Category: EDCI 338

For this assignment I did my collaborative post on Rita Haxhiavdija Blog Post 5. I left a comment on their post and here is what I wrote.

Hi Rita 

Thank you for the really engaging blog post! Your summary of our topic of the week on generative AI and the role it plays on media literacy was a really great read. The way you connected it to our education systems and leaned in to bringing fixes to secondary schools by implementing a segment to the curriculum  was an amazing idea especially when evaluating news stories which I think is really important. On top of that it was really organized, and easy to follow along and the images you added were great!   

If I could make a suggestion or two on the post I would say that expanding on AI advertising and discussing or looking for research surrounds a range of vulnerable ages. Has this been helpful or hurtful to those vulnerable age groups?. When looking into this I found a really interesting mixed method study done by Velazquez, Flores-Cruz, and Roque (2024) suggested that older adults also may have a harder time identifying generative AI images for authentic content. Similar to how you were mentioning in younger ages adding a segment into your classroom, I wonder if there could be a nation wide program rolled out for all who could be concerned with identifying AI or maybe do even know they are absorbing that kind of content and help them be more aware. It goes to show how we are living in a divided world where the older population hasn’t experienced technology advancement while growing up like we have and to further the conversation on media literacy for all Canadians. 

 Another one thing you could expand on would be furthering your topic of privacy concerns and how Canada has taken steps to create initiatives to protect citizens from AI by mentioning the new proposed social media ban for children under 16 being Bill C-34; The Safe Social Media Act (Government of Canada, 2026). On other the main reason for this bill is due to Generative AI and chat bots are becoming more interactive and could be reinforcing harmful behaviours. 

I think your post was a very strong article overall and was well written, supported and really connected to the weekly topic. Thank you for your unique perspective and ideas and helping me think in ways I haven’t yet.  

 

Government of Canada. (2026, June 10). Government of Canada introduces legislation to make social media services and AI chatbots safer for children. Canadian Heritage. https://www.canada.ca/en/canadian-heritage/news/2026/06/government-of-canada-introduces-legislation-to-make-social-media-services-and-ai-chatbots-safer-for-children.html 

 

Velazquez, E., Flores-Cruz, G., & Roque, N. (2024). DETECTION OF AI-GENERATED IMAGES: A MIXED METHODS STUDY ON AGE-RELATED DIFFERENCES. Innovation in Aging, 8(Supplement_1), 1301–1301. https://doi.org/10.1093/geroni/igae098.4158   

 

In my first-ever intro post in this course, some of my goals were to better understand different digital spaces, social media apps, and how I can find a way to support myself in my last year at UVIC and into my future career.  At the beginning, I had no clue anything about Personal Learning Networks (PLN’s), and while I now know that I am engaging and connected to multiple PLN’s, it was interesting to learn I was contributing in that way. I also had  not given much thought to how meaningful building those connections could be in my personal and professional life.

During this course, we were introduced to multiple concepts and theories, and through that, I was able to develop a better understanding of digital literacy, digital identities, and the importance of engaging in a PLN not only for myself but for others. I was able to take a look more in depth at this by creating my very own Visitor and Resident Map that helped me look at how I use certain digital platforms and how they all contribute not only to my professional life but also to my personal life too (White & Le Cornu, 2011). My blog posts also gave me the opportunity to challenge my current perspectives and critically think about media literacy, misinformation, and different AI-generated content, and my online responsibilities because of our course content during Week 4 (Miller, 2026). During this specific week, we dove into topics about Canadian Government initiatives like PIPEDA and MediaSmarts, which have helped me get a better understanding of just how important it is to understand privacy for myself and on the sites and apps I am using (Government of Canada, 2026; MediaSmarts, 2025).

 

One of the things that I found hard was realising I normally participate online more as an observer as opposed to actively contributing. I tend to lie to keep up with what is happening, but not actively participate in groups or forums where I haven’t established a huge connection. Through discussions and readings, I learned how strong PLN builds on the things I wasn’t doing before. They build through engagement, collaboration, and help create strong relationships. Giving and receiving feedback was one way where I could practice moving away from being an observer and start not only helping myself grow, but also my classmates. Some research also highlighted that meaningful PLN’s rely on that exact two way engagement and feedback rather than what I was used to doing (Staudt Willet, 2024; Emelo, 2023).

 

One of the most valuable things from this class was the group project, and while I am not studying Education most, if not all, of my groupmates were. We were able to look into how teachers utilise their PLN’s and which social media apps help the most. We looked at three of the most popular ones, being Instagram, TikTok, and Facebook, and how they all can be used as a support, a tool, and a way to network with like-minded people. It also solidified our ideas and course concepts on how social media, when used responsibly, can help build a person both personally and professionally.

Beyond this course, I have made three goals for myself. Those would be

1. Expand the way I use the internet professionally, whether that be using Linkedin.
2. Continue my digital literacy skills and keep up to date with new policies.
3. Protect myself properly when using the internet.

Overall, this course has opened my eyes and changed the way I think about technology and the use of tech and social media. I have an amazing tool in my pocket and have the ability to make connections and grow in so many ways.

 

P.S Thank you Jessie for everything. Have an amazing summer  

References: 

Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149. https://doi.org/10.1016/j.tate.2020.103149

Emelo, R. (2023). Building reciprocal relationships in professional networks.

MediaSmarts. (2025, October 27). “Wait… What?” Media literacy week highlights growing concern over AI-driven misinformation. https://mediasmarts.ca/about-us/press-centre/wait-what-media-literacy-week-highlights-growing-concern-over-ai-driven-misinformation

Office of the Privacy Commissioner of Canada. (n.d.). PIPEDA in brief. https://www.priv.gc.ca/en/privacy-topics/privacy-laws-in-canada/the-personal-information-protection-and-electronic-documents-act-pipeda/pipeda_brief/

Qualman, E. (2012). Digital leader: 5 simple keys to success and influence.

Staudt Willet, K. B. (2024). Early career teachers’ expansion of professional learning networks with social media. Professional Development in Education, 50(2), 386–402. https://doi.org/10.1080/19415257.2023.2178481

White, D., & Le Cornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday. https://firstmonday.org/ojs/index.php/fm/article/view/3171

In this assignment, we decided to look at educators and how they stay informed within their PLN’s. We looked through research that helped us answer our consideration questions that helped us form the assignment. Our work was divided into 6 parts, with 5 people taking 2 prompts each and one creating an infographic on each platform when looked into. With there being so many social media sites included in educators’ PLNs, we thought it would be best to target three in more depth. The three we chose were Instagram, TikTok and Facebook. Our group worked off a collaborative Google Doc to assemble our project and Canva to create the infographics.  

 

How should a PLN be created, managed, and engaged with? – Raina Hagel

When making a PLN, a simple way to start it is through social media. Platforms like Instagram, TikTok and Facebook provide easily accessible information from a wide variety of educators (Gray, 2019). You can find plenty of short videos and posts on diverse topics, gaining knowledge and learning new concepts to teaching. Social media provides connections to more perspectives that may not be available to you in-person, and you can easily personalize it to match your beliefs and values. You are able to follow the creators and like posts that you find informative and useful, and the algorithm will provide you with more posts that are similar (Gray, 2019). On Facebook, people are able to join specific communities for education, where teachers can post their ideas or problems and all the other educators in the community are able to learn about these ideas or provide ways to help with an issue. Following experienced educators on social media platforms can help you learn new concepts that may not be taught in school but gained by experience. This can be an especially helpful resource for young teachers who have not had much experience in their own classroom.

As confidence and knowledge grows, so can your PLN. It may begin with commenting on posts on social media that you can relate with, but as you work more, you will also interact with more teachers in your school(s) and community. As your connections grow, you will continue to learn and know about more resources, which you can now share with your network. Building this reciprocal relationship with your more personal network will strengthen your community by building trust, leading to more opportunities for your community to open up and for you to gain more valuable knowledge (Progress Learning, 2026). It is important to build good relationships with the young teachers as well because they have learned all the new policies and methods of teaching based on more recent research and psychology; in return, you are able to share what knowledge you have gained from experience working in the classroom, which they may not have as much exposure to. This reciprocity is what builds the strongest, most successful relationships in a PLN (Emelo, 2023).

To keep your connections within your PLN strong, it is important to continuously engage with the people in your network/ community (Progress Learning, 2026). Within your school, consistent conversations and check-ins should be a priority during the school week, helping build a strong and unified support system within the building. For connections in your community, exchanging contact information such as an email or phone number allows for easy communication to support each other. A well-developed PLN should be an open space for your connections to be able to reach out whenever they need help, going beyond to make the network feel like a continuously supported community (Dene Poth, 2023).

 

Benefits/Negatives and what features make these platforms effective for learning – Ella Parker

Instagram

Instagram is a popular social media platform that enables teacher collaboration and professional support, but its role in education has been explored only minimally by researchers.Richer et. al give three main collaborative activities among teachers that are used on the platform of Instagram. These are information seeking, information sharing and co-creating. Engaging in these collaborative activities also indicate higher emotional, informational and instrumental support felt by teachers. 

Fig. 3. Direct effect model: Relationships between seeking information, sharing information and Co-creating and digital social support scales.

 

Instagram’s design, functionality, and visual nature may distinguish it from comparatively more text-focused platforms and could contribute to teachers using the platform differently from other social media (see Pittman & Reich, 2016; Shane-Simpson et al., 2018).

 

Instagram is often referred to as the world’s largest teachers’ lounge because it provides educators with access to thousands of teaching ideas, classroom resources, and professional learning opportunities. Through educational hashtags, teachers can discover new strategies, share student work, connect with educators around the world, and exchange resources and best practices. These connections help expand professional networks while also supporting the development of technology integration and innovative teaching skills.

 

Tik Tok

TikTok can serve as an extension of the classroom by allowing educators to create short, engaging versions of their lessons that students can revisit anytime for review or to catch up on missed content. The platform can also be used to encourage student creativity and expression by having students take on the role of teacher, creating their own short-form videos to explain concepts and demonstrate their understanding of course material.

 

Examples of educational uses include:

• Generating awareness about school events, programs, and initiatives
• Showcasing final projects and student achievements
• Teaching or reviewing lessons through short, engaging videos
• Supporting student activism and advocacy for important social or community issues

 

Facebook

Looking specifically at Facebook’s pages and groups feature, it can be used to enhance communication and collaboration between teachers and students while maintaining professional boundaries. Rather than connecting through personal friend requests, teachers can create dedicated class groups or pages where students can ask questions, share resources, collaborate on projects, and participate in discussions. These online spaces extend learning beyond the traditional classroom by providing students with ongoing access to course materials, peer support, and opportunities for on-demand learning and engagement.

Research by Hull, 2014, suggests that Facebook can be an effective tool for sharing class information, announcements, and updates in a timely manner. The platform can help foster a stronger sense of classroom community by creating opportunities for communication and interaction beyond scheduled class time. Students who participated in classes with a Facebook page generally expressed interest in seeing more instructors use similar platforms.

While studies have not found a significant impact on students’ overall perceptions of a course or direct improvements in academic outcomes, Facebook appears to be most valuable as a supplement to traditional instruction rather than a replacement for it. Teachers can use the platform to extend learning beyond the classroom, encourage academic discussions, showcase student work, and increase engagement by connecting with students through a tool they already use regularly.

 

How technology allows you to enhance/develop your digital identity/reputation and the social considerations that should be accounted for – Katie Winchester

Instagram:

Instagram allows you to enhance/develop your digital identity/reputation as according to the FasterCapital, article, Instagram Personal Branding Marketing Strategy: How to Use Instagram to Build and Grow Your Personal Brand and Reputation, it can be used as your own personal brand (FasterCapital, 2026). It is important to be authentic when building your digital identity online as it adds credibility and realism to your account. The article also discusses strategies on content curation for viewers. When it comes to using instagram for teachers, you can gear your content to fellow educators, or if you choose not to post, you can still find inspiration from other teachers/educators who share content online. Linkedin also shared tips and tricks when it comes to enhancing your digital reputation and while many were similar to the FasterCapital article, Linkin also shared the importance of interacting with your community. Even in this EDCI 338 course, one of the readings talked about the importance of networking before you need the network for yourself to help build your connections within a community. 

TikTok:

In Arantxa Vizcaíno-Verdú and Crystal Abidin’s, research article TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities, it states that “while Instagram was not created for educational purposes, it can positively benefit professional educators who use it to exchange knowledge” (Vizcaino-Verdu & Abidin, 2023). The article also discusses how the push to online education during the covid pandemic also led to a rise in social media use. With many young people using social media and TikTok it led to the rise of “TeachTok” (Vizcaino-Verdu & Abidin, 2023). Where teachers could share or gain information in creative lesson planning or classroom set ups. It is now a fairly popular way to gain inspiration as a teacher or someone within the education community.

Facebook: 

According to the article, A Teachers Guide to Using Facebook, written by Bernadette Rego, it discusses tips on how to grow your PLN as an educator on Facebook. The article discusses how beneficial it can be to join pre-existing groups on facebook to stay in the loop about any news or information in the education field, look for individuals who have good blogs or information to share on facebook, if you are using a professional facebook profile it can be beneficial to share information, resources, or links, that you find important/usefuL (Rego,pg. 17-18) This follows the idea of networking before your require the network. It is also important to consider the groups you are joining before you join them as you have a professional image to hold (Rego, pg. 16)

Social Considerations for social media platforms – Katie Winchester

 Social considerations should always be accounted for when posting anything online on platforms such as Instagram, Tiktok, or Facebook. The Tech Advocate article, The Dos and Don’ts of Social Media for Teachers by Mathew Lynch disscuses the importance of knowing what is appropriate/inapropriate to post publicly as an educator. When it comes to any social media, teachers should be aware of what they are posting as it can affect their professional life/careers (Lynch, 2023). It is important to avoid posting pictures/videos of your students(without proper consent), following/accepting students on social media platforms, engaging in hurtful or unprofessional behavior online, or sharing any confidential student information to the public (Lynch, 2023).

 

PLNs, Data Collection, and Privacy Policies – Maya Stevens

 

As the digital age progresses and we are granted more access to information, it is important to be mindful of what information we are putting out into the world ourselves. Data tracking has become at the forefront of platforms curating the personalized algorithms that we love so much, but we often don’t pause to question how we are being tracked and if it is truly beneficial to us.  

 

What are the ways the technology tracks and uses your data?

Platforms such as Instagram, TikTok, and Facebook track data in many ways, the most obvious that all users are aware of which is through the information you provide when signing up (name, date of birth, etc.), the content you interact with (creators you follow, likes, views, and shares), the content you put onto the platform, as well as communications. In the Instagram Data Policy, you can find details on the data that is tracked beyond this, such as information from your device, including Wi-Fi access points, GPS, and even your phone percentage! When platforms share a parent company, such as Instagram and Facebook, which are both owned by Meta, your data can also be shared between the platforms, so even if you do not consent to your data being shared on one platform, the data has already been accessed by the parent company. 

 

How can data tracking be used to benefit a PLN?

Companies use your data in multiple ways; the article What Data Do Social Platforms Collect, states the biggest goal of these platforms is to encourage further engagement by tailoring your algorithm to fit content you have previously engaged with. Platforms will also send you targeted ads and attempt to sell you products they think you’ll be interested in. Although data collection can be frightening, it can also be incredibly beneficial to your PLNs, as companies tailor your algorithm towards your interests, which allows you to interact with content more relevant to you and your profession. This lessens the “doom-scrolling” or “time filler” aspect of social media by providing you with more useful or informative content. Data collection can also help you build connections with others in your profession; oftentimes, you will receive suggestions to follow people “in your community” or suggest creators who represent a similar standing/profession as yourself and can further educate you, provide advice, or give you further inspiration for your work. In the case of educators, the more academic content they interact with, the greater the chance their algorithm will be filled with educational content, classroom learning, and advice from other educators. For example, many educators use social media to help curate lesson plans and classroom activities. Connecting with others from your community also allows you to share your own content and put yourself out there, which is the biggest goal for PLNs. 

 

What are the strengths of the privacy, security and acceptable use policies for the social media platforms? – Maya Stevens

Platforms may take a lot of data when you are interacting with the chosen media; however, most companies are quite open about what information they are taking from you, as well as what they will provide you with in return. Companies will often ask you to agree to a privacy policy or consent to “cookie collection” before allowing you to engage with their site. Many of the policies also allow you to customize the amount of data collection for more privacy. Companies will often allow you to customize the cookie settings to “only necessary,” and when you no longer wish to engage with the media, platforms will often delete not only your account but the data that came along with it when you signed up. This completely wipes your history for others to see immediately, but the parent company often takes longer to get rid of your information from their servers. Finally, social media platforms in Canada are required to follow PIPEDA requirements, a legally binding document that helps protect Canadian citizens’ data.  

 

What are the weaknesses of the privacy, security and acceptable use policies for the social media platforms? – Maya Stevens

For every strength that comes along with the privacy policies, there are many weaknesses that platforms are able to exploit. Privacy policies and agreements that are provided to users are often lengthy, and users do not fully read them before agreeing, leading to important information often being overlooked and users not being fully informed about what they are consenting to. Included in these privacy agreements is the discussion of cross-content sharing, which, as discussed above, allows for platforms owned by the same parent company to share data between one another, even if you are only active on one platform. Data collection can become excessive at times, and eventually, most of the data being collected is not beneficial to the user; they don’t know where/who their information is going, and they are no longer an informed user. Consenting to data collection also becomes an issue when policies are constantly changing, and users are minimally informed. Often, when policies are changed, users are not required to reconsent, leaving them even less informed.

 

What can I do to remain informed? – Maya Stevens

As a future educator, it is extremely important to be mindful of what you are putting out into the world, both purposefully through content sharing, and through data sharing when engaging on social media platforms. It is important to remain informed on media literacy and how your information is shared on the web. Educating not only yourself but others allows you to protect your professional standing and keep your PLN positive, engaging, and encouraging for others to engage with. If you are using social media for your classroom, it is important that you ensure that students are not involved in your content in any way, as well as the school you are teaching in. If you are to put this kind of information onto your PLN, companies are able to collect that data, whether you consented or not; this puts both your professional standing and your students at risk. When engaging online, ensure that you are doing so on a private device, such as a cellphone, rather than a school computer, as websites are able to access photos and locations on devices. Before engaging online, be careful to thoroughly read through privacy policies, to be confident in the fact that the information you are sharing is what you want shared, and that no sensitive data can get out to other third parties.

 

In conclusion, data collection can be a powerful tool for developing your PLN if you remain informed on what you are consenting to. It is also important that users are mindful that when on media apps, everything they do is being watched, even if they are not directly interacting with certain content; it is still being tracked. This is important for educators to keep in mind because the media you interact with represents who you are, and others are able to see that as well. Data tracking is not necessarily a bad thing for users, as it allows for the customization of algorithms and furthers the chances of meaningful connection, collaboration, and professional content curation for your PLN.   

 

Provide examples of individuals who have used a PLN to become leaders in a field of interest, and discuss their presence on the platform. – Amelia Both 

How do they use social media platforms to build their reputation/presence? – Amelia Both

• What individuals have used PLNS to become leaders in education, and how did they build their presence. – Amelia Both

Gabe Danneburg 

Gabe Dannenburg is a middle school science teacher from South Dakota. In 2020, Dannenburg had filmed his reaction to surprising his students by playing Kahoot. He decided to post his video on TikTok as you could hear the students’ excitement, and it ended up viral with 40million views that night. His content is guided towards teaching, schooling, and education, with the primary audience being other teachers and parents. When posting videos as an educator, he has the mentality of, “If my principal got a complaint about this video, can I defend my actions.”(Hess, 2025). However, his school admin believes social media is a great way to build rapport with students and their families. Dannenburg is active on TikTok, Instagram, Facebook, and Youtube, however, most of his following is on TikTok. With this PLN, He has been fortunate to work in collaboration with mainstream brands to help other educators and students. 

 

Zahra Hassan

Zahra Hassan is a middle school teacher from Ontario who shares teacher outfit inspiration on TikTok. She started posting on Tiktok after her students persuaded her to post her stylish outfits, going viral. With posting her weekly outfits, she helps teachers break the cliché of “teacher outfits”. However, her main motivation for posting her outfits has nothing to do with fashion. Her main goal is “to show young people that they can have their dream career even if their capabilities have been doubted.” (Slone, 2023).  She also posts relatable content for teachers, such as relating popular sounds to a day in the classroom, or sharing resources for teachers. Hassan also uses the power of social media to show her students that she is a real person, and that school is meant to be fun, not boring. 

 

Shelley Moore

Shelley Moore is a former teacher, who is now an Inclusive Education speaker and consultant. She holds a Bachelor’s degree in Special Education, with her Masters degree and PH.D. in inclusive education theory and practices. With these, she focuses on educating teachers, schools, and the general population on inclusive education, delivering these resources mainly through Youtube and other social media platforms. Her Youtube account has many popular videos on educational topics, with mentions as well by the Government of Canada and Tedx. With the platform she has created herself, she travels throughout North America, giving keynote speeches at conferences, and to school districts on Inclusive Education. 

James Vukelich and Roy Tom

James Vukelich and Roy Tom are both Indigenous language teachers, using the power of social media to teach Ojibway outside of the classroom. These teachers go on Facebook live to teach “words of the day” once a week, with the intention to connect with language learners across the country. Vukelich had decided to teach Ojibway, the language that his family lost due to residential school, after taking a language course to be able to get financial aid for post secondary schooling. He was fascinated by the language, and became an Indigenous language specialist, helping develop curriculum and training Indigenous language teachers. For Tom, he attended a workshop where a Cree elder had mentioned it was everyone’s responsibility to teach the Indigenous language. This led him to the idea of teaching the language through videos on Facebook. Tom then set up a group on Facebook, which he posts his language videos on, with nearly 800 members. With teaching Indigenous language online, Vukelich and Tom are able to explain their PLN across Canada with those willing to learn Ojibway. 

How will you know that your PLN is a success? – Raina Hagel

A successful PLN will contain people and resources that a person can interact with, helping to gain more knowledge and perspectives on topic(s). For educators, this would be specific to teaching and managing a classroom. A strong PLN should provide diversity to your perspective, aid you in problem solving, continuous learning opportunities, potential collaboration/ career opportunities, and should lead to continuous growth in your practice (Emelo, 2023). Personal Learning Networks are supposed to be well-rounded, covering multiple aspects that can advance your understanding for your career. For education, this would include areas such as lesson subjects, teaching methods, organizing a classroom, planning schedules, managing students and dealing with their various emotions, essential classroom materials and where to get them, and how to make a positive impact for the school and with the staff. 

The purpose of a learning network is to broaden your understanding and expand your way of thinking about different matters (Emelo, 2023). It should be personalized to your beliefs, but not limited to one narrative. Educators need to be open-minded, a growth mindset gives teachers the opportunity to develop a better understanding for the students that they are and will work with; a diverse PLN can help create this base for teachers to be able to rely on. Ideally, a successful PLN should be a safe space that provides reciprocal contributions, sharing ideas and perspectives to one another and creating meaningful discussions that can help expand each other’s understandings (Dene Poth, 2023). 

Although a large learning network with lots of resources can be helpful, the best way to know if your PLN is a success is the results you will see in the classroom (Langemeier, 2026). Your classroom may be better organized, you could be more efficient and engaging in your lessons, problems can be solved faster, and you feel like you have support that you can turn to when you need help. Ultimately, you can make the best professional learning network you possibly can, but it can only become a success if you actively use your resources and put what you have learned into action to see direct change in your own success in the classroom and life.

Our chosen platform and Infographic’s on those apps for teachers – Hana Blaicher

Putting together these Infographic posters helped me realize that the three platforms we focused on being TikTok, Instagram, and Facebook are often thought of as social platforms, but they are more than that. They are used as a multi-tool and in this case for professional learning, to share ideas, build communities, and find a support system all while promoting professional growth. 

While creating the posters, one thing that stood out was some of the common things we found across all the platforms and how educators connect and learn from each other. This can be through videos, posts, in groups, or even through discussions in specific forums or in comment sections. One of the other things I noticed is that when educators are posting in a professional sense they need to be mindful of their digital identity, and how things shared online are public and viewable to everyone. 

While the platforms have similar areas, they each have their strengths. Instagram’s visual take on posting is a great way to share classroom ideas and inspiration in many ways. TikTok is similar but also is quicker and more engaging through the short videos, and is perfect for a teacher who has many things on the go. Facebook’s platform helps open a space for deeper conversation and depending on the type of group or forum you are in can help you get feedback from people that feels real. Overall, what I have noticed is that there are no “perfect” platforms when developing your PLN. Each platform has different ways that educators can build their network, connect with similar people and continue to grow professionally and it is up to the educator what they want and are looking for.  

 

 

 

References

 

Raina Hagel 

Leveraging Social Media to Build a Digital Professional Learning Network | Edutopia 

Understanding and Mapping Your Personal Learning Network: Unlock the Value of a Leader’s Professional Connections 

Networking in Education: Build a Professional Learning Network 

Professional Learning Networks for Teachers | Edutopia 

 

Ella Parker

https://www.sciencedirect.com/science/article/pii/S0360131522001956  

https://www.teachhub.com/technology-in-the-classroom/2019/11/ways-to-use-instagram-to-enrich-your-classroom/ 

https://spacesedu.com/en/blog/tiktok-teaching-tool/ 

https://www.teachhub.com/technology-in-the-classroom/2021/05/how-to-use-tiktok-in-the-classroom/ 

https://ospi.k12.wa.us/sites/default/files/2023-08/facebookforeducators.pdf

https://www.researchgate.net/publication/264816593_Using_Facebook_in_the_classroom 

 

Katie Winchester

Facebook Use for Teachers: A Guide | PDF | Facebook | Social Networking Service 

How to Manage Your Online Reputation on Instagram 

Instagram Personal Branding Marketing Strategy: How to Use Instagram to Build and Grow Your Personal Brand and Reputation – FasterCapital 

The Dos and Don’ts of Social Media for Teachers – The Tech Edvocate 

TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities – ScienceDirect 

 

Maya Stevens

What Data Do Social Platforms Collect, and How Can You Reclaim It? 

Data tracking: What is it? Why is it important? 

Data Policy | Instagram Help Center 

PIPEDA requirements in brief – Office of the Privacy Commissioner of Canada 

 

Amelia Both

https://www.aei.org/op-eds/how-a-middle-school-teacher-became-a-viral-sensation/

https://torontolife.com/city/students-recognize-me-as-that-tiktok-teacher-meet-the-etobicoke-educator-going-viral-for-her-stylish-outfits/

https://www.drshelleymoore.com/

https://www.cbc.ca/news/indigenous/ojibway-language-social-media-teachers-1.5014604

https://www.youtube.com/@FiveMooreMinutes 

Hana Blaicher

Blaicher, H. R. (2026). Platforms for teachers within their pln’s [Infographic]. Canva.

Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149. https://doi.org/10.1016/j.tate.2020.103149 

This week we took a look at the new launch of Canada’s new AI to all initiative, and while I don’t think this is coming as a shock to anyone that AI usage is gaining more traction or being used more widely because most of the time while scrolling online 1 in every 10 posts have Ai usage in some way. Whether it is changing the way an image looks, generating a caption, or even searching up anything on google AI is there. This issue starts when these posts or sources whether it is a friend, family member or even a public figure is sharing or using them as an information hub this is when things can get scary.  AI has advanced and I can see that just with the videos and photos that I continue to see. It is getting harder and harder to detect AI usage, and I even catch myself taking a better look when a video or photo seems suspicious. One example of AI amplified misinformation was back in 2025 and earlier during the summer when BC was in the peak of wildfire season. Multiple images were created using AI to make the image more shocking or dramatized, and got so bad that news outlets started reporting on the mass of AI-generated photos (, 2025). This can then influence public opinion and create emotional reactions to things that are just simply not accurate. One of our assigned readings from MediaSmarts noted that AI generated misinformation which could include Deepfakes are becoming more and more common and Canadians are being subjected more to this content on a regular basis (MediaSmarts, 2025).

BC AI wildfire photo from Capital News 

(Louis, 2026)

 

While researching the new AI or All initiative I stumbled upon a new bill that was introduced by the Government of Canada. It is called Bill C-34 and is a new safe social media act under the Digital Safety Act and the Digital Safety Commission of Canada Act. This act would limit regulated services that bring social media and AI chatbots to youth/children under the age of 16 years old (Government of Canada, 2026). One of the main concerns and reason why this was introduced was due to the growing amount of harmful content online and examples listed are Imamate non consensual circumstances, use of content for the purposes of bullying, content that could ensue or start violence, and more (Government Of Canada, 2026) .  

Another example of an organization changing its way when it comes to AI is UVIC. UVIC has revised their Academic Integrity Policy which will be rolling out as of September 2026. On the Uvic website you can find information on the new adopted policy and here are some of my take-aways. UVIC has the understanding that AI is a reality in learning environments and gives more detail than the previous policy for when AI usage is permitted or not. One thing that I didn’t realise that the policy details was, Instructors and Professors are not allowed to use AI software to check for AI usage because these tools are unreliable and inaccurate most times (Uvic, 2026). This can connect to the bigger issues of AI literacy, and how institutions can not trust AI generated material without interventions. AI continues to become more and more integrated into our education, into the things we see on social media, and so having proper education to identify when a video is fake or real is going to become incredibly important.    

Thinking about ways to address these challenges would be further education on AI content. I would look at adding it into the curriculum for students or creating a national campaign for people who are out of school and or seniors who don’t maybe have the same technology experience compared to people who have grown up around new tech. The curriculum or national campaign could help users identify key aspects or indicators that AI tends to generate and how to evaluate and verify the content is coming from a trusted source before sharing it. Rather than teaching the public to distrust or fear online content, instead find ways to build on their skills that can help them feel set up and make an informed decision.   

 

References

Government of Canada. (2026, June 10). Government of Canada introduces legislation to make social media services and AI chatbots safer for children. https://www.canada.ca/en/canadian-heritage/news/2026/06/government-of-canada-introduces-legislation-to-make-social-media-services-and-ai-chatbots-safer-for-children.html

MediaSmarts. (2025, October 27). “Wait… What?” Media Literacy Week highlights growing concern over AI-driven misinformation. https://mediasmarts.ca/about-us/press-centre/wait-what-media-literacy-week-highlights-growing-concern-over-ai-driven-misinformation

Prime Minister of Canada. (2026, June 4). Prime Minister Carney launches AI for All: Canada’s new national artificial intelligence strategy. https://www.pm.gc.ca/en/news/news-releases/2026/06/04/prime-minister-carney-launches-ai-all-canadas-new-national-artificial

B.C. Wildfire Service issues warning of AI-generated wildfire images on social media. (2026, April 24). Kelowna Capital News. https://kelownacapnews.com/2026/04/24/b-c-wildfire-service-issues-warning-of-ai-generated-wildfire-images-on-social-media/

From this week, the assigned reading was a chapter from Erik Qualman called Digital Leader: 5 Simple Keys to Success and Influence. This book is about how digital communication and networking can build and strengthen leadership, and Chapter 16 specifically looks at empowering others by working together, trusting each other, and building meaningful connections. One thing that stood out to me from the reading was the collaboration aspect. Qualman (2012) explains that the power of effective leadership is not about controlling each decision or having or always needing to have the answer, but instead it is about creating a space and opportunities for others to contribute, show their strengths, and make them feel valued. I can see a major connection to PLN’s and how they function. In a PLN, you see and experience different experiences and knowledge from multiple areas of life, work, and more. You learn from the collaboration instead of information from a single source.  

I found the idea from the chapter I found interesting was finding a network before you actually need it. I have felt that it is easy to reach out to others only when you need help. I am someone who is independent and finds it hard to ask for help and struggle till the task is completed,  but reading this chapter emphasises creating authentic relationships over time so that the trust and support are ready and available when a challenge exists, and makes me realize I could be closing doors I didn’t know were there to be opened. This makes me realize the importance of actively engaging with personal and professional communities and not just passively obverse them or fight with myself to do it alone. Whether it is commenting on a post, giving a resource, sending an email, or participating in a discussion, these small interactions can help build connections,  

The last point that resonated with me was the topic of digital footprints and online engagement. My digital footprint started at a young age and has been continuing to grow for the last 12 years or even more. The chapter makes a point that instead of focusing on every negative comment or criticism,  people should focus on positively contributing and creating meaningful material and content (Qualman, 2012). I think this point is especially prevalent right now when so much of our professional and personal communication happens online. This reminds me that our digital presence is constantly building and continues overtime. It shows that the way we interact shapes how we are perceived. Overall, this week’s reading symbolised the idea of strong relationships, positive contributions, and the willingness and being open minded to learn are some of the most important aspects of leadership and personal growth. 

 

Sources 

Digital Leader: 5 Simple Keys to Success & Influence Ch. 16 Qualman, Erik – Empower Others https://tinyurl.com/2afvzd7b

Image 1: https://www.magnific.com/vectors/community-support-illustration 

Image 2: https://www.in.gov/cybersecurity/blog/post/how-can-you-protect-your-digital-footprint-online

 

This week’s blog post made me think about just how much responsibility comes with postings on social media and contributing to the online space when you have a bigger following. Before this course, I used social media as a communication tool and a source of dopamine (which I know isn’t the best).  Some of our videos and readings this week were about how we can use social media to build trust, shape how the public perceives us, and contribute to bigger ideas and conversations. This week, we watched a guest lecturer named Sophie Lui. Her topic on working in the public eye stood out to me because it targets how intentional people need to be, or even guarded, which is a word that comes to mind when they have a larger audience. Instead of using social media casually or for a fun outlet of expression, notable figures need to be cautious, with some even going through PR training just to make sure they are educated. 

Hirst (2018) talks about how misinformation and fake news get more views because it grabs the viewer’s attention, maybe because of the language, if it is a written post, or because it is clipped in a way to draw the viewer in at the beginning of the video. This makes me think about how it is so easy to view inaccurate information. With AI advancing, I see how people like my parents, who have not grown up with social media, can not distinguish between what is real and what’s not.  My dad will send me videos where I can tell they are AI but he can’t. This is an example of inaccurate information that is getting traction because the content is attention grabbing. On the other hand, people in positions or jobs that the public trusts, such as doctors, lawyers, or educators, the things these individuals post or interact with can be a greater risk because their credentials or professional reputation can affect the things they have worked so hard for. 

We have so many people with different experiences that could be in life, beliefs, socioeconomic status, family, work, all driving perspectives that could contribute to the conversation. Social media algorithms can be created around the things you search, like, the people you follow, all because it is things that we align with. The conversation we engage with can become tricky if the places we get our content from don’t go beyond our personal algorithms. This is why having a PLN that is diverse and wants credible information or media literacy. A space that encourages critical thinking, fact-based information, and respectful dialogue. Media literacy can help build you personally or when there may be arguments or discourse, it can help prompt thoughtful engagement with information rather than passively accepting it.

PLN & Education

The TED Talk video titled Encorporating & accounting for Social Media in Education by,  for this section by Henry Dyer  in 2016 emphasises how a PLN can be a tool for professional growth and continuous learning. One thing that has made these things possible is social media.  Social media has been able to make these connections more accessible, helping is going far beyond formal education settings. Some things a PLN and Education would have in common are that they both use collaboration, offer access to multiple perspectives, and help stay current with new information. 

Several platforms on social media help in the development of professional learning in an educational context. Linked in is used to help professionals network, while on the other hand, while this doesn’t happen as much now X used to help educators find people to discuss and access current information from people in the field. YouTube would be another app that helps provide instructional videos, tutorials, or even the TED Talk we watched for this week. These platforms can strengthen a PLN because it gives opportunities to learn from others on a continuous timeline. 

While people work in sectors with a vulnerable population, this could be children or youth, social media must be used carefully and professionally. Teachers or Educators must keep their lives separate and maintain their privacy, confidentially, and set appropriate boundaries online. There should be specific guidelines, whether they are put in place by the institution or maybe just an educator created for themselves, that should be stuck to. The TedTalk highlights that professionals need to be mindful of their digital footprints, going back to how, when you have an online presence, this can be influential in some capacity and can be damaging if not done with thought about how it could be perceived.

 

Sources

Digital Literacy Skills – Media Literacy pp.66 https://tinyurl.com/4n2cn89n

 Incorporating & accounting for Social Media in Education

Journalism by Martin Hirst Chapter 4. The Political Economy of Fake News – pp.78

http://ezproxy.library.uvic.ca/login?url=https://www.taylorfrancis.com/books/9781315401263

Media Literacy – Facts Matter – Course YouTube Channel 

 

 

 Professional Learning Networks

My professional digital identity as of now has improved in the last couple of years, and now I have moved more towards outlets like Linkedin. I like to think that platforms like Brightspace and Uvic domains are all getting me towards my professional goals. I like to think of my education as my profession as well. While I use my personal social media accounts more consistently used than my professional ones, I can make a connection to how important it can be to help me network and build my future career, especially with my personal take on what I define as my current profession. I think one way I could broaden my PLN is to be more active on LinkedIn and be more open to building my connections on the platform. That could be connecting with more professionals in the areas I am interested in and engaging more in psychology and future  career content online.  Being a student myself, many others like me use platforms like LinkedIn, Microsoft Teams, and discussion boards or blogs as we use for this class, and even crazy enough, Instagram to build professional relationships. They can also be used to collaborate with others and open future career doors. This was looked at in research by  Staudt Willet et al. (2024), who looked at the use of these platforms for students at post-secondary, working toward becoming teachers. They found that these social media platforms have helped students in expanding their PLN’s with people in the same field and a support system from people who understand. With the end goal of focusing on collaboration, mentorship, and even professional development when they started in their teaching careers.     

Diversity and Inclusion in PLNs

My PLN has opened up opportunities to hear and learn from many diverse voices. I have been able to engage in content from people of all different backgrounds, cultures, and communities, which has given me the ability to understand a variety of ideas and viewpoints that are different from my experiences. I am able to abandon a naive mindset, and actually, from these individuals’ experiences, it is an amazing reminder of how important inclusion and respect are in conversations that need to and can be on these online platforms. When we have a diverse PLN, this can help us become more open-minded to people’s experiences and ways they live their life, whether that be based on culture, socioeconomic status, physical ability, and so much more. Research was published by Montgomery in 2018, and focused on ways social media is being used as a new tool for people and groups who are underrepresented to connect, communicate, and can even be used as an advocacy tool.    

Challenges and Risks of Social Media in PLNs

In my everyday life, when and if I post online, I’m not only mindful of single individuals viewing my accounts but also the professional or even future employers. As of now, I have my account private. This is to help me  protect myself and my image. With a public account, anyone can follow, whether that be a friend, family members, a fake account, or even accounts that could be damaging to my image and that don’t align with my personal views. One of the things that I am mainly focused on right now would be future employers and what they can see on my accounts. Imagine them looking through a group of applicants, and their digital identity could be the reason you do not get the job.  Your digital identity can have a real impact on your future opportunities. While people use social media to connect, it can also bring challenges because posts can be misunderstood, easily sent from person to person, and could even damage your reputation. I think social media has so many positives, but it also comes with some downsides or challenges. It is an amazing tool for people to learn from each other and stay informed about current topics around the world. This can be backed up with research by Carpenter and Harvey (2019), who looked into the challenges educators face when using social media personally and professionally. They looked at stress and online pressures, conflicts or negative interactions with others online. They found that these can lead to emotional strain, self-judgment, and privacy concerns with who is viewing their accounts. While they note that social media can be beneficial to their PLN’s, it can also impact multiple aspects of their lives.

 

Carpenter, J. P., & Harvey, S. (2019). “There’s no referee on social media”: Challenges in educator professional social media use. Teaching and Teacher Education, 86, Article 102904. https://doi.org/10.1016/j.tate.2019.102904 

Montgomery BL (2018) Building and Sustaining Diverse Functioning Networks Using Social Media and Digital Platforms to Improve Diversity and Inclusivity. Front. Digit. Humanit. 5:22. doi:10.3389/fdigh.2018.00022 

Staudt Willet, K. B. (2024). Early career teachers’ expansion of professional learning networks with social media. Professional Development in Education, 50(2), 386–402. https://doi.org/10.1080/19415257.2023.2178481 

In my personal learning network, I would say there is a variety of professional and personal sites, apps, and websites I use. The platforms that I use most (and that appear in my screen time the most) are Instagram, Safari (for Brightspace), TikTok, YouTube, Apple Music, and Gmail. Some of these apps I use mainly for personal use, while others are for professional use. There is also a merge of education for my professional life/school, and my personal education. This project was a great way for me to visualise this better and realize how the things that we use online is an amazing multitool and how it has built and influenced my digital identity.  Creating this Visitor and Resident map showed me that I use platforms vastly differently, and it all starts from what my purpose is. Brightspace, Google Docs, and Outlook are more towards the visitor category in my map because I mainly use them for my studies and education. On the other end of the spectrum, apps like Instagram, TikTok, Pinterest, and Apple Music are more aligned with my resident identity because my usage of these apps focuses on my ability to interact with people, engage in my interests, share content, and absorb new information. When using these and engaging with people via a digital platform we all do this differently depending on our goals, how we participate and what interaction people are seeking online. When I dove a little deeper into this thought, the research from our linked article from White and Le Cornu (2011) made a connection to how people’s online engagement is not fixed but is more similar to a continuum. This moves from “Visitor” and “Resident”. This article mentions and leans towards how people use digital spaces differently, and is all based on the specific context and why we are using the platform.

 

White, D., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday.
https://firstmonday.org/ojs/index.php/fm/article/view/3171 

What does it mean to network using social media?

In the day and age where the internet consumes our lives, we can look at this as a negative, but also a positive. One of those positives would be this exactly. Using Social media as a networking tool helps us continue making connections beyond just in person. These could be in educational and even professional contexts. It breaks distance barriers, allowing people all over the world to communicate, reach a larger audience, and consistently learn from each other, and quickly accomplish these tasks.  

How are we motivated to participate in networked publics?

When looking at networked publics, these are different digital spaces that help groups of people connect and share content. A way that social media continues these patterns is through algorithms and common interests of viewers. One example I am thinking about is how many times I look at my shared videos from my sister. Most of them are videos that I have already seen or even sent her. There are many reasons that people will participate in Networked Publics. Some of them are someone’s personal or professional growth. Showcasing their talents, ideas, and helping build their careers on a different level. There are so many examples of this, but one that comes to mind is upcoming musical artists posting their covers or original songs on social media to boost the audience and engagement, all to help the sales of their released music. Another would be a way of personal expression. You can curate a social media platform and show the viewer who you are. This could be a persona of you or the real, raw, authentic version of yourself. Social media can also be used as a form of validation. Seeing the likes, comments, and interactions with a post can be a motivational factor. 

 What are the risks & rewards of public communications?

The rewards of public communications can be so amazing when they work. Some include access to better securing employment or continuing education in any field, boosting your target audience’s confidence in your profession, or building supportive connections and partnerships. But on the other end, you can experience the risk or the consequences. With the age of AI expanding fast, there can be concerns of privacy. Although even before AI, I can think back to a time where guest speakers from high school would  would stress the fact that the internet is forever. Under this category would could see audiences misunderstanding messages or the context of what they are viewing. Similarly, this could lead to grey areas which can be damaging to the publishers reputation. 

Digital Identity

What is a digital identity?

A digital identity isn’t just what you post on Instagram, it is a multifaceted system. Under this umbrella, we can see this as the content that you post, but also information and the online behaviours of each and everyone of us. This can be a person’s username, profiles which include pictures and videos, community or support groups you engage with, and even all the way to your search history. These do not just exist to share your online persona, it can also be an influential tool. These influences can be seen in employment, academics, social relationships, and even experiences as a consumer.     

How do personal versus professional approaches to digital identity affect social media use?

In my personal life, my digital identity helps me connect with family and friends. I can use it as an entertainment or creative tool. At 11, I got my first device, while I did have my favourite shows or YouTube channels I liked, my most used app was Imovie. I loved creating little short films or trailers for little craft projects I had made. Professionally, my digital identity involves websites like linked-in to advance my future job opportunities as well as to network with like minded people in a professional environment. Another would be our class use of websites and university sites like Brightspace helping students work towards getting differing levels of achievements. The specific effects could be what they post and where they post it, different security or privacy settings put in place, and the way these messages or posts are delivered to the audience. In professional use post and content could be more polished and targeted to specific audiences, whereas with personal use, it could be more relaxed and what you want to post, not what an audience would like.   

How do digital identities converge in networked publics – what are the impacts and/or benefits?

Places where these identities intertwine are audiences, what you post, and where you post it which can be viewed by anyone. Again, the internet is open, but also forever. This merges with how posts intended for specific audiences can be seen by others and taken in a multitude of ways. When posting, commenting or using the internet in any way can become an obsessive thing. Making sure you are curating the “perfect post” can cause feelings of pressure to make it seamless. This can lead to negative thoughts or could even take a toll on your mental health. The constant comparison to other people or professionals can leave feeling anxiousness, stress, or even lower self-esteem more prevalent. An example that I think could relate to this is a person who is working in the political sphere or a law enforcement officer. This is because their online presence is carefully curated and closely monitored by the public. What they post could positively or negatively affect them. 

 

Sources       

Personal Learning Networks.” Shift eLearning, https://www.shiftelearning.com/blog/personal-learning-networks. 

“Understanding Personal Learning Networks: Their Structure, Content and the Networking Skills Needed to Optimally Use Them.” First Monday, vol. 17, no. 9, 2012, https://firstmonday.org/ojs/index.php/fm/article/view/3559/3131.

Spracklen, Karl. “Identity-Making and Social Media.” The Digital University, edited by Michael Thomas et al., Palgrave Macmillan, 2014. SpringerLink, https://link.springer.com/chapter/10.1057/9781137405876_6. 

Stoller, Eric. “What is Digital Identity?” Eric Stoller, https://ericstoller.com/blog/what-is-digital-identity/.

World Economic Forum. The Value of Digital Identity for the Global Economy and Society. Davos Press Conference, 2019. YouTube, https://www.youtube.com/watch?v=1-V7lyxrOmw.

Hi everyone, 

My name is Hana Blaicher, and I am a 4th-year Psychology major, minoring in Business at UVIC. I was born and raised on the island, but have lived in 11 different houses. I’ve lived as far as Cowichan Bay and as close to UVIC as Gordon Head, just 4 minutes down the road from campus. I have been working as a lifeguard, Swim Instructor, and receptionist for the past 5 years at a local rec centre and love it. 

One of the things I have been doing the longest is playing Rugby. From 9 to 22 years old, I have been having fun on the field. It is one of my favourite things, and I have had the privilege of playing with some of the same people for the last 10 years. When I’m not playing rugby, I am busy outdoors or driving up the island. Of my friend group, I am always the designated driver 1. Because I get really car sick, and 2. because it is one of my favourite things to do. My love for exploring the island started from a young age, with Sooke Potholes being one of the places I can remember the most. If you have not had the chance to visit this beautiful park, it is a 50 ish minute drive and has some of the coolest rock formations, and you guessed it, potholes everywhere. One of my other favourite locations is Tofino or Hornby Island. Now these two are a bit of a trek, but don’t let that discourage you. Tofino being a 4.5-hour drive, and Hornby island is “just” a 3 hour drive and 2 ferries away. The lengthy travel time is so worth it. One of Hornby island’s gems is a beach called Tribune bay with some of the clearest water you will see on the west coast (look it up! It won’t disappoint). 

When I’m not out exploring, I am working toward my goal of being a Clinical Child Psychologist. Psychology was something that has always fascinated me. I took AP psychology in Highschool and originally planned to go to Dalhousie in Nova Scotia to complete my degree. That plan changed due to being the prime grad class of Covid-19 pandemic. I decided instead to take a gap year and redirect my studies somewhere else, ultimately choosing UVIC. My experience at UVIC has been full of fun and being able to do everything I love doing on the island all while continuing learning & growing my knowledge in school, work, and life. 

 

To end this intro off, I thought it would be cool to leave you with a fun fact. That being said, I was born with a built-in best friend, aka I am an Identical twin.  No, we both don’t go to UVIC. She continued her studies at Camosun. No, we can’t read each other’s minds, but we do finish each other’s sentences, so some could say we do. Yes, we have played tricks on people. Our 2nd grade teachers didn’t notice we switched classes, but the students sure did. That is one thing we have done and decided we don’t ever need to do again, at least not  purposefully. Funny enough, we both work at the same recreation centre, and when people see me at reception and then go into the pool and see her, lifeguarding or teaching a water fit class, they immediately think that I can change my outfit really quickly or I’m just working all the time.