https://www.refugeesrespond.org/dadaabwikimedia/api.php?action=feedcontributions&feedformat=atom&user=Toddm 2026-06-23T03:22:28Z User contributions MediaWiki 1.26.3 https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Gatekeeper&diff=2494 2020-06-16T21:17:16Z

<p>Toddm: /* 1990s */</p> <hr /> <div>==&#039;&#039;&#039;The Rise of The Gatekeeper (1980-2019)&#039;&#039;&#039;==<br /> <br /> ----<br /> <br /> ==&#039;&#039;&#039;Pre-1980&#039;&#039;&#039;== <br /> [[File:1950_tv.jpg|90px|thumb|left|1950s TV]]<br /> <br /> Dramatic changes in educational use of technology occurred between 1980 and 2040. <br /> Before the 1980s, the 20th century technology boom saw new devices rapidly entering the classroom and revolutionizing the way students learn.<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Brief Technology Summary:<br /> <br /> • The first instructional (silent) films were produced in 1910. Thomas Edison voiced concerns that film would replace teachers and textbooks in the classroom.<br /> <br /> • The 1930s introduced the [[Wikipedia:Audiovisual education|Audiovisual Instruction Movement]]. Some expressed concerns that radio would replace teachers and textbooks in classrooms. Radio and film, now with sound, however, proved to have little effect on teachers’ instructional practices.<br /> <br /> • The 1950s brought interest in using television into the classroom to be used as a teaching device. Millions of dollars were filtered into creating educational programming made for television. Fears increased surrounding the impacts television would have on educational instruction, but its use in schools had fizzled by the end of the decade because people saw educational programming as nothing more than a teachers giving lectures.<br /> <br /> ==&#039;&#039;&#039;1980s&#039;&#039;&#039;== <br /> [[File:1980_computer.jpg|90px|thumb|right|1980s Computer]]<br /> <br /> Computers were not incorporated in Ontario public schools until the 1980s. By the 1980s, computers could fit on desks, making them more manageable for keeping inside school buildings. Computers, however, had still not been fully integrated into instruction, as higher costs meant schools still had few available. Limited numbers of computers in schools became a major issue, leaving many teachers unable to provide enough computers for students to use. As a result, computers were usually kept in school libraries, meant to be shared among all students. Computer programs, at this time, usually supported drilling and practice, making them easily adoptable for instructional use. By 1989, however, computer usage shifted from being a relative rarity in public schools, to being present in nearly every Ontario school district [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;1990s&#039;&#039;&#039;==<br /> [[File:1990_computer.jpg|90px|thumb|left|19902 Desktop Computer]]<br /> <br /> The early 1990s marks the real beginning of modern media technology incorporated into educational teaching and learning. This increase in educational integration was made easier by advances in hardware, such as [[Wikipedia:CD-ROM|CD-ROMs]], and the development of presentation programs, such as [[Wikipedia:Microsoft PowerPoint|Microsoft PowerPoint]]. The movement of computers from libraries into classrooms, along with the accelerating speeds of the internet, contributed to the growing interest in teachers using computers for educational purposes. As collaborative classroom environments became mainstream, more schools began to invest in powerful [[Wikipedia:Computer network|networks]] and faster internet connections. By 1996, school boards declared it their aim to make computers available to every student [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> &#039;&#039;&#039;[[The Rise of The Gatekeeper (2020-2050)]]&#039;&#039;&#039;</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Gatekeeper&diff=2493 2020-06-16T21:16:58Z

<p>Toddm: /* 1990s */</p> <hr /> <div>==&#039;&#039;&#039;The Rise of The Gatekeeper (1980-2019)&#039;&#039;&#039;==<br /> <br /> ----<br /> <br /> ==&#039;&#039;&#039;Pre-1980&#039;&#039;&#039;== <br /> [[File:1950_tv.jpg|90px|thumb|left|1950s TV]]<br /> <br /> Dramatic changes in educational use of technology occurred between 1980 and 2040. <br /> Before the 1980s, the 20th century technology boom saw new devices rapidly entering the classroom and revolutionizing the way students learn.<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Brief Technology Summary:<br /> <br /> • The first instructional (silent) films were produced in 1910. Thomas Edison voiced concerns that film would replace teachers and textbooks in the classroom.<br /> <br /> • The 1930s introduced the [[Wikipedia:Audiovisual education|Audiovisual Instruction Movement]]. Some expressed concerns that radio would replace teachers and textbooks in classrooms. Radio and film, now with sound, however, proved to have little effect on teachers’ instructional practices.<br /> <br /> • The 1950s brought interest in using television into the classroom to be used as a teaching device. Millions of dollars were filtered into creating educational programming made for television. Fears increased surrounding the impacts television would have on educational instruction, but its use in schools had fizzled by the end of the decade because people saw educational programming as nothing more than a teachers giving lectures.<br /> <br /> ==&#039;&#039;&#039;1980s&#039;&#039;&#039;== <br /> [[File:1980_computer.jpg|90px|thumb|right|1980s Computer]]<br /> <br /> Computers were not incorporated in Ontario public schools until the 1980s. By the 1980s, computers could fit on desks, making them more manageable for keeping inside school buildings. Computers, however, had still not been fully integrated into instruction, as higher costs meant schools still had few available. Limited numbers of computers in schools became a major issue, leaving many teachers unable to provide enough computers for students to use. As a result, computers were usually kept in school libraries, meant to be shared among all students. Computer programs, at this time, usually supported drilling and practice, making them easily adoptable for instructional use. By 1989, however, computer usage shifted from being a relative rarity in public schools, to being present in nearly every Ontario school district [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;1990s&#039;&#039;&#039;==<br /> [[File:1990_computer.jpg|90px|thumb|left|19902 Desktop Computer]]<br /> <br /> The early 1990s marks the real beginning of modern media technology incorporated into educational teaching and learning. This increase in educational integration was made easier by advances in hardware, such as [[Wikipedia:CD-ROM|CD-ROMs]], and the development of presentation programs, such as [[Wikipedia:Microsoft PowerPoint|Microsoft PowerPoint]]. The movement of computers from libraries into classrooms, along with the accelerating speeds of the internet, contributed to the growing interest in teachers using computers for educational purposes. As collaborative classroom environments became mainstream, more schools began to invest in powerful [[Wikipedia:Computer network|networks]] and faster internet connections. By 1996, school boards declared it their aim to make computers available to every student [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> <br /> &#039;&#039;&#039;[[The Rise of The Gatekeeper (2020-2050)]]&#039;&#039;&#039;</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Gatekeeper&diff=2492 2020-06-16T21:16:43Z

<p>Toddm: /* 1990s */</p> <hr /> <div>==&#039;&#039;&#039;The Rise of The Gatekeeper (1980-2019)&#039;&#039;&#039;==<br /> <br /> ----<br /> <br /> ==&#039;&#039;&#039;Pre-1980&#039;&#039;&#039;== <br /> [[File:1950_tv.jpg|90px|thumb|left|1950s TV]]<br /> <br /> Dramatic changes in educational use of technology occurred between 1980 and 2040. <br /> Before the 1980s, the 20th century technology boom saw new devices rapidly entering the classroom and revolutionizing the way students learn.<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Brief Technology Summary:<br /> <br /> • The first instructional (silent) films were produced in 1910. Thomas Edison voiced concerns that film would replace teachers and textbooks in the classroom.<br /> <br /> • The 1930s introduced the [[Wikipedia:Audiovisual education|Audiovisual Instruction Movement]]. Some expressed concerns that radio would replace teachers and textbooks in classrooms. Radio and film, now with sound, however, proved to have little effect on teachers’ instructional practices.<br /> <br /> • The 1950s brought interest in using television into the classroom to be used as a teaching device. Millions of dollars were filtered into creating educational programming made for television. Fears increased surrounding the impacts television would have on educational instruction, but its use in schools had fizzled by the end of the decade because people saw educational programming as nothing more than a teachers giving lectures.<br /> <br /> ==&#039;&#039;&#039;1980s&#039;&#039;&#039;== <br /> [[File:1980_computer.jpg|90px|thumb|right|1980s Computer]]<br /> <br /> Computers were not incorporated in Ontario public schools until the 1980s. By the 1980s, computers could fit on desks, making them more manageable for keeping inside school buildings. Computers, however, had still not been fully integrated into instruction, as higher costs meant schools still had few available. Limited numbers of computers in schools became a major issue, leaving many teachers unable to provide enough computers for students to use. As a result, computers were usually kept in school libraries, meant to be shared among all students. Computer programs, at this time, usually supported drilling and practice, making them easily adoptable for instructional use. By 1989, however, computer usage shifted from being a relative rarity in public schools, to being present in nearly every Ontario school district [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> ==&#039;&#039;&#039;1990s&#039;&#039;&#039;==<br /> [[File:1990_computer.jpg|90px|thumb|left|19902 Desktop Computer]]<br /> <br /> The early 1990s marks the real beginning of modern media technology incorporated into educational teaching and learning. This increase in educational integration was made easier by advances in hardware, such as [[Wikipedia:CD-ROM|CD-ROMs]], and the development of presentation programs, such as [[Wikipedia:Microsoft PowerPoint|Microsoft PowerPoint]]. The movement of computers from libraries into classrooms, along with the accelerating speeds of the internet, contributed to the growing interest in teachers using computers for educational purposes. As collaborative classroom environments became mainstream, more schools began to invest in powerful [[Wikipedia:Computer network|networks]] and faster internet connections. By 1996, school boards declared it their aim to make computers available to every student [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> <br /> &#039;&#039;&#039;[[The Rise of The Gatekeeper (2020-2050)]]&#039;&#039;&#039;</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=%E2%80%9C%CF%80%E2%80%9D&diff=2491 2020-06-16T21:16:11Z

<p>Toddm: /* Future Worldings (2040) */</p> <hr /> <div>==&#039;&#039;&#039;Future Worldings (2040)&#039;&#039;&#039;==<br /> <br /> [[File:QR_Code_Final_(1).jpg|200px|thumb|right|Example QR Code used in 1995]]<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. <br /> <br /> &#039;&#039;&#039;The app is not voluntary! Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers.&#039;&#039;&#039;<br /> <br /> There is a growing number of students, parents, and teachers who recognize that downloading The Gatekeeper, via Cathedral, offers the provincial government unlimited access to people’s records and accounts. Through this app, the provincial government continues to edit and/or suppress opinion polls and user feedback to make it appear as if students, parents, and teachers are entirely satisfied with teaching and learning occurring strictly in online environments. <br /> <br /> These students, parents, and teachers strongly recognize, and prefer, the power of integrating real-world and online educational spaces. This group is rumoured to believe in the irreplaceable learning opportunities that can only occur in and between digital and real-world spaces! <br /> <br /> This group “…is about future worldings (the making of a different future)…” (Truman, 2018, 32). They are a group of students, parents, and teachers who work collaboratively to place everyone as “…speculative thinkers and writers [who] might conjure more just futures” (32).<br /> <br /> The government has made numerous attempts to find and suppress this group, but has not been successful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said &#039;&#039;&#039;you will be able to find them!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> Truman, S.E. (2019). SF! Haraway’s Situated Feminisms and Speculative Fabulations in English Class, &#039;&#039;Studies in Philosophy and Education&#039;&#039;, (38), p. 31–42. Accessed May 26, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2490 2020-06-16T21:14:10Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|200px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2489 2020-06-16T21:13:56Z

<p>Toddm: /* Bibliography */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|200px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2488 2020-06-16T21:13:40Z

<p>Toddm: /* ‘Invasive Technology’ in Film (1995) */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|200px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2487 2020-06-16T21:13:17Z

<p>Toddm: /* Bibliography */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|200px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2486 2020-06-16T21:12:53Z

<p>Toddm: /* ‘Invasive Technology’ in Film (1995) */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|200px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2485 2020-06-16T21:12:43Z

<p>Toddm: /* ‘Invasive Technology’ in Film (1995) */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|200px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2484 2020-06-16T21:12:20Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2483 2020-06-16T21:12:08Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2482 2020-06-16T21:11:52Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|100px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2481 2020-06-16T21:11:38Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2480 2020-06-16T21:11:21Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|Standard Laptop Today]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2479 2020-06-16T21:10:43Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|180px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2478 2020-06-16T21:10:22Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2477 2020-06-16T21:10:07Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2476 2020-06-16T21:09:52Z

<p>Toddm: /* Bibliography */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> <br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2475 2020-06-16T21:09:40Z

<p>Toddm: /* ‘Invasive Technology’ in Film (1995) */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but also her real-world life.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2474 2020-06-16T21:08:44Z

<p>Toddm: /* ‘Invasive Technology’ in Film (1995) */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of extreme corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2473 2020-06-16T21:08:12Z

<p>Toddm: /* ‘Invasive Technology’ in Film (1995) */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receiving a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2472 2020-06-16T21:07:17Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world teaching and learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2471 2020-06-16T21:06:17Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2470 2020-06-16T21:05:48Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. Today, the government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2469 2020-06-16T21:05:32Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2468 2020-06-16T21:04:53Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. As a means of addressing the problem of increased account hacking, the government built a security program, called ‘The Gatekeeper,’ into the Cathedral app. The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2467 2020-06-16T21:01:21Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program]]. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2466 2020-06-16T21:00:50Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increase in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2465 2020-06-16T21:00:36Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the increasing in account hacking occurring alongside the [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2464 2020-06-16T20:58:47Z

<p>Toddm: /* Rising Problems */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising throughout the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2463 2020-06-16T20:58:26Z

<p>Toddm: /* A Rising Problem */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;Rising Problems&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising from the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2462 2020-06-16T20:58:10Z

<p>Toddm: /* A Rising Problem */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There were, however, two growing issues arising from the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2461 2020-06-16T20:57:55Z

<p>Toddm: /* A Rising Problem */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There was, however, two growing issues arising from the transition from brick-and-mortar schools to fully online education. <br /> <br /> The first has to do with the [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009. This program required that all students be issued a login by their school board. This login allowed students to access school-related courses, lectures, and assignments. Students were issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2030 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. This has led to the second major problem arising from the shift to fully-online education: many people have raised serious questions regarding the confidentiality claims made by the Cathedral app’s creators and managers. It is rumoured that a growing group of students, parents, and teachers is operating with the aim to amass resistance against the government&#039;s demand that education occur strictly in online spaces. According to some, the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2460 2020-06-16T20:47:38Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [https://www.apple.com/ Apple]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2459 2020-06-16T20:47:27Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to [[https://www.apple.com/ Apple]]. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2458 2020-06-16T20:46:44Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first school property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2457 2020-06-16T20:46:07Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2456 2020-06-16T20:44:54Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell-off the properties. The Ontario government, therefore, made the move to sell off school properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2455 2020-06-16T20:43:36Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of newly available digital apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell off the properties. The Ontario government, therefore, made the move to sell off school properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2454 2020-06-16T20:42:41Z

<p>Toddm: /* 2040 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following the [[Wikipedia:COVID-19 pandemic|Covid-19 pandamic]], many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of new apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell off the properties. The Ontario government, therefore, made the move to sell off school properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2453 2020-06-16T20:40:21Z

<p>Toddm: /* 2000-2035 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid-19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following Covid-19, many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of new apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell off the properties. The Ontario government, therefore, made the move to sell off school properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2452 2020-06-16T20:37:41Z

<p>Toddm: /* 2000-2035 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-based approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid 19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following Covid-19, many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of new apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell off the properties. The Ontario government, therefore, made the move to sell off school properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Gatekeeper&diff=2451 2020-06-16T20:36:43Z

<p>Toddm: /* 1990s */</p> <hr /> <div>==&#039;&#039;&#039;The Rise of The Gatekeeper (1980-2019)&#039;&#039;&#039;==<br /> <br /> ----<br /> <br /> ==&#039;&#039;&#039;Pre-1980&#039;&#039;&#039;== <br /> [[File:1950_tv.jpg|90px|thumb|left|1950s TV]]<br /> <br /> Dramatic changes in educational use of technology occurred between 1980 and 2040. <br /> Before the 1980s, the 20th century technology boom saw new devices rapidly entering the classroom and revolutionizing the way students learn.<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Brief Technology Summary:<br /> <br /> • The first instructional (silent) films were produced in 1910. Thomas Edison voiced concerns that film would replace teachers and textbooks in the classroom.<br /> <br /> • The 1930s introduced the [[Wikipedia:Audiovisual education|Audiovisual Instruction Movement]]. Some expressed concerns that radio would replace teachers and textbooks in classrooms. Radio and film, now with sound, however, proved to have little effect on teachers’ instructional practices.<br /> <br /> • The 1950s brought interest in using television into the classroom to be used as a teaching device. Millions of dollars were filtered into creating educational programming made for television. Fears increased surrounding the impacts television would have on educational instruction, but its use in schools had fizzled by the end of the decade because people saw educational programming as nothing more than a teachers giving lectures.<br /> <br /> ==&#039;&#039;&#039;1980s&#039;&#039;&#039;== <br /> [[File:1980_computer.jpg|90px|thumb|right|1980s Computer]]<br /> <br /> Computers were not incorporated in Ontario public schools until the 1980s. By the 1980s, computers could fit on desks, making them more manageable for keeping inside school buildings. Computers, however, had still not been fully integrated into instruction, as higher costs meant schools still had few available. Limited numbers of computers in schools became a major issue, leaving many teachers unable to provide enough computers for students to use. As a result, computers were usually kept in school libraries, meant to be shared among all students. Computer programs, at this time, usually supported drilling and practice, making them easily adoptable for instructional use. By 1989, however, computer usage shifted from being a relative rarity in public schools, to being present in nearly every Ontario school district [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> ==&#039;&#039;&#039;1990s&#039;&#039;&#039;==<br /> [[File:1990_computer.jpg|90px|thumb|left|alt text]]<br /> <br /> The early 1990s marks the real beginning of modern media technology incorporated into educational teaching and learning. This increase in educational integration was made easier by advances in hardware, such as [[Wikipedia:CD-ROM|CD-ROMs]], and the development of presentation programs, such as [[Wikipedia:Microsoft PowerPoint|Microsoft PowerPoint]]. The movement of computers from libraries into classrooms, along with the accelerating speeds of the internet, contributed to the growing interest in teachers using computers for educational purposes. As collaborative classroom environments became mainstream, more schools began to invest in powerful [[Wikipedia:Computer network|networks]] and faster internet connections. By 1996, school boards declared it their aim to make computers available to every student [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> <br /> &#039;&#039;&#039;[[The Rise of The Gatekeeper (2020-2050)]]&#039;&#039;&#039;</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Gatekeeper&diff=2450 2020-06-16T20:35:06Z

<p>Toddm: /* 1980s */</p> <hr /> <div>==&#039;&#039;&#039;The Rise of The Gatekeeper (1980-2019)&#039;&#039;&#039;==<br /> <br /> ----<br /> <br /> ==&#039;&#039;&#039;Pre-1980&#039;&#039;&#039;== <br /> [[File:1950_tv.jpg|90px|thumb|left|1950s TV]]<br /> <br /> Dramatic changes in educational use of technology occurred between 1980 and 2040. <br /> Before the 1980s, the 20th century technology boom saw new devices rapidly entering the classroom and revolutionizing the way students learn.<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Brief Technology Summary:<br /> <br /> • The first instructional (silent) films were produced in 1910. Thomas Edison voiced concerns that film would replace teachers and textbooks in the classroom.<br /> <br /> • The 1930s introduced the [[Wikipedia:Audiovisual education|Audiovisual Instruction Movement]]. Some expressed concerns that radio would replace teachers and textbooks in classrooms. Radio and film, now with sound, however, proved to have little effect on teachers’ instructional practices.<br /> <br /> • The 1950s brought interest in using television into the classroom to be used as a teaching device. Millions of dollars were filtered into creating educational programming made for television. Fears increased surrounding the impacts television would have on educational instruction, but its use in schools had fizzled by the end of the decade because people saw educational programming as nothing more than a teachers giving lectures.<br /> <br /> ==&#039;&#039;&#039;1980s&#039;&#039;&#039;== <br /> [[File:1980_computer.jpg|90px|thumb|right|1980s Computer]]<br /> <br /> Computers were not incorporated in Ontario public schools until the 1980s. By the 1980s, computers could fit on desks, making them more manageable for keeping inside school buildings. Computers, however, had still not been fully integrated into instruction, as higher costs meant schools still had few available. Limited numbers of computers in schools became a major issue, leaving many teachers unable to provide enough computers for students to use. As a result, computers were usually kept in school libraries, meant to be shared among all students. Computer programs, at this time, usually supported drilling and practice, making them easily adoptable for instructional use. By 1989, however, computer usage shifted from being a relative rarity in public schools, to being present in nearly every Ontario school district [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> ==&#039;&#039;&#039;1990s&#039;&#039;&#039;==<br /> [[File:1990_computer.jpg|90px|thumb|left|alt text]]<br /> <br /> The early 1990s marks the real beginning of modern media technology incorporated into educational teaching and learning. This increase in educational integration was made easier by advances in hardware, such as [[Wikipedia:CD-ROM|CD-ROMs]], and the development of presentation programs, such as [[Wikipedia:Microsoft PowerPoint|Microsoft PowerPoint]]. The movement of computers from libraries into classrooms, along with the accelerating of the internet, contributed to the growing interest in teachers using computers for educational purposes. As collaborative classroom environments became mainstream, more schools began to invest in powerful [[Wikipedia:Computer network|networks]] and faster internet connections. By 1996, school boards declared it their aim to make computers available to every student [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> <br /> &#039;&#039;&#039;[[The Rise of The Gatekeeper (2020-2050)]]&#039;&#039;&#039;</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Gatekeeper&diff=2449 2020-06-16T20:34:43Z

<p>Toddm: /* Pre-1980 */</p> <hr /> <div>==&#039;&#039;&#039;The Rise of The Gatekeeper (1980-2019)&#039;&#039;&#039;==<br /> <br /> ----<br /> <br /> ==&#039;&#039;&#039;Pre-1980&#039;&#039;&#039;== <br /> [[File:1950_tv.jpg|90px|thumb|left|1950s TV]]<br /> <br /> Dramatic changes in educational use of technology occurred between 1980 and 2040. <br /> Before the 1980s, the 20th century technology boom saw new devices rapidly entering the classroom and revolutionizing the way students learn.<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Brief Technology Summary:<br /> <br /> • The first instructional (silent) films were produced in 1910. Thomas Edison voiced concerns that film would replace teachers and textbooks in the classroom.<br /> <br /> • The 1930s introduced the [[Wikipedia:Audiovisual education|Audiovisual Instruction Movement]]. Some expressed concerns that radio would replace teachers and textbooks in classrooms. Radio and film, now with sound, however, proved to have little effect on teachers’ instructional practices.<br /> <br /> • The 1950s brought interest in using television into the classroom to be used as a teaching device. Millions of dollars were filtered into creating educational programming made for television. Fears increased surrounding the impacts television would have on educational instruction, but its use in schools had fizzled by the end of the decade because people saw educational programming as nothing more than a teachers giving lectures.<br /> <br /> ==&#039;&#039;&#039;1980s&#039;&#039;&#039;== <br /> [[File:1980_computer.jpg|90px|thumb|right|1980s Computer]]<br /> <br /> Computers were not incorporated in Ontario public schools until the 1980s. By the 1980s, computers could fit on desktops, making them more manageable for keeping inside school buildings. Computers, however, had still not been fully integrated into instruction, as higher costs meant schools still had few available. Limited numbers of computers in schools became a major issue, leaving many teachers unable to provide enough computers for students to use. As a result, computers were usually kept in school libraries, meant to be shared among all students. Computer programs, at this time, usually supported drilling and practice, making them easily adoptable for instructional use. By 1989, however, computer usage shifted from being a relative rarity in public schools, to being present in nearly every Ontario school district [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> ==&#039;&#039;&#039;1990s&#039;&#039;&#039;==<br /> [[File:1990_computer.jpg|90px|thumb|left|alt text]]<br /> <br /> The early 1990s marks the real beginning of modern media technology incorporated into educational teaching and learning. This increase in educational integration was made easier by advances in hardware, such as [[Wikipedia:CD-ROM|CD-ROMs]], and the development of presentation programs, such as [[Wikipedia:Microsoft PowerPoint|Microsoft PowerPoint]]. The movement of computers from libraries into classrooms, along with the accelerating of the internet, contributed to the growing interest in teachers using computers for educational purposes. As collaborative classroom environments became mainstream, more schools began to invest in powerful [[Wikipedia:Computer network|networks]] and faster internet connections. By 1996, school boards declared it their aim to make computers available to every student [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> <br /> &#039;&#039;&#039;[[The Rise of The Gatekeeper (2020-2050)]]&#039;&#039;&#039;</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Gatekeeper&diff=2448 2020-06-16T20:32:49Z

<p>Toddm: /* Pre-1980 */</p> <hr /> <div>==&#039;&#039;&#039;The Rise of The Gatekeeper (1980-2019)&#039;&#039;&#039;==<br /> <br /> ----<br /> <br /> ==&#039;&#039;&#039;Pre-1980&#039;&#039;&#039;== <br /> [[File:1950_tv.jpg|90px|thumb|left|1950s TV]]<br /> <br /> Dramatic changes in educational use of technology occurred between 1980 and 2040. <br /> Before the 1980s, the 20th century technology boom saw new devices rapidly entering the classroom and revolutionizing the way students learn.<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> Brief Technology Summary:<br /> <br /> • The first instructional (silent) films were produced in 1910. Thomas Edison voiced concerns that film would replace teachers and textbooks in the classroom.<br /> <br /> • The 1930s introduced the [[Wikipedia:Audiovisual education|Audiovisual Instruction Movement]]. Some expressed concerns that radio would replace teachers and textbooks in classrooms. Radio and film, now with sound, however, proved to have little effect on teachers’ instructional practices.<br /> <br /> • The 1950s brought interest in using television into the classroom to be used as a teaching device. Millions of dollars were filtered into creating educational programming made for television. Fears that television in the classroom would greatly impact instruction were expressed, but its use in schools had fizzled by the end of the decade because people saw educational programming as nothing more than a teachers giving lectures.<br /> <br /> ==&#039;&#039;&#039;1980s&#039;&#039;&#039;== <br /> [[File:1980_computer.jpg|90px|thumb|right|1980s Computer]]<br /> <br /> Computers were not incorporated in Ontario public schools until the 1980s. By the 1980s, computers could fit on desktops, making them more manageable for keeping inside school buildings. Computers, however, had still not been fully integrated into instruction, as higher costs meant schools still had few available. Limited numbers of computers in schools became a major issue, leaving many teachers unable to provide enough computers for students to use. As a result, computers were usually kept in school libraries, meant to be shared among all students. Computer programs, at this time, usually supported drilling and practice, making them easily adoptable for instructional use. By 1989, however, computer usage shifted from being a relative rarity in public schools, to being present in nearly every Ontario school district [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> ==&#039;&#039;&#039;1990s&#039;&#039;&#039;==<br /> [[File:1990_computer.jpg|90px|thumb|left|alt text]]<br /> <br /> The early 1990s marks the real beginning of modern media technology incorporated into educational teaching and learning. This increase in educational integration was made easier by advances in hardware, such as [[Wikipedia:CD-ROM|CD-ROMs]], and the development of presentation programs, such as [[Wikipedia:Microsoft PowerPoint|Microsoft PowerPoint]]. The movement of computers from libraries into classrooms, along with the accelerating of the internet, contributed to the growing interest in teachers using computers for educational purposes. As collaborative classroom environments became mainstream, more schools began to invest in powerful [[Wikipedia:Computer network|networks]] and faster internet connections. By 1996, school boards declared it their aim to make computers available to every student [https://classroom.synonym.com/influence-internet-education-6593610.html (Oster)].<br /> <br /> <br /> <br /> <br /> &#039;&#039;&#039;[[The Rise of The Gatekeeper (2020-2050)]]&#039;&#039;&#039;</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2447 2020-06-16T20:30:41Z

<p>Toddm: /* 2000-2035 */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-bases approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [[wikipedia:Social stratification|socio-economic stratification]] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid 19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following Covid-19, many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of new apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell off the properties. The Ontario government, therefore, made the move to sell off school properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2446 2020-06-16T20:28:11Z

<p>Toddm: /* A Rising Problem */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer-based technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-bases approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [wikipedia:Social stratification|socio-economic stratification] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid 19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following Covid-19, many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of new apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell off the properties. The Ontario government, therefore, made the move to sell off school properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the [[Wikipedia:Bring your own device|1:1 program,]] [[Wikipedia:Cybercrime|hacking]] of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=The_Rise_of_The_Gatekeeper_(2020-2050)&diff=2445 2020-06-16T20:25:29Z

<p>Toddm: /* A Rising Problem */</p> <hr /> <div>==&#039;&#039;&#039;2000-2035&#039;&#039;&#039;==<br /> <br /> [[File:2000s.jpg|200px|thumb|Right|Apple iPad and Microsoft Surface Book]]<br /> <br /> <br /> Throughout the first two decades of the 21st century, improvements in computer-based technologies, including [[wikipedia:Interactive whiteboard|interactive whiteboards]] and personal [[wikipedia:laptop|Laptop computers]], became increasingly incorporated into classroom learning. School districts increasingly implemented and encouraged [[wikipedia:One-to-one computing|1:1 learning]], ensuring that all students in grades 1-12 needed a personal laptop. During this time, computers significantly effected traditional teaching methodologies, causing “a shift in emphasis from reception-oriented to production-bases approaches…” (de Castell and Jenson, 2007, 116). Despite these challenges, numerous educational stakeholders pushed concepts detailed in [https://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html 21st Century Competencies]. Changes such as this, along with the evolutions in the ways that 21st century learners communicate, further impacted utilization of technology in teaching and learning. The rise of [[wikipedia:Web 2.0|Web 2.0]] in the classroom allowed teachers to highlight the growing importance of using multiple modalities in [[wikipedia:Design-based learning|design-based learning]]. Students were now able to express themselves using a combination of [[wikipedia:Podcast|podcasts]], [[wikipedia:Music|music]], [[wikipedia:Graphics|graphics]], [[wikipedia:Video|video]], vodcasts, and [[wikipedia:Photograph|photos]] alongside traditional writing. Students who previously had difficulties expressing themselves through writing could increasingly communicate in creative [[wikipedia:Multimodality|multimodal]] ways. Students&#039; creations were no longer designed for a teacher/grader alone, but had to be created for an audience of countless online prosumers (Gee, 2008, 236). Teachers needed to find new ways to employ computer technology for utilizing various [[wikipedia:Web 2.0|Web 2.0]] tools to enhance instruction, as these technologies helped encourage student self-expression, collaboration with peers, and opportunities for authentic [[wikipedia: Deep learning|deep learning]] experiences (Fullan and Langworthy, 2014, 21-22).<br /> <br /> <br /> At the same time, significant concerns grew surrounding resource access for many Ontarians. While some students could easily afford laptops and fast internet speeds, others were challenged with this access, causing serious problems in [wikipedia:Social stratification|socio-economic stratification] occurring through education. This was further problematized under the conservative provincial government, which was voted into power in 2018. Under this government, Education Minister Stephen Lecce made strong pushes to increase the number of required online courses, due to cheaper running costs. Elementary and secondary school teachers, as well as college instructors, resisted increasing demands to move their courses online, stating that such moves would cause further educational stratification and be too complex to complete in an extremely short period of time. There are even [https://www.thestar.com/politics/provincial/2020/02/27/secret-government-reports-say-public-doesnt-like-fords-education-plans.html reports] that this conservative provincial government supressed poll results finding that parents, too, resisted increasing the number of required online courses.<br /> <br /> <br /> The beginning of 2020, however, challenged the claim that it would take extensive amounts of time and effort for Ontario instructors to move to fully online learning formats. The end of 2019 revealed the rise of a new, highly infectious virus, originally called ‘Coronavirus,’ but later referred to as [[wikipedia:COVID-19 pandemic|Covid 19]]. The rapid spread of Covid-19 across the globe forced an equally rapid shift in education: instructors were forced to move their courses online at a pace never before seen in education.<br /> <br /> ==&#039;&#039;&#039;2040&#039;&#039;&#039;==<br /> <br /> [[File:Future.jpg|200px|thumb|right|1950s TV]]<br /> <br /> In 2036, the conservative government’s Minister of Education, Jack Praetorian, finally achieved what the 2016-2020 provincial government could not: elementary, secondary, and college courses were now strictly offered in online digital platforms. Prior to 2036, technology had been increasingly incorporated into all government-funded education. Covid-19’s rapid spread in 2020 had initiated instructors to think about how they could offer their courses online. In the years following Covid-19, many of these teachers had managed to work out many of the problems emerging in the earlier days of online teaching and learning. With many of the initial problems now addressed through a plethora of new apps, Ontario’s conservative government no longer saw justification for brick-and-mortar schools, particularly citing operational costs as a crucial argument for boards to sell off the properties. The Ontario government, therefore, made the move to sell off school properties. The first property sold in Ontario occurred in 2037: the York Region District School Board sold the Markham District High School property to Apple. The building was converted into an Apple Superstore.<br /> <br /> <br /> ==&#039;&#039;&#039;A Rising Problem&#039;&#039;&#039;==<br /> <br /> There is, however, one growing issue arising from the transition from brick-and-mortar schools to fully online education. The [[Wikipedia:Bring your own device|1:1 program,]] initiated c. 2006-2009, requires that all students be issued a login by the school board. This login allows students to access school-related courses, lectures, and assignments. Students are issued, by their school board, a username. Usernames usually consisted of a student’s first and last name, followed by a school board’s online address (example: firstlast@board.ca). At the start of the ‘1:1 program,’ hacking of student accounts and records rarely occurred. Over time, however, students’ accounts increasingly integrated other personal information, such as social insurance numbers, phone numbers, and bank account information. Students, and board employees, were increasingly linking all kinds of information through these board accounts, usually accessed through a cellphone. Hacking of student and board employee accounts, therefore, increased drastically between 2021 and 2036. Alongside the demand that teachers convert to teaching courses fully online, the conservative government created the Cathedral app. This app was required for accessing board accounts. Built into Cathedral was a security program called ‘The Gatekeeper.’ The government maintains that The Gatekeeper program remains the most secure program guarding students’ and teachers’ accounts and information.<br /> <br /> Today, The Gatekeeper program is integrated into the Cathedral app. Students and board employees are required to download the app to gain access to courses, readings, lectures, and assignments. The app is not voluntary. Many people have raised serious questions regarding the confidentiality claims of the app’s creators and managers. <br /> It is rumoured that the government has made numerous attempts to find and suppress this group, but has been, as of yet, unsuccessful. If you believe in pedagogical practices that integrate both online and real-world learning, it is said that &#039;&#039;&#039;you will be able to find the group!&#039;&#039;&#039;<br /> <br /> ==&#039;&#039;&#039;‘Invasive Technology’ in Film (1995)&#039;&#039;&#039;==<br /> <br /> [[File:1995_The_Net_Film.jpg|150px|thumb|right|The Net (1995)]]<br /> <br /> Way back in 1995, director [[Wikipedia:Irwin Winkler|Irwin Winkler]] released a feature film called [[Wikipedia:(1995 film)|The Net]]. The film followed character Angela Bennett ([[wikipedia:Sandra Bullock|Sandra Bullock]]), a software engineer and program debugger. Upon receipt of a game, titled Mozart’s Ghost, Bennet is directed towards a [[“π”]] symbol appearing on the computer screen. Clicking on the symbol leads Bennett to gain access to evidence of identity theft and corruption operating through a digital security program called The Gatekeeper. Using the Password BER5248833, Bennett uncovers the program’s limitless access to edit people’s personal, confidential, records. Having her own identity and online records edited, Bennet fights to gain back not only her online identity, but her also real-world life. The film reflects rising tensions and anxieties people often feel when faced with uncertainties surrounding how new technologies may impact the real-world.<br /> <br /> ==&#039;&#039;&#039;Bibliography&#039;&#039;&#039;==<br /> <br /> de Castell, S. &amp; Jenson, J. (2007). Digital Games for Education: When Meanings Play. Intermédialités / Intermediality, (9), 113–132. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.<br /> <br /> Fullan, M. &amp; Langworthy (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson. Accessed May 18, 2020 from https://seriousplaylab.com/courses/7001/calendar/. <br /> <br /> Gee, J. P. (2008). Cats and Portals: Video Games, Learning and Play. American Journal of Play, 1, 2, 229-235. Accessed May 11, 2020 from https://seriousplaylab.com/courses/7001/calendar/.</div>

Toddm