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As part of our new course LRNT 526, we are working in teams (Shelley Dougan, Patrick Guichon, Sandra Norum, and myself) to set the stage in developing our own critical inquiry. Go to Patrick Guichon\u2019s blog<\/a>\u00a0to read about my team\u2019s initial research on a learning event (a choose your own adventure branching scenario simulation called <\/span>Skills practice: A home visit<\/a>) and a delivery technology (<\/span>H5P branching scenario<\/a>).<\/span><\/p>\n My Experience with H5P Delivery Technology<\/strong><\/p>\n My first choice of delivery technology in the classroom has always been video because of the inclusive benefits. In my experience, students (especially English language learners and students on individual education plans) respond well to ten-minute video clips with subtitles, speed control, and pause\/rewind\/forward features. Video is a powerful tool to springboard class discussions. Although I was somewhat apprehensive when my LRNT 526 team decided to investigate H5P branching scenarios as a delivery technology, the idea of using video was intriguing. The hook for me was discovering H5P was a versatile, open-source tool used to create HTML5 mobile-friendly content. I routinely use HTML5 <\/span>PhET interactive simulations<\/span><\/a> as teaching and learning tools in my classroom because s<\/span>tudents don\u2019t just<\/span> acquire information or choose from given possibilities; they construct possibilities and exchange ideas with others (<\/span>Ackermann, 2001).<\/span> Without dangerous consequences or added supply costs, students use their own mobile devices to practice the scientific method, construct their own knowledge, and discuss findings with classmates in a familiar social context (Wieman et al., 2008). Perhaps H5P would offer similar benefits?<\/span><\/p>\n H5P is amazing! This delivery technology allows teachers to create over forty-five different types of <\/span>content<\/span><\/a>, including interactive videos, presentations, games, and formative quizzes (Wicaksono et al., 2021). H5P is useful beyond creating videos; however, after viewing <\/span>Skills practice: A home visit<\/span><\/a>, I question using this video branching scenario simulation in my teaching context. My situation is not unique. \u201cOrganizations tell us that they\u2019d like to use advanced e-learning simulations as part of their blended curriculum, but they feel that the barriers to entry (such as high cost and difficulty of creating simulations on their own) are simply too prohibitive\u201d (Chapman, 2004).<\/span><\/p>\n The Specific Issue I am Interested in: Safety<\/strong><\/p>\n The use of technology is here to stay. Since every adult will require a certain level of competency in digital skills, I look for ways to incorporate meaningful tasks and activities using technology in the K-12 classroom. As a grade 9 science teacher, before using any technology, I ask: Is it safe?<\/span><\/p>\n Safe is \u201cfree from harm or risk\u201d or \u201csecure from the threat of danger, harm, or loss\u201d (Merriam-Webster, n.d.). On the one hand, I see the benefit of increasing technological skills in the classroom, but on the other, I question safety.\u00a0 Am I harming students by increasing technology use in the classroom? Is the increased screen time in class worth students losing valuable face-to-face socialization time? Am I contributing to an emerging problem of anxiety? Phone attachment? Phone addiction? Will the situation we face post-pandemic require a digital detox? Because I do not know the answers to these questions yet, I am very selective with how and why I use technology in the face-to-face classroom. I wonder if K-12 teachers should be using tech time to develop strategies and skills to cope in our digital-intense world? Do we as teachers need to be more mindful of the safety issues of using technology in our classrooms? What do you think?<\/span><\/p>\n References<\/b><\/p>\n Ackermann, E. (2001). Piaget\u2019s constructivism, Papert\u2019s constructionism: What\u2019s the difference. <\/span>Future of Learning Group Publication<\/span><\/i>, <\/span>5<\/span><\/i>(3), 438. <\/span>http:\/\/www.sylviastipich.com\/wp-content\/uploads\/2015\/04\/Coursera-Piaget-_-Papert.pdf<\/span><\/a><\/p>\n Chapman, B. (2004), <\/span>Executive summary: E-learning simulation products and services<\/span><\/i>. Brandon-hall. <\/span>https:\/\/www.prisim.com\/wp-content\/uploads\/2012\/11\/Execsum_Sim20041.pdf<\/span><\/a><\/p>\n Merriam-Webster. (n.d.). Safe. In <\/span>Merriam-Webster.com dictionary<\/span><\/i>. Retrieved April 17, 2021, from <\/span>https:\/\/www.merriam-webster.com\/dictionary\/safe<\/span><\/a><\/p>\n Wicaksono, J. A., Setiarini, R. B., Ikeda, O., & Novawan, A. (2021). The Use of H5P in Teaching English. In The First International Conference on Social Science, Humanity, and Public Health (ICOSHIP 2020) (pp. 227-230). Atlantis Press. <\/span>https:\/\/doi.org\/10.2991\/assehr.k.210101.049<\/span><\/a><\/p>\n