Author Christina

When I think about adult English language education in British Columbia in 2035, I see a future that is both promising and concerning. AI will likely provide increasingly sophisticated language instruction, allowing learners to practise grammar, vocabulary, pronunciation, and writing… Continue Reading →

Where does the cause of learning sit? Image generated with AI. A collaboratively authored post by Christina Steklin and Craig Watson. Claims about artificial intelligence are becoming increasingly common in education, often promising to transform teaching, personalize learning, and improve… Continue Reading →

Laura Czerniewicz is a South African scholar and former professor at the University of Cape Town whose work in educational technology has focused on digital inequality, open education, and the ways learners experience technology within different social and educational contexts…. Continue Reading →

Weller’s (2020) discussion of Personal Learning Environments (PLEs) immediately connected with my own experience as a learner. PLEs give learners greater control over the tools, communities, and resources they use and can support learning beyond formal institutional systems. In 2011,… Continue Reading →

Reading Weller’s (2020) 25 Years of Ed Tech felt less like discovering a distant history and more like revisiting one I remember. I lived through all of the technological changes he describes, from the growth of the web to online… Continue Reading →

*Note: I would have made a video of myself, but I have been sick for a few days and nobody needs to see my congested face! https://www.nvrc.ca/notices-events-blog/whats-new/community-created-willow-portals-have-opened-rey-sargent-park

According to Dron and Anderson (2014), a network consists of nodes and the connections between them. For this activity, I created a visual map of my personal and professional network to better understand where I am situated and how I… Continue Reading →

Florian Progin & Christina Steklin In an era where technology is ubiquitous, the ability to distinguish true from false information has become more critical than ever, especially in a learning context. Yet the concept of fake news is not a… Continue Reading →

Reflecting on my earlier technology mapping activity and the resident–visitor typology (White & Le Cornu, 2011), I realized that much of my online participation has been functional rather than intentional. I use digital tools constantly for teaching, communication, research, and… Continue Reading →

Mapping my technology use using the resident–visitor typology (White & Le Cornu, 2011), made me realize that I am primarily a visitor in most of my online activity. I tend to use technology as a tool to complete tasks rather… Continue Reading →