyg.2021.771272

them, while also feeling in control of their own life. This cannot be achieved in a traditional Pi??alkien?, V., & Ingemann Lottrup, H. (2019). education setting, where creativity and critical Benefits of experiential based learning: A case of thinking are limited to within the classroom. students participation in the project ?Villages on Although it takes time for teachers to shift their move baltic.? Visuomen?s Sveikata, 28(6), 8-9. roles from instructors to assistants, students https:/ / doi.org/ 10.5200/ sm-hs.2018.064 should have more motivation and control over their learning outcomes.

Serdyukov, P. (2017), "Innovation in education: what works, what doesn?t, and what to do about it?", Journal of Research in Innovative Teaching & Learning, 10(1), 4-33. https:/ / doi.org/ 10.1108/ JRIT-10-2016-0007

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IN THE CONSTANTLY EVOLVING PROSPECTS OF EDUCATION, the quest for innovation is both a necessity and a challenge. Although shifting societal paradigms and technological takeovers urge us to ruminate over what we have held onto and what we should let go of, the timeless values that have predicated education for centuries should not be forgotten in the midst of modernity, and instead be embraced as fundamental requirements. This short essay attempts to strike a graceful balance between conserving the substantive principles that maneuver learning and the need to conform to an ever-changing society. It will explore and analyze the complex coaction of tradition and transformation, and consider the practices that continue to be upheld in education as well as those that need to halt. In this exploration, we bring to light the structure of innovation in education and chart the course for a more inclusive academic future. Throughout the history of education, certain principles and practices have stood the test of time, anchoring academic understanding in a foundation of tradition and continuity. Core educational values, the recognition and acceptance of differing learning styles, the value of printed academic materials, and the importance of teacher-student relationships are all crucial actors in the play of education which have been upheld and should continue to be. Primarily, core educational values are the fundamental base of education, as students of any age require skills such as critical thinking and problem solving in order to succeed academically. Such values should always be sustained in any educational innovation. The recognition and acceptance of differing learning styles is also necessary in the history of education, as students constantly have

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varying learning approaches that should all be respected and accommodated. Students do not all work the same way or at the same pace, which is why recognizing and respecting diverse learning styles and needs is a principle we must continue to hold onto. The value of printed academic materials is often overlooked with the upsurge of technology use in classrooms. While online resources are abundant, historically used textbooks and printed materials still have core value in academic settings. Physical resources can still be accompanied by digital resources to provide a well-rounded and accessible learning experience for all students. Lastly, teacher-student relationships is something that has always been important and necessary in education?s long history, and its benefits are why personalized learning experiences and mentorship should remain a cornerstone of education. All the factors listed form the timeless foundation upon which the future of education should be built. While conserving the substantive principles of education is important, there is also a need for the adjournment of certain principles that do not contribute to innovative education. These include rigid curriculums, inequity in access, isolation in learning, and stigmatization of mistakes. Not all educational institutions have removed these detrimental regulations, which is the reason why it is paramount that it is voiced universally. An austere learning doctrine typically contributes to a less efficient, dissatisfactory educational experience for students of all ages, and as a result, takes away from the purpose of education - learning. One of these principles is a fixed curriculum with no room for improvement based upon modern social factors, arising issues in new generations, and changes in education. We should also let go of

Balancing Tr adit ion and Tr ansf or ma t ion: Char t ing t he Cour se f or Educa t ional Innova t ion a one-size-fits-all curriculum that does not cater to individual student needs, and instead make use of flexible and ever-changing curricula. Inequity in access is also a pressing issue in the field of education that must be let go of in order to create a more innovative academic experience for students.One example of such inequities is disparities in access to technology and quality education. Isolation in learning should also be eliminated, as collaborative and inclusive learning environments that promote teamwork and diversity of thought are more conducive to improving students? overall learning experience. Finally, one should encourage a shift away from a culture that stigmatizes mistakes and failures, as a common understanding in modernity is that mistakes are necessary opportunities for learning and growth. These are all inadequate and outdated learning practices that should no longer be implemented in any student?s educational journey. In conclusion, innovation in education should build upon the strong foundations of educational values, personal relationships, and a diverse range of learning styles. At the same time, we should be open to letting go of outdated practices, rigid structures, and inequities to create a more inclusive, adaptable, and effective educational system that prepares students for the challenges and opportunities of the future.

Sant hiya Kuganeswaran 2nd year English Major Sociology and Critical Studies in Equity & Solidarity Minors

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TRANSFORMATIONS IN EDUCATION: CONTRASTING THE EDUCATION THEN AND NOW

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EDUCATION, DESPITE ITS CONTINUOUS EVOLUTION, has undoubtedly played an important role in individuals, community, and the world. I have personally witnessed firsthand how much the education system and environment has changed from when I started kindergarten to stepping into a K-12 classroom as a part-time tutor. Technological advancement is an all too familiar point of discussion when it comes to education. Nevertheless, I have to give the topic credit, as it is certainly one of the most significant differences I see between the past and present education. Despite being born and raised in the 21st century, I did not have the privilege of experiencing the advanced technological educational equipment and methods that exist in classrooms today. Comparatively, the classroom settings in my earlier education were extremely ordinary, with the projector and the PC computer being the only ?technological presence? in the classroom.

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While interactive whiteboards were once a rarity in public schools, they have now become so common that it seems odd if teachers use traditional whiteboard markers with ink instead of ones that requiring battery cells. . We are now immersed in an advanced technological world that is constantly improving, especially in the past decade. This has made me doubt if children nowadays know what Internet Explorer is. However, I have to admit that the shift of education methods and tools offers students more diverse learning opportunities. This also allows them to better engage in their learning, rather than sitting through dull lectures. Apart from the technological advancement in classroom settings, I am glad to witness the gradually increasing emphasis on mental health in education. In the past, discussions about mental wellbeing were infrequent and taboo, which has lead to people having little knowledge about the supports made available to them. I personally did not even know that social workers are available to provide mental health support. I believe many who grew up in Asian communities like I did can resonate with the prevailing Asian social norm which emphasizes success over one?s needs, especially mental health. I witnessed many people around me who neglected their mental health, and many whose mental well-being was neglected by their significant others. Fortunately, many are now pushing for a more supportive environment for younger generations and front-line workers in the education field. While new support systems may still need time to improve, I believe there has been significant progress in addressing mental health in education and the community. This has allowed for early identification of distress symptoms and better

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support for learners. This not only reflects a more positive shift in individual mindsets, but also indicates the holistic development of the community as a whole. Finally, an additional change I have observed is that education today strives to create a more equitable environment, ensuring individuals from all walks of life have the opportunity to receive quality education. Minorities such as women, racialized groups, and people with disabilities who are underrepresented in mainstream education are now receiving more educational opportunities. Barriers are breaking down for individuals with different backgrounds. One example is that international educational programs, like the International Baccalaureate (IB), are slowly becoming more accessible to students across different socioeconomic backgrounds, indicating that more individuals have the right to access education regardless of who they are or where they are from. Despite the fact that there have been many improvements in education, there are still many issues that need to be addressed to better improve students?learning. However, I am optimistic about the continuous evolution of education systems around the world, and that those who are responsible for creating better learning environments will be able to cultivate a brighter future for all students.

Sophia Leung

Thir d Year

Linguistics Major Human Geography & Buddhism and Psychology & Mental Health Minor

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Addressing I nequality

in Present-D ay Education Systems U danya Singhabahu Third Year I ndustrial Relations and H uman Resources M ajor U rban Studies and Education & Society M inor

SCHOOLS, LIKE ANY INSTITUTION, are

to demonstrate how current discrepancies in

built on relations, goals, and interactions, and are

education create unfair disadvantages that seep

charged with the duty to create proper, worthy

into careers post schooling.

citizens for our society. However, schools, like

To begin, when we hear the word

other institutions, are plagued with inequality

'segregation', we think of it as something in the

regimes that depend on a multitude of differences

past; a problem that for the most part, we've

among members of the school community. The

already tackled. This is far from the truth, and the

importance of addressing inequality in education

battle has not yet been won. Where first-generation

has not wavered from centuries ago when girls

segregation is generally referred to as racial

were first allowed to enroll in schooling or when

separation between schools, second-generation

The Supreme Court first declared segregation laws

segregation occurs within schools in the form of

in schools as unconstitutional. Rather, the demand

ability grouping, tracking, and misplacement of

for equal access to education, and the promotion of

students in special education classes (Brooks et al.,

equity, has never been more prevalent. As societies

2013). There are numerous ways to categorize

become increasingly diverse, there is a call to

students through testing, which contributes to an

ensure inclusivity and equality in many areas of

uneven performance gap. Ability grouping is the

life, starting with the young lives that carry the

practice of classifying learners based on strengths,

future in their hands. In this paper, I want to

talent, and potential, to create smaller instructional

address questions of what kinds of inequality

cohorts. It can be useful for educators to customize

persist in a grade school context, and in what ways

curriculums to better suit student needs; however,

educators can navigate these challenges. I will look

it can also lead to tracking at the secondary school

at hierarchies within the classroom, segregation in

level, and social isolation from educational

education, and unequal human capital investment

opportunities for low-income families and minority

35 HEYTEAcH! Fal l 2023

groups. Tracking is a practice in which students are

level, resulting in better-paying jobs, and lowering

grouped based on perceived ability based on IQ

income disparity (Huber et al., 2019). Conversely,

testing, identification through psycho educational

private education spending can widen the wage gap

assessments and GATE (Gifted and Talented

by giving those who can afford it access to a

Educations) (Hill, 2021). This can lead to the

top-notch education, resulting in higher-paying

misplacement of students of color in special

jobs and worsening economic inequality. Private

education courses and the physical segregation of

schools put up financial barriers by charging tuition

ELL students, while white students are placed in

and other fees, and reject applicants based on their

honors classes. Teaching methods also tend to be

own standards, benefiting those from already

more engaging and reflective of instructional

privileged backgrounds who can access exclusive

purpose in higher-level classes, while lower-level

educational opportunities (French and Staples,

classes highlight the improvement of behavior

2018). This ultimately undermines the quality and

(National Association of Secondary School

availability of education for all members of society,

Principals, 2020). This practice, along with

and leads to overall decreased public investment in

assigning more qualified teachers to higher-level

education.

classes for more "challenge," reinforce the

To mitigate these issues of inequality and

achievement gap between high-income and low

segregation within schools, educators must

income minority students.

promote diverse classrooms filled with different

Furthermore, social isolation from

groups of students, individualize learning

educational opportunities occurs outside the school

environments, and include families in curriculum

setting on a societal level as well (Huber et al.,

revision. First, when students are grouped

2019). Wage dispersion, or the gap between high

heterogeneously, they are exposed to a diverse

and low earners, is a significant implication of the

range of perspectives and experiences that can lead

consequences of public and private spending on

to increased empathy, understanding, and social

education. This is because funding has a long-term

skills (National Association of Secondary School

effect on income disparity through its impact on

Principals, 2020). Having a diverse classroom allows

skill level and returns to education. By ensuring

a variety of perspectives that helps children learn

that everyone, regardless of socioeconomic level or

from each other and expand their view of the world.

background, has access to education to acquire the

In addition, personalized learning environments

knowledge and skills necessary to succeed, public

give students more influence over their educational

spending on education seeks to lessen wage

process. They receive opportunities to work on

disparity. This aids in raising the workforce's skill

projects and assignments that are in line with their

HEYTEAcH! Fal l 2023

interests and objectives, and the learning resources

societal level, teachers may advocate for the

and materials are catered to their specific needs

reduction of public subsidies to privatized schools.

(Sanders, 1999). These kinds of measures allow

To do this, governments can increase funding for

educators to tailor their teaching methods to each

public schools and implement performance-based

student's unique learning style, interests, and

funding models, where subsidies are tied to specific

abilities, which can increase their self-efficacy, a

academic outcomes or measures of school

key component of engagement and motivation. A

effectiveness. Ultimately, the goal should be to

positive and inclusive learning environment, where

create a level playing field for all schools, and

student achievements are celebrated and

ensure that students are receiving a quality

constructive feedback is provided, helps students

education regardless of whether they attend a

improve their beliefs about their ability to achieve

public or private institution. By prioritizing these

academic goals (Wingard et al., 2022). Finally,

initiatives, educators can create inclusive,

involving families in curriculum changes that tailor

supportive, and effective learning environments

to the needs of students can foster a collaborative

that meet the diverse needs of all students.

relationship between the school and the

Overall, inequities in education are still

community, leading to greater support and

largely prevalent today and can lead to differences

investment in education.

in academic achievement, further reinforcing

The National Association of Secondary

existing social inequalities. Stopping the

School Principals suggests inviting families to

perpetuating cycle of poverty and exclusion

observe classes and determine alternatives to

requires the tackling of inequities from within the

tracking (2020). Alternatives include

classroom and on a systematic level to ensure that

non-stigmatizing approaches to grouping by

children of all abilities, ethnicities, and social

ensuring there are multiple routes to learning.

groups can gain accessible good-quality education.

Expectations for all students should begin at the same level, without offering different learning

References

experiences based on perceived ability. From there,

American Association of Colleges for Teacher

students who demonstrate mastery of a subject can

Education. (2019, December 13). The Reality of

be advanced to a higher-level curriculum to

Segregation in Public Schools. American

provide more challenging material that better

Association of Colleges for Teacher Education

meets their needs. In this way, school routines can

(AACTE). https:/ / aacte.org/ 2019/ 12

reduce the social isolation of students caused by the

/ the-reality-of-segregation-in-public-schools/

watering down of curricula (Sanders, 1999). On a Brooks, J. S., Arnold, N. W., & Brooks, M. (2013).

37 HEYTEAcH! Fal l 2023

Educational Leadership and Racism: A Narrative

National Association of Secondary School Principals.

Inquiry into Second-Generation Segregation. In

(2020, June 4). Tracking and Ability Grouping in Middle

Teachers College Record (pp.1?27). Blackwell

Level and High Schools. NASSP.

Publishing.

https:/ / www.nassp.org/ tracking and-ability-

Darling-Hammond, L. (1998, March 1). Unequal

grouping-in-middle-level-and-high-schools/

Opportunity: Race and Education. Brookings; The

Quinn, J. S., & Ferree, M. M. (2017). Schools as

Brookings Institution. https:/ / www.brookings.edu

workplaces: Intersectional regimes of inequality.

/ articles/ unequal-opportunity-race and-education/

Gender, Work & Organization, 26(12).

French, J., & Staples, D. (2018, September 1). Private

https:/ / doi.org/ 10.1111/ gwao.12224

Schools and Public Funding. Alberta Views - the

Sanders, R. (1999, October 2). Alternativesto Tracking

Magazine for Engaged Citizens.

by Rose Sanders- Education Rights/ In Motion Magazine.

https:/ / albertaviews.ca/ should-private

Inmotionmagazine.com.

schools-get-public-funding/

https:/ / inmotionmagazine.com/ altern.html -

Gober, K. (2014). Language Learners, Inequality

Wingard, A., Kijima, R., Yang-Yoshihara, M., & Sun,

Regimes, and Secondary Schooling: Dilemmas of the

K. (2022). A Design Thinking Approach to

New South. https:/ / scholarworks.uark.edu/ cgi

Developing Girls?Creative Self-Efficacy in STEM.

/ viewcontent.cgi?article=3822&context=etd

Thinking Skillsand Creativity, 46,101140.

Hill, J. B. (2021). Culture and Conversation:

https:/ / doi.org/ 10.1016/ j.tsc.2022.101140

Rethinking Brown v. Board of Education a Postponed Commitment to Educational Equality. Journal of Education and Learning, 10(2), 37. https:/ / doi.org/ 10.5539/ jel.v10n2p37 Huber, E., Gunderson, J., & Stephens, J. D. (2019). Private education and inequality in the knowledge economy. Policy and Society, 39(2), 171?188. https:/ / doi.org/ 10.1080/ 14494035.2019.1636603 Kidder, A. (2019, February 5). Public education ? it?s the best investment we can make. People for Education. https:/ / peopleforeducation.ca/ our-work / public-education-its-the-best-investment-wecan-make/

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s es en n hit ?s t io B a g W DS c in T du E n l iz mi t s r a is Ar nt s s d c e l a i ze De d C ia l a n ec Sp Note:

(The original version was written for an assignment in EDS291H5: Black Education on July 24, 2023.)

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ss ne te on i B?s at DS c

THE DEFINTION OF 'EQUITABLE ACCESS' to Toronto District School Board?s (TDSB) specialized programs remains debated following recent policy changes in 2022 that eliminated merit-based admissions in favour of Board-centralized lotteries. The policy also includes allocating 20 percent of spots for historically underrepresented student populations for these programs, including Black, Indigenous, Latin American, and Middle Eastern students (Student Interest Programs Policy, n.d.; Teotonio, 2023). This is especially for many specialized arts schools where student populations have been historically overrepresented by White and/ or upper-middle class students (Gaztambide-Fernández and Parekh, 2017). Amid these policy changes, there are parents, students, teachers, and trustees that stand against the lottery system. They argue that the system, from bringing in students with broader levels of artistic and academic skills, will turn away students who have ?worked hard? and will water down the high-quality arts programming that has stood at existing specialized arts schools (Teotonio, 2023). For others, they see that this policy will compromise the safe spaces and the high sense of belonging existing at these arts schools compared to other TDSB schools (Parekh and Gaztambide-Fernández, 2017). I grew up in a low-income household in Jane and Finch; a diverse neighbourhood in Toronto facing ongoing socio-economic inequalities due to systemic oppression. Through having seen public schooling experiences on both ends of the socio-economic spectrum, I recognize the TDSB?s new lottery system as a step towards equity, especially by establishing quotas for underrepresented students. Being at a TDSB specialized arts high school and surrounded in a White student environment, I always wanted to see more students from racialized and low-income neighbourhoods at my school. I knew two friends from my neighbourhood who had artistic talents but did not get into a specialized arts high school. I thrived in my high school environment and the high-quality arts education offered there. However, it?s important to recognize that ?a safe school environment? and ?high-quality arts education? are not universal to all students. These two notions at specialized arts high schools across the TDSB are constructed through their selective admission processes that centre ?merit?and ?artistic talent? around Eurocentric values

It is imper at ive t hat longst anding ar t s schools decent r alize t he Whit eness and classism t hat have benefit t ed dominant st udent populat ions and t heir families t hr ough colour -blindness.

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(Gaztambide-Fernández and Parekh, 2017). These notions also deem racially and socio-economically privileged students ?in need of protection? from their ?dangerous,? underprivileged counterparts (Gaztambide-Fernández and Rivière, 2019). As a result, safety and belonging are encoded as white property, and the quality of specialized arts programming is determined based on students? race and socioeconomic background, rather than pedagogy offered at such schools (Gaztambide-Fernández and Rivière, 2019). It is imperative that longstanding arts schools decentralize the Whiteness and classism that have benefitted dominant student populations and their families through colour-blindness. Colour-blindness is encoded within the merit-based admission process by subjectively measuring a student?s merit and blaming inequities in accessing arts education on underrepresented students for not choosing to audition at these schools (Prichard, 2019; Saifer and Gaztambide-Fernández, 2017). Incidents, such as the anti-Black hate graffiti found at my high school in 2022, demonstrate the urgent need for institutional change. Reform is necessary to challenge the belief that bringing in underrepresented students will ruin the reputation of these specialized arts schools (Teotonio, 2023). Specialized arts schools must adapt to the racial and socioeconomic diversity of students, validate non-Eurocentric forms of intelligence and artistic expression, and revoke the universal status bestowed to Eurocentric forms of art in their curriculum (Prichard, 2019). Even with the TDSB?s plans to open new specialized arts programs in racialized neighbourhoods (TDSB, 2023), it is through holding all arts schools accountable that racial and socioeconomic hierarchies in educational opportunities can be dismantled.

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Lisa Doan Third Year Sociology Major Linguistics and Education & Society Minor

Refer ences Gaztambide-Fernández, R., & Parekh, G. (2017). Market ?choices? or structured pathways? How specialized arts education contributes to the reproduction of inequality. Education Policy Analysis Archives, 25(41). http:/ / doi.org/ 10.14507/ epaa.25.2716. Gaztambide-Fernández, R., & Rivière, D. (2019). ?A positive, safe environment?: Urban arts high schools and the safety mystique. Harvard Educational Review, 89(3). DOI: 10.17763/ 1943-5045-89.3.397. Parekh, G., & Gaztambide-Fernández, R. (2017). The more things change: Durable inequalities and new forms of segregation in Canadian public schools. In W.T. Pink, & G.W. Noblit (Eds.), Second International Handbook of Urban Education (pp. 809-831). Springer. https:/ / doi.org/ 10.1007/ 978-3-319-40317-5_43. Prichard, R. (2019). From colour-blind to colour-conscious: Advancing racial discourse in dance education. Journal of Dance Education, 19(4), 168-177. Saifer, A. & Gaztambide-Fernández, R. (2017). Choosing the arts: the moral regulation of parents in the educational marketplace. British Journal of Sociology of Education, 38(8), 1990-1202. https:/ / doi.org/ 10.1080/ 01425692.2016.1268949. Student Interest Programs Policy. (n.d.). Toronto District School Board. Retrieved July 21, 2023, from https:/ / www.tdsb.on.ca/ High-School/ Secondary-Program-Review/ Student-Interest-Programs-Policy. Teotonio, I. (2023, June 28). A game-changer for some. ?Divisive?for others. Inside one of TDSB?s most contentious issues of the year. Toronto Star. https:/ / www.thestar.com/ news/ gta/ a-game-changer-for-some-divisive-for-othersinside-one-of-tdsb-s-most-contentious/ article_ea3719e1-5da1-5f29-b6cf-140606073bb8.html. Toronto District School Board. (2023, June 15). TDSB to open two new secondary arts programs in September 2024. https:/ / www.tdsb.on.ca/ home/ ctl/ Details/ mid/ 42863/ itemId/ 139.

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Lear ning Thr ough my ex per ience at Lov ing: summer br idge hongkong cedr ic pak - second y ear cr iminol ogy and pol it ical science & engl ish minor ?BANANAS UNITE! NANANANANA~.? As I stood in front of a hall full of students and began leading them in performing this bizarre cheer, a routine which incorporated clapping, fist-pumping, spinning, and arm-flailing, I would have been hard-pressed to believe you if you had told me that I would be spending my summer like this. But at Summerbridge Hong Kong, this was how most school days would begin ? with a few rounds of cheers in which everyone ? students, teachers, administrative staff, and yes, even the director herself, would take part. There were various cheers, but the Banana cheer was always a favourite.

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Last summer, I participated in an internship at Summerbridge Hong Kong, a non-profit organization geared towards creating and delivering free learning opportunities to underprivileged local secondary school students in the city. As the only overseas branch of Breakthrough Collaborative, Summerbridge operates on a students-teaching-students model recruiting international students who take on the responsibility of teaching local students using their own developed course curriculum. I went into the two-month program with little expectations, having only applied out of boredom and vague interest. Yet, looking back on my time now, I emerged with such immense takeaways from the experience ? indeed, it really was a time of self-discovery.

St udent s Teaching St udent s - A Refr eshing Dynamic If the first paragraph didn?t already give you the impression, Summerbridge isn?t like your standard school experience. While in Summerbridge we were technically designated as ?teachers? and ?students,? our relationships with our students were far removed from the traditional hierarchies of conventional schooling. To recreate the typical secondary school setting that students were already subject to for a painful majority of the year wasn?t the point of the program. Instead of licensed teachers and instructors, we were merely a group of slightly older students, trying our best to serve as mentors and educators for our younger, highly motivated, and often diverse counterparts. Our classrooms weren?t one-directional stages but multi-directional spaces where dialogue constantly flowed back and forth between older and younger students, each united by the shared language of learning.

My perception of education underwent a considerable change through my role as an educator in these transformed learning spaces. With classes in Summerbridge based around a model of prioritizing student engagement and participation, our primary mode of teaching and instruction was done through games and activities that conveyed course concepts and knowledge. We aimed to let students engage with the material from easily accessible points of interest. Skits, collage-making, scavenger hunts, sudoku puzzles, and more; it?s hard to believe that these activities were connected to a class on creative writing (and trust me, coming up with some of these was hard), but that was what the program?s model of education focused on: conveying foreign and alien concepts through active student engagement and interaction. On cultivating student interest and maintaining engagement in their education, the foremost question we had when designing lesson plans was not ?What will they learn?? but, ?How will they learn??

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A Cult ur e of Mut ual Suppor t and Appr eciat ion Words have power. This certainly isn?t a groundbreaking truth, but it becomes especially significant when it comes to youth development. The words one hears during their most vulnerable years of development have tremendous power to shape their future. However, this power isn?t solely limited to words. Supportive actions and gestures all have a special power in contributing significantly to the student?s sense of comfort and belonging in the classroom. Alongside words, they uplift and motivate the maturing adolescent.

"Summerbridge goes the extra mile in emphasizing the importance of encouragement and support in education, embodying it through a culture that encourages students to actively support and uplift one another through spoken and unspoken means. " In addition to the cheers was Kudos Time ? a daily event at the end of the day where students had the opportunity to publicly express their appreciation and admiration for their friends and peers in the program. For the students uncomfortable with public speaking, one could still demonstrate their gratitude through unspoken means. Taught on their first day a simple motion indicating sending support, this simple motion, similar to spraying water with your hand, was the universal language of Summerbridge: a silent and effective method for students to convey their encouragement and support for others. Venturing on stage to perform, engage in public speaking or in any difficult task outside of their comfort zone, nervous students could find reassurance in the presence of their mentors, friends, and peers silently showing their support. This created a safe environment in which students were empowered and motivated to give it their best in any challenge, fearless and brave.

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Lear ning t hr ough Loving If I were to express what makes Summerbridge so unique, my answer would be ?love.? Just as Plutarch describes the mind as ?not a vessel to be filled, but a fire to be kindled,? Summerbridge adopts a holistic approach to education, prioritizing the student's overall development before their knowledge acquisition. With the kindling of love, care, encouragement, and support from those around them, students take control of their learning and personal growth, using the sparks of bravery and confidence to embark on a lifelong journey of learning, pursuing hobbies and careers that continuously inspire and motivate them.

Yet this fire shouldn?t be limited to within the program. As the director said on the last day, ?Summerbridge isn?t just a summer camp. Nor is it contained in a bubble. I see it as a movement ? a movement of support, mutual encouragement, empowerment, and love. So, even after you leave, take this spirit and bring it to others wherever you go.?

"With the kindling of love, care, encouragement, and support from those around them, students take control of their learning and personal growth, using the sparks of bravery and confidence to embark on a lifelong journey of learning, pursuing hobbies and careers that continuously inspire and motivate them."

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Featu r es Piece:

On e System Fit s All L een Al-Ut aibi

Secon d Year Ast r ophysics Ast r on om y Specialist Polit ical Scien ce

Specialist

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?How is school going?? ?...? WHEN WE THINK ABOUT OUR STATUS AS STUDENTS, we think of it in a way that has encompassed our entire lives thus far. We have been students forever, learning in and outside of the classroom, and yet for the years that we have been learning, did it ever feel like you fit into your educational environment? Like you could belong and be free to learn? Did you stick out, not getting it ?fast enough?? Or not being able to catch up with everyone? Or maybe you can?t help your mind bouncing from one thought to another serving as a distraction away from the classroom. When we dive into this further, we can start to see the resentment that inevitably starts to build around school. Who would want to continue happily when their system consistently proves to work against them and forces the idea that to succeed you have to conform to what the system believes in, nothing less and nothing more? But why should that stop us from wanting better? This deserves a conversation where we can truly discuss how this system fails, how we can change that, and why it is so important to find meaning in wanting to diversify and change the educational landscape for the better. For years, the educational system has held itself to a single perspective of strict conformity. What if we rattle that perspective? What if that is how we start the change we want to see within our educational environment? These are the questions and concerns that start change. It doesn?t have to

happen overnight, but a little goes a long way.

Having diverse learning styles implemented is a great first step. This acknowledges that there are many different types of students who learn so differently Seems like a futile and simple start, from one another, and who are different but it would be surprising how many people at their fundamental core. We students are still fighting the effects the acknowledge the neuro-divergent students system has inflicted upon them, from when and their struggle to find their footing they were kids altering how they view within an educational landscape that does education. We consistently feel isolated not accommodate them. We acknowledge about not properly being the ?perfect? the system's faults in assuming that we are students, overwhelming ourselves with the all the same and that we can all perfectly idea of being perfect, and feeling guilty operate under one system. We are all so when we don?t achieve it. This system isn?t intricately different from one another and supposed to be one-dimensional, so why do we should be able to express that in we hold ourselves in such a manner when education. What better area to influence dealing with these feelings and thoughts change and inspire people to seek out that they too are one-dimensional? Like it?s knowledge, and discover passions than in something we are ashamed of. When we school, an environment that has been start having conversations about this, we heavily criticized as an experience where open up to discuss the vulnerable change you can only ever experience the opposite? needed to help better a system we care about, and that vulnerable change comes Another way to implement change after recognizing the impacts it has on you. It may not be our responsibility to carry within our landscape is to face the reality, such a heavy burden to reform education, and that is that our academics inherently but I urge you all not to look at it that way. control the value of who we are. When we Education is for all of us, it belongs to every speak about this issue, we start to recognize one of us individually and I trust that as a and realize how the school environment has collective, we owe it to ourselves to want to become more about who can ?perform? better. The more evident it becomes that it work for a better system. has become a place where grades are prioritized, the less it becomes about The system tends to fail to recognize learning. It seeps into our mindset that how different we all are from each other. suddenly everything is measured in the The way we view things and the way we currency of grades. Our academics learn. It builds this idea that everyone seemingly take over our lives in such a way should operate the same way, and think the that control such complex and intricate same way but in the same breath asking us aspects of our lives. When you cannot to be standouts. Be different but conform to separate it anymore, then it becomes your what our system demands of you. Be unique headspace. Suddenly, the idea of your but why can?t you be like everyone else? future and potential is completely

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intertwined with school and grades. Measuring our potential to what one system deems it to be. Consumed with the idea that if we don?t conform to what the rigid landscape has to say, we ought to accept our wasted potential and move on. It starts to haunt us deeply, the idea of this wasted potential, and then we wonder what our future will hold and what it could have held? the what-ifs. Education was never meant to be this isolating environment where students, who are unique and different from each other, feel like their differences are obstacles in their lives. Education is supposed to be inspiring, encouraging change, growth, passion, and much more. It was never meant to pin us against each other and make us feel bad for where and what we lack. We are so much more than our what-ifs and our ?wasted? potential. I think that we all seemingly forget the fact that education comes in such different forms, whether we learn from music, poetry, or cooking. School isn?t the only path to be able to get educated. Once again, when we start wrapping our lives around our potential that is controlled essentially by what the system tells us, then the domino effect will occur where we will start believing that the future is a linear path and that the path should be connected to finishing your degree and pursuing higher education. When we face and acknowledge these important truths, in a way that isn?t shaming anyone, or in a way that isolates people, that is where we can start understanding one another better. We become kinder and more sympathetic, and it will reflect onto the system. We untie the unhealthy connection we have made to our

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grades controlling our lives, and we start to live a life free of that bondage. Education is your right, in whatever form it may take. An important change needed is that we fight to reform the educational landscape to accommodate neuro-divergent and special needs students. Often, we see the system work against them and shame them for not fitting in. We have to remember that when we talk about these very evident issues, we don?t only focus on neuro-typical students, but also make it a conscious and subconscious choice to always include neuro-divergent students in the conversation. When we call to change the system to accommodate, we call to end the unfortunate education system that has become a place where ableism exists comfortably. When a system feels comfortable being ableist to its students, other discriminatory issues start to follow, like racism. Education is diverse, we learn through diverse lenses all the time so why would we ever want to allow the system to become such a discriminating one? This is one of the most important conversations that we could have when discussing integrating new ideas into the educational landscape. With this conversation, we not only start to include minority, neuro-divergent, and special needs students into the conversation, making their voices heard, but we also start to circle back to the first thing we mentioned, and that is how one system can?t fit all and we mustn?t forget that the system takes none of us into consideration. This is a small fraction of what we could do as a collective to shift the dynamic the system has enforced upon us for years. It seems like a simple solution to a large

problem, but when we start doing the little things like having those conversations and untying those unhealthy expectations, big changes will follow and the educational landscape will see diverse and satisfactory change. Our curiosity, potential, creativity, and motivation are what will be revived when implementing these changes Slowly but surely, we will see the change and call on to reform the system for everyone. We will see the education system root for and believe in everyone.

In every area of life, there existseducation, and where education lives, there isa landscape and a system that should only ever mean tobelieve in you.

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STUDENT SPOTLIGHT

CHANGE IN THE

CL A SSROOM During the Vic Dinner with Clubs and the UTSU Clubs Fair, Hey, Teach! asked every student who stopped by our table one question about innovation in the classroom, and we received over 60 responses.

"Duels" "More Niche Classes" "Black History"

" What is something new you would like to see implemented in classrooms today?" -

Movement in class (social and active) Active participation between students and professors Therapy Cats Therapy Puppies ADHD in women Check-ins and support Communication between teachers and students outside of the classroom Donuts True friendship More comfy chairs Smaller classes Sex-education

Connection with people practicing the subject in the field More experiential learning opportunities Choices of what you want to study in the moment More digital learning Cubbies and coat hangers Scheduled breaks More guest speakers A snack corner

"Nap time!"

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Professors being more casual, talking about feelings (because they're relevant!) More technology in class (e. g., iPads) More interactions between professors and students (e.g., Kahoot) Incorporate more opportunities to understand consequences without being punished

"More focus on metacognitive skills and learning how to learn"

"Financial Literacy"

More financial awareness Better air conditioning More art! Emotional support cats Equal treatment among students More water fountains/ dispensers More arts advocacy More participation in university classes

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More specific educational initiatives surrounding soft skills (i.e., listening, public speaking) More lab experience in classrooms Real life experience related to your field More personalized learning environment Making the effort to know students

"Mindfulness exercises and journaling"

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Stronger teacher-student relationships Art on the walls More hands on experiences for some courses in the classroom Alone time in between classes to decompress Class pets

Body Aftertextreviewing the many responses given by the student body, we noticed some common themes. One of which is positive school climate. Positive school climate is about fostering an environment where students feel safe, supported, and included. Students want stronger student-teacher relationships and greater support. They also want to see improvements in the physical environment. -

Practical learning like in English, real world communication, resume, emailing, etc. More accessible options for different learning abilities Better evaluation Safe spaces in educational spaces Low lighting Coat racks!!! Now! More windows & better ventilation More smaller classes

It is worth noting that many of the suggestions made by students are prefaced by words such as "more" or "better." This indicates that students have already seen some of these suggestions happening in their classrooms. However, it also means that there is still room for improvement. Ultimately, taking a more holistic approach when it comes to decision-making and considering student perspectives will allow for change in the classroom to reflect the needs and preferences of students.

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Ex ec u t iv e Fin a l T h o u g h t s: In this issue, we asked the executive team of Hey Teach! Magazine to answer one of the following questions on innovation in education: 1. What does innovat ion in educat ion mean t o you? 2. How have you seen innovat ion in educat ion change over t ime? Kelly Liu - Edit or in Chief Q1: Innovation in education means adapting a mindset of growth and constant change to better support learners across diverse contexts. Innovations such as AI push educators to adjust and adapt to these new tools. Effective implementation of innovation in the classroom requires flexibility, creativity, and considerations for accessibility.

Cecilia Xie - Edit or in Chief Q1: Innovation in education to me means the focus on process and practice --- it is impossible to find "the truth" or the final version of educative practices, and it is important to understand that. Perhaps, this way, we can slowly work toward more equitable spaces of education; or the least realize that we can never be "there" at the final destination.

Sydney Pacheco - Edit or in Chief Ment ee Q1: I believe that innovation in education means developing creative strategies, infrastructure, and technologies to aid in student success. I think that a great way for educators to invite innovation into their classrooms on a regular basis is through self-reflection. Self-reflection helps educators assess what is working and what is not, and based on their findings, they can respond accordingly to guide themselves and their students to success.

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Nina Dawicki - Edit or in Chief Ment ee Q1: Innovation in education to me means constantly updating and reviewing the educational practices, materials and architecture. Although that is somewhat vague, and updates are made fairly regularly already, I think it?s crucial for any system/ institutions to make sure it?s staying up to date with best practices and new technologies and materials. Of course there may be certain aspects that last the test of time, however we won?t know what works best without trying new techniques.

Alex Teschow - Event s Coor dinat or Q1: To me, innovation in education means teachers and policymakers participating in ongoing learning. It also means applying this learning at the classroom level. Education should respond to changes in its society and what works/ what doesn't. Listen, Learn, Adapt, Apply.

Yona Ander son - Senior Edit or Q1: Innovation in education to me is the ongoing development of education pedagogy by incorporating relevant modern advancements like technology and artificial intelligence. We should strive to achieve a balance between traditional and modern education methods to promote lifelong learning in our students that is not necessarily limited to knowledge, but all aspects of life.

Yiannie Lin - Senior Edit or Q1: To me, innovation in education means integrating new ideas, technologies, and pedagogies into our education system to enhance learning for students. This means finding new ways to strive for practices which are inclusive, incorporate a range of perspectives, and meet each student's unique needs.

Angelica Hu - Senior Pr oduct ions Manager Q1: Innovation in education to me means creating more opportunities for learning through various innovative advancements. For example, educators can use new digital tools to teach students a lesson on multiliteracies.

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Hannah Kim-Cr agg - Senior Pr oduct ions Manager Q1: Innovation in education to me means fluidity. It's a constant adaptation of education in response to the sociocultural context that PRIORITIZES students.

Annika Nilsson- Associat e Pr oduct ions Manager Q1: In my opinion, the role of the educator is to teach their students how to thrive in a constantly adapting world. Because the world around us is constantly changing, the field of education has to change too. That's why innovation in the field is so important for students and teachers alike. Collaboratively brainstorming ways to use new tools to improve old practices, as the writers in this magazine do, is the key to guaranteeing humanity's success in the crazy world we live in.

Lina Yan - Associat e Pr oduct ions Manager Q1: Personally, innovation in education signalizes the progress we make over time to ensure adaptation, accessibility, and involvement of social changes reflected in the next generation?s teachings. Innovation begins through the incorporation of new ideas and strategies, which leads to critical engagement of learning materials and the creation of new understandings.

Er ica Chong - Fir st Year Repr esent at ive Q1: To me, innovation in education means developing and refining approaches to teaching that will enhance learning and improve accessibility.

Char lize Mar shall - Fir st Year Repr esent at ive Q1: To me, innovation in education is an acknowledgment and request for a call to action. In undergraduate education specifically, being involved enhances the experience therefore true innovation is to be open to fresh eyes. Essentially, educate future educators.

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Tobi Oyedele - Fir st Year Repr esent at ive Q2: I have seen more access for people of various academic backgrounds being given a chance to compete at a high level with other students by schools taking into account more data on their students and understanding their capabilities.

Benjamin Gaunt ley - Fir st Year Repr esent at ive Q2: Over time, I have seen more and more ways that education has become accessible for everyone, no matter their learning capabilities. It is exciting to know that everyone will be able to get the education they need in order to learn adequately, and have the resources necessary for them to succeed!

Ga Vin Par k - Social Media Repr esent at ive Q1: Some key words I think of when discussing ?innovation in education? are new technologies and creative pedagogical approaches. This is not limited to technology integration but rather teaching and learning how to effectively use technology and digital platforms to adapt to changing needs and interests while facilitating collaboration, student-centred and lifelong learning and empowering them to thrive in a dynamic and evolving globalized world.

Ir ene Hwang - Social Media Repr esent at ive Q2: Innovation in education allows educators to increase accessibility, comprehension, and inclusivity in their classrooms! Although we might only think about innovation through technology, such as Google Classroom, advancements in social and political aspects of education also contribute to better curricula. I hope that innovation will prosper until education becomes equitable to all!

Leen Al-Ut aibi - Feat ur es Wr it er Q1: What innovation in education means to me is to strike change with meaning to achieve a greater learning experience for students. Any type of innovation being implemented should be corroborated with a sense of improvement to absolve issues permanently rather than temporarily.

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HEY, TEACH! IS DEDICATED TO DEVELOPING THE PHILOSOPHIES AND IDEAS OF ASPIRING TEACHERS AND THOSE WITH A PASSION FOR EDUCATION. THE STAFF OF HEY, TEACH! M AGAZINE EXTEND THEIR DEEPEST GRATITUDE TO VICTORIA COLLEGE FACULTY ADVISOR PROFESSOR JULIA FORGIE, THE SUPPORTING STAFF OF THE OFFICE OF THE PRINCIPAL, AND VUSAC. THANK YOU!

EM AIL US AT HEYTEACH@UTORONTO.CA