The Great EdTech Debate Round 4: “Surveillance of students data and online activities by school systems is necessary to ensure student safety”


Last evening ‌‌in my EDTC 400 class was the second of the Great EdTech Debate. The 2nd debate of the evening was: Surveillance‌ ‌of‌ ‌student‌ ‌data‌ ‌and‌ ‌online‌ ‌activities‌ ‌by‌ ‌school‌ ‌systems‌ ‌is‌ ‌necessary‌ ‌to‌ ‌ensure‌ ‌student‌ ‌safety.‌ Jordan Wenger v. Jesse Ducharme

Wenger agreed with the statement. She states that surveillance is necessary to protect students because 1) it protects and prevents students from external threats such as shootingsbullying, and suicides. 2) Protection from hackers. 3) Contact tracing.

Other points:

Reports to parents on students’ search activities

Monitor attendance

Long distance learning due to COVID 19

Ducharme disagreed with the statement. He states that surveillance is not necessary for the protection of students, but instead harms their safety. It is harmful to their safety because 1) it erodes their privacy. Students’ personal information and data can be prone to hackers and used by corporations e.i. Protractor. 2) Students are one step ahead of school with technology. They will learn to find a loophole, even risky ways. 3) Since schools are the ones to deem what is safe and moral for students to access online. Some students will be barred from resources that they might need. For a student researching about their sexuality in a conservatives community.


I agree with Jesse surveillance of students’ data and online activities by school systems is harmful. Things can get so out of hand. Where is the line drawn? I would feel wired when people can track and see what I was doing all the time. But I understand Wenger’s point about preventing and intervening in cyberbullying. It would be easy to find out the student who caused the bullying if there was a monitoring system in place. In my opinion, a school can have surveillance on THEIR devices. For example, schools can monitor activities on school-own computers, laptops, and tablets. However, there should be no surveillance on kids’ personal social media accounts or their devices.

Review of EDTC 400 Mini-lessons February 11

In Sarah S and Paige S’s mini-lesson, they focused on the topic of digital footprints.  A digital footprint is the traces of activity a person leaves online when they use the internet. Sarah S and Paige S were able to use multimedia to explain what a digital footprint is. They discuss with the class its implication in education, particularly how students monitor their digital footprint.

In Kelsey P and Sarah W’s mini-lesson, they focused on digital citizenship. Digital citizenship is the concept of how people should act online, including how we interact with others. 

Like Sarah S and Paige S, they were able to use multimedia to explain and discuss their topic. Using a Jamboard they initiated a discussion about the difference between offline and online behaviour in breakout rooms. My breakout group and I were able to brainstorm how we acted online compared to how we acted offline. We noted that there were many behavioural differences. For example, when a person is interacting with another person offline they are able to read body language and react to it, while online that’s not possible. 

Another component of digital citizenship they taught was how a student should act when they encountered inappropriate content and dangerous/suspicious situations online. In the lecture, Kelsey P and Sarah W gave real-life scenarios of students encountering such situations. They even shared personal experiences of being in similar situations.

Overall I think that both mini-lessons were informative and interactive.  Although both of these mini-lessons were formatted for online learning, I think that these lessons could be taught offline. As long as the students have a device I think that the lessons could be taught offline.


This is the skyscape from my backyard. My backyard and bedroom face south, so if I look left from my window I can see the sunrise and if I look right I can see the sunset. I also live near the airport so I can see airplanes and their cirrus cloud fly across the sky.  I can see geese fly back to Regina in the spring and fly south during fall. I can also see the constellation Orion.  My family loves to watch the sunset, especially my mom. My mom says that the sunsets back home, the Philippines, are not as beautiful as they are here. I think it is because in the Philippines there are mountains, jungles, and buildings covering the sky, while here it’s just open space.

scenic beauty of the sunset Stock Photo 09

ESCI 302 – Environmental Education

Summary of Lesson Plans

Lesson 1: The Three Pillars of Sustainability –An interactive classroom activity that introduces the three pillars of sustainability – society, environment and economy by having the students role-play a fictional mine owner of a mine site. Students will learn about how the economy and society come together to make decisions and in turn affect the environment.

Lesson 2: Carbon and Water Footprint – An interactive classroom activity designed to introduce and convey the concepts of water and carbon footprints and environmental consequences to everyday actions. Students will track their carbon footprint and water footprint and will develop strategies that reduce carbon and water footprint there it aids the students in the conservation of the environment.

Lesson 3: Nunavut: Land Beauty and Wealth –A lesson plan where students locate human and physical features on a map of Nunavut and learn how to use research skills to locate and collect geographic data regarding mining. Students will learn to understand some of the effects of human modification of the physical environment (e.g. mining) and the impact of mining on the physical environment of Nunavut.

Lesson 4:  Traditional Economies and the Inuit – A lesson plan that teaches students about the traditional economies of the Inuit. The lesson plan compares the traditional economies of the Inuit with the modern market economy of the United States (change to the modern Canadian economy) in regards to economic sustainability and environmental sustainability.

Lesson 5: Renewable and Non-renewable Resources – A lesson plan that teaches students the definition, differences, and examples of renewable resources and non-resources. This lesson plan has students discuss and reflect on the actions that can make in order to ensure the continued availability of natural resources.

Lesson 6: A Picture Says a Thousand Words –  A lesson plan where students are guided think about why they need to care about the land and how they can act on these thoughts. They will see there is a difference between thinking about doing something and doing it. Connecting to environmental education, students will see that caring for the land hasn’t changed since the early times people lived on the land.

Lesson 7: Can You Recycle It? – A lesson plan where students will conduct research to find out what materials they can and can’t recycle in their area. They will also create signs and posters to help educate others to create a clean and safe environment.

Lesson 8: Fast Industries – A lesson plan where students will learn that their shopping/buying habits have either a positive or negative impact on the environment. Students will reflect on how to make healthy decisions in terms of shopping/buying.