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EC&I 834 – My Course Profile

I am super excited to use this project in my own class. This assignment has really got me thinking about how I want to use the technology in my classroom. At the end of the day, as teachers, we want to inspire out students to be better citizens of our world. This is where we begin.

Course Overview: Using Technology in Search of Social Justice

Target Audience:

High School ELA – Grade 9 Learning Resource Class. This class features students who typically struggle with ELA, including EAL students, as well as those with other concerns such as dyslexia, auditory concerns, etc.  

Unit Timeline:

This unit is designed to cover several curricular outcomes, including researching, writing and presenting, and should take about 4 weeks to complete..

Course Delivery: 

This unit is based around a technology-rich environment where students attend in person when possible. This includes both face to face instruction to support writing and representing standards, along with self-guided, inquiry-based learning where students will be asked to explore the internet. The classroom is set up in a 1:1 situation where every student has a laptop for themselves. They will use it search YouTube, Google, our school resource center database, and whatever else they want to find their information.

However, this course also has the COVID-19 pandemic in mind, as it seeks to be a very accessible course for those students who may not be able to attend in person. While the course uses a synchronous design, there is an effort to set it up in a way that still allows students to interact with the tasks. All support documents will be housed in RCSD’s learning online page which uses Moodle. This gives students the opportunity if needed to complete tasks at home. A Microsoft Team will be set up to give students access to the teacher if they have any questions.

I believe that the marriage of technology with brick and mortar is where we get more out of our students

Course Objectives and Learning Outcomes: 

This unit focuses on the research and reporting of social justice issues in our world. The main activities and assessments will focus on the following outcomes taken from the Sask Grade 9 ELA Curriculum

  • CC9.2b Create and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.
  • CC9.5b Create and present a variety of visual and multimedia presentations including addressing various audiences for one proposal.
  • CC9.7b Use oral language intentionally to express a range of information and ideas in formal and informal situations including presenting reasoned arguments of opposing viewpoints.
  • CC9.8b Write to explain and inform (a multi-paragraph letter)
  • CC9.9b Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script, advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).
  • CR9.7b Read independently and demonstrate comprehension of a variety of information texts including expository essays, historical accounts, news articles, and scientific writing.

Big Questions: 

Here are some cool questions to think about. They are definitely questions without absolute answers, and are instead something to just think about. Questions that really make you ponder…

  • What is the right thing to do? How do we know?
  • What are our rights, responsibilities, and freedoms?
  • What causes conflict or makes something an issue?
  • How do individuals and groups best deal with and resolve conflicts and address issues?
  • What qualities help people deal with conflicts and issues successfully?


There will be three major pieces of assessment in this unit:

  1. An expository letter – used to try to educate a specific audience about the social justice issue
  2. A multimedia presentation – this can be done in front of the class, or as some sort of video presentation
  3. A non-traditional artifact – I want to give my students a lot of opportunity to do something that they really enjoy doing (I really want to stress that this can be tech based, but it absolutely does not need to be)

All three of these assessments are tied to the outcomes listed above, and they help students to display the knowledge that they gained through this process.

Some considerations

As I move through EC&I 834, I would like to explore some elements that will address the concerns I have for some of my students that will need accommodations. Already, we have talked about how EAL learners can be supported, but I am also very interested in incorporating some apps and tools to support my students who struggle with reading, and spelling (I’m thinking speech to text, and other things like that).

As someone who loves incorporating technology in his classroom, I am still always very passionate about making sure that the teacher plays an important role. I find it is always under my consideration how much I should be doing with my accessibility to my course. In my class, it is definitely way more beneficial to be in class, than it is to just do all the tasks from home. This is something that is important for me as a blended learning teacher: how the technology AND the traditional actually work best together.

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