Weekly Reflection 5- Province EdTech Pro-D Day (Missed)

Today, instead of our regular class time, we were asked to take part in the BC wide professional development day. When I tried to register for the live Zoom sessions, they were already full. I was redirected to recorded materials, including a Digital Classroom Overview and Getting Started with AI in K-12 from Focused Educational Resources.

At first, I thought these were full recordings of the sessions, so I was excited but I realized they were mostly introductory videos explaining the digital classroom resources. Still, I decided to roll up my sleeves and see what I could learn. What followed was an unexpected and genuinely meaningful experience. I spent the entire morning exploring the Focused Educational Resources website, watching videos, reading articles, going through slide decks, and even finding myself watching films. What first felt like a missed opportunity slowly became an experience that felt deeply connected to my growth as a future teacher.

One of the most valuable things I learned about was the K-12 Evaluated Resource Collection. This collection includes books and learning materials that have already been reviewed and evaluated by educators. As a teacher candidate, this felt like a huge gift. Instead of starting from scratch or constantly questioning whether a resource is appropriate or reliable, I can begin knowing these materials are aligned with curriculum and classroom needs. From what I often hear from experienced teachers, access to resources can both enrich teaching and help manage time and cognitive load. This also connects to my reflection last week about slowness. Having trusted resources available may support teachers in slowing down, reducing uncertainty, and focusing their energy where it matters most. At the same time, I think it’s important not to rely too heavily on ready made materials. A teacher’s voice matters. As a student, I can feel the difference between learning that comes from a teacher’s own understanding and learning that feels like a patchwork of disconnected pieces. The best learning environments feel warm and inviting, like something made with care, not just assembled.

One area I explored in more depth was Cybersecurity and Student Digital Safety. I’m not entirely sure why I started there, but it felt relevant to this course. I looked at several handouts and presentations and eventually explored the materials for ages 15-18. There is a complete lesson package that includes unit plans, slide decks, student handouts, and assessment tools. The lessons cover topics such as What Is Cybersecurity? Principles of Information Security, The Impact of Cybersecurity, and Cybersecurity Ethics.

This course introduces students to the basics of cybersecurity by exploring how digital systems, personal data, and organizations are protected in an increasingly connected world. Through discussion, interactive activities, and real-world examples, students learn why cybersecurity matters and how people, processes, and technology work together to reduce risk. What I appreciated most is that the course supports ethical thinking, not just technical skills. For someone like me, who doesn’t have a strong background in this area, having such a complete and adaptable package is incredibly helpful. I do have to admit, though, that some of the content went over my head. If I were to teach this, I would need to spend real time learning it myself or even invite support from a colleague. Some of the slides also felt quite dense and serious, and I would want to rebuild parts of it in a way that better fits my style and my students.

After that, my brain, always looking for refuge in the human sciences, led me to the Anti-Racism Learning Resources. What I found there honestly made me pause. The Anti-Racism Learning Resource Tool Sheet includes over 200 resources such as articles, films, websites, and teaching materials, all aligned with the BC curriculum. This kind of resource feels essential, especially when teaching about race and racism beyond one’s own lived experience. No educator can fully understand every student’s experience, and this collection recognizes that learning must come before teaching. It supports educators in doing their own learning first, and I believe the best teaching happens when we are genuinely excited about what we are learning ourselves. Assuming we already know everything shows up in the classroom. Even as an adult learner, I sometimes feel this in university classrooms, when content feels stale or untouched by curiosity. Students, at any age, deserve learning that feels alive, thoughtful, and offered with care. For me, this resource felt like an invitation to approach anti-racism education with openness, responsibility, and humility rather than certainty.

One more resource stood out to me, the National Film Board of Canada. I already knew and loved the NFB, but exploring its education portal reminded me why film is such a powerful teaching tool. The NFB offers free access to educational playlists on topics like Indigenous Cinema, Diversity and Inclusion, Science and Technology, Media Literacy, History, and Wellbeing. It’s hard to resist watching at least one film a day. Film has a unique ability to build empathy, spark discussion, and create emotional connections. At the same time, I’m more aware now of how cinema has also shaped narratives around race, gender, war, and geopolitics, sometimes in harmful or misleading ways. That’s why I value the NFB so much. It continues to give space to independent voices and perspectives that are often missing elsewhere, and its free access makes it an incredible resource for educators. I also noticed that the NFB offers workshops on media school for students, which feels like a powerful way to support storytelling and critical media literacy.

Just when I thought I was done exploring, I discovered Ocean School, another initiative connected to the NFB. Ocean School is an interactive, inquiry-based learning platform built around ocean stories and real-world issues. It offers age-appropriate content organized by grade level, subject, and time, covering areas such as science, social studies, digital media, and Indigenous perspectives. The materials are cinematic, curriculum-linked, and flexible, supporting both short activities and longer project-based learning. I especially appreciated the filters, which make it easy to quickly choose content by age, subject, or lesson length.

Although I missed the live Pro-D sessions, I’m glad I didn’t give up. Spending the morning exploring these resources allowed me to learn at my own pace, follow my curiosity, and imagine how I might use these tools in my future classroom. In that way, the assignment itself became the invitation to show up, engage, and learn.