Technology

Educational Technology in NLPS

In NLPS, we believe that Ed Tech (applications, extensions, devices, softwares…) should be used in classrooms and in schools to:

Enhance educational practices and learning
Differentiate for all
Allow for teacher innovation
Ensure that access is responsive to students’ needs
Educate students to become informed and reflective digital citizens.

In NLPS, students are welcomed to use their own device under the supervision of a teacher or in a pre-arranged setting.

EdTech kits

Have a look at the district kits available to bring coding and ADST to life in your class.

Interested in borrowing a kit? Here is the link to sign one out for the 2023/2024 school year.

Please note, a separate Google Form will need to be completed for each different item being requested. Due to the demand, each teacher will be able to sign out only one kit at a time and a maximum of 2 kits during the school year. If you request more, you will be put on a waitlist and will be notified if the extra item you’ve requested is available 2 weeks before the loan period. If you need more than 2 kits (if you are a Teacher Librarian for example), please fill the Google Forms and contact us.

Using Ed Tech Safely in the Classroom

In NLPS, we are obligated to follow the terms outlined by FOIPPA (Freedom of Information and Protection of Privacy Act). Many online applications and extensions involve the exchange of personal information such as, (but is not limited to):

Students’ full name, birthdate, location, email address
Parent email address
Images, video or audio collected in student work

In order to make technology use easier and safer for teachers, learning coordinators, in collaboration with IT and the Privacy Officer have vetted apps for privacy. These websites, apps and extensions for Chromebooks and PCs have been organized into two categories:

Parental consent required through NLPS bundle
Parent consent not required

View the complete list of approved web applications here or select the Approved Web Applications tab.

If the application you wish to use is not on the list, please email thelearningline@sd68.bc.ca to begin the vetting process.

PPIA Updates for 2024

For more information about the status of a requested technology app, click on updates.

When a request is received through TheLearningLine@sd68.bc.ca and meets educational criteria, it will be put in the Queue to be processed by the PPIA team. When the preliminary PPIA has been completed, it will then be moved to the Pending column, meaning that it is awaiting approval from the Privacy Officer. Once the Privacy Officer has approved the application, it will be approved and moved to the green column.

If you have any questions, please email TheLearningLine@sd68.bc.ca

To learn about the approval process, click on process.

This document was updated: September 2024.

Guiding Frameworks

The SAMR Model

The goal of the SAMR model is to support educators in assessing how the integration of technology either enhances or transforms learning.

To truly move beyond substitution and augmentation, we have to redefine the learning environment.

SAMR and Technology Integration

The TPACK Model

The Technological Pedagogical Content Knowledge framework highlights teachers’ knowledge required to integrate technology meaningfully.

This shifts the focus from the learning task to the different layers of knowledge teachers must build on.

tpack.org

TPACK by Serhat Kurt

Applied Design, Skills and Technology

The Design Thinking NLPS Model

The Design Thinking process is the foundation of the ADST curriculum. It gives a framework to find solutions to real problems in creative and empathetic ways.

Practicing these competencies can be done in many different situations and will trigger the need to learn more about a technology in an authentic context.

In ADST, we want to look at the process at least as much as the product! The core of any design should be the user. We need to know and to care about the ones we helping or creating for.

Where to start?

Start with a problem to solve or a need to fulfill. If you start with a solution or a product in mind, you won’t even consider what might be the best (or the only!) option your user really needs!

You need to fall in love with the problem, not the solution!

What else?

Have a clear audience or users in mind and get to know their story. Look at the situation through their eyes
Get a prototype (a visible representation of your intended product) early and have your user test it!
Get feedback often and refine until you are ready to create a version you can launch!

How to tackle ADST content

You don’t need to be an expert in every technology and with every tools to start!

Here are some links to explore some key areas.

Learning more on Computational Thinking
Starting with coding
- CSFirst
- code.org
3D design with TinkerCAD
Getting into robotics with Spheros

Have you thought about our district kits?

You can borrow the following kits to support your challenges!

- Microbits
- Spheros SPRK+
- BeeBots
- mBots

Makerspace and ADST

A Makerspace is a collaborative and creative environment where students can have access to tools, equipment and material to explore, innovate, build, and experience hands-on learning.

Other Maker Challenges for Students – the John Spencer Playlist

Google Suite for Education

Read&Write for Google

Read&Write extension for Google Chrome offers diverse tools to increase text accessibility in many environments including Google Applications, webpages and PDFs.

It is for everyone!

View our guide.

EdTech Resources

Use these ADST course outline templates to make your own course outline.

Grade(s): Secondary
ADST, Secondary Course Outlines, Professional Topics & Templates
Professional Resources
September 8, 2020

In this video Coast Salish Snuneymuxw artist Joel Good creates kerfs, then steams and bends a yellow cedar plank in preparation for creating a bentwood box. He is one of the relatively few bringing back the art of bending boxes.

The Bentwood box is an ingenious technological innovation that was developed and used extensively by the Indigenous peoples of the west coast. In the past it was used as a container to store a multitude of items including everything from everyday items such as food, to ceremonial items of great value. In some areas, including the Coast Salish, bentwood boxes were also used as grave boxes to hold the remains of deceased loved ones.

The boxes can also be made water-tight and used to boil water or steam foods through a process of adding fire-heated rocks. Today bentwood boxes are still made and in use, though rarely used for everyday cooking or storage. Instead they are often regarded as treasured pieces of art and used for ceremonial purposes.

FNESC Bentwood Box Math Resource (Starting on Page 37).

More information:

Cooking with Bentwood boxes

Related Videos:

Pit cooking at Wildwood Ecoforest

PI’KWUN: Traditional Cowichan Salmon BBQ, Bentwood Box Cooking & Medicinal Plants

More info about the artist, Joel Good.

The two Large Yellow Cedar bentwood boxes created by Joel Good are available for sign-out though the Indigenous Edu cation Collection.

Garry oak ecosystems, once a prominent feature of the pre-contact landscape of Coast Salish territories, were carefully tended gardens and farms growing spe:nxw (camas) as well as other edible and medicinal plants. Camas blooms in the month of tum̓pé:nxw (May) which in hul̓q̓umín̓um̓ means time for camas, alternately called punxwémun – time of camas blooming.

For more information including links to videos, articles and other information, see the link below.

Camas & the Garry Oak Ecosystem – Online resources (with links)
Garry Oak Ecosystem Teacher Slides
Garry Oak Ecosystem Plant Bingo Virtual Calling cards
Printable Bingo Cards
Hul̓q̓umín̓um̓ Book: suwq̓t tu spe:nxw (searching for camas)

These cards are also available as a physical deck of cards. Each school should have at least 1 deck available in their library. A French version of the cards is also available.

Additional decks can be signed out from the Indigenous collection library via the District Resource Centre at Dufferin.

Additional Information on Coast Salish plants:

Camas and the Garry Oak Ecosystem
- Includes a curated list of resources online as well as locally developed information sheets and activities
Indigenous Plants (Coast Salish)
- Information booklet on plants and indigenous uses, includes names of plants in English, French and hul?q?um?i?n?um?
Coast Salish Plant Bingo
Sealand Park Bingo – Plants & Beach
Hul?q?um?i?n?um? language book – suq?t tu spe:nxw (searching for camas)
Ecosystem Guide: A Hul’q’umi’num’ language guide to plants ans animals of southern Vancouver Island and the Salish Sea

This resource provides a set of printable 30 randomized bingo cards featuring the plants that can be found in Colliery Dam Park. Use the printable call cards included in the PDF or use the virtual dual language bingo activity to draw cards. Also included is a reference sheet including information about a variety of plants and their uses.

Bingo Cards and Calling Cards

Online Virtual Dual Language Calling Cards

Version française de la version en ligne

Information Sheet

Lessons for teachers and students on digital literacy and safety online.

A Process Guide for Incorporating Indigenous Foods into Institutions.

A compilation of K-12 lessons curated by NLPS Teacher Librarians

School guide to enroll and activate students’ Learn68 accounts

Grade(s): Primary, Intermediate, Secondary
Google, Information and Communication Technology
Professional Resources
February 26, 2020

Coding activities from beginner to advanced.

Grade(s): Primary, Intermediate, Secondary
Information and Communication Technology, French, ADST
Digital Platforms & Resources
April 7, 2020

Coast Salish carver Beau Wagner honors his late teacher’s wish by carving a canoe on Gabriola Island with local elementary school students.

Starring Beau Wagner, Patrick Aleck, Antonio Gradanti,

Directed by Phillip Vannini

Link to video on Tubi

Activity printouts

Learn how to get started with Read&Write for Google, access resources and strategies to embed RW in your learning activities, and find out the steps to use it with PDF files.

Complete guide to learn more about the Maker movement and on how to bring it into the classroom aligned with the BC ADST curriculum. The toolkit present in details more than 30 cross-curricular problem scenarios grounded in experiential and constructionist approaches.

The Taking Making into Classroom website includes more resources and support material, including some in French.

Indigenous communities in the Pacific Northwest bred little, fluffy white dogs that provided for them, both materially and spiritually. This article is also available in audio format. Listen now, download, or subscribe to “Hakai Magazine Audio Edition” through your favorite podcast app.

Tthoxe?lets, otherwise known as the Basket Woman or Wild woman , is a frightening being that has been told of in Coast Salish stories for many generations. She was known to kidnap young children who did not listen or who did not return home after dark, bringing them back to her home up in the mountains to eat.

Tthoxe?lets, has a large basket woven out of cedar that she used to carry the children that she captured. In this activity, students will design their own cedar baskets or a mat while investigating patterns and measurement.

Large 11 x 17 Cedar Mat / Basket Design Plan

Microsoft Teams Videos and Documents

Videos

Documents

Using the Dial in Feature

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Play Video

Addtional Videos

Teachers Info and Norms of Using Teams

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