Elena Kuznetcova

Welcome to my educational journey at the University of Victoria, where I am pursuing an MEd in Educational Psychology. Here, I share my thoughts on various topics, the educational systems in Canada, China, the USA, and Russia, as well as a little about myself.

Month: February 2025

#4: Reflection on learning/teaching recourses

February 15, 2025 /

As I mentioned before, I have no experience teaching in Canada. Most of my knowledge about the local education system comes from my colleagues and discussions in class. One of the biggest challenges I have observed is the lack of funding for essential resources, particularly textbooks. For example, one of my classmates suggests that some teachers are forced to share outdated textbooks or rely heavily on photocopied materials, impacting the quality of instruction. This raises a fundamental question: what can teachers do with limited funding, and what alternative resources can be used to support learning? Why are there no recommended student books and a firm state curriculum with all themes needed to be covered in BC (In my opinion, the BC curricula is very flexible)? Is it due to finance constraints?

When it comes to teaching, especially language teaching, which is my area of expertise, the availability of structured resources is crucial. As a trained methodologist of English and Mandarin, I am capable of designing my own materials based on many learning theories I learned in my pedagogy class. However, I acknowledge that I am not more competent than PhD-level experts who have spent years developing structured curricula and textbooks. While I can design my own materials, this is time-consuming and may not be as effective as a well-designed textbook developed by experts. Teachers shouldn’t have to shoulder the burden of creating all their own resources due to funding shortages. A well-designed student book provides a clear framework, ensuring that lessons are cohesive, and that vocabulary and grammatical items complement each other effectively. Of course, not every textbook is perfect, and some may not align with a teacher’s personal preferences. However, having a core textbook supplemented with PowerPoint presentations, Miro board, websites, and videos can assist in creating a comprehensive teaching/learning experience. Fortunately, many textbooks are now available online, either for purchase or through school libraries, making them more accessible.

Russian educational system

Unlike the Canadian system, the Russian education system provides a standardized set of recommended resources for every subject, grade, and proficiency level (basic or advanced). These resources include books, workbooks, websites, and software that students can access both in school and home. Most subscriptions and books are provided by school district for free (at least it was this way in my childhood). The biggest advantage of this system is that it grants teachers enough autonomy to navigate their teaching while maintaining a consistent standard across the country. This ensures that all students receive equal preparation for state exams, contributing to their academic success.

Digital and Interactive Learning Resources

One way to address the issue of physical resource shortages is through the use of digital textbooks and interactive learning tools. It also helps to shift the system from traditional teacher-centered education toward the studnet-orientated approach, where students are goal-driven and able to explore the topic by themselves. These resources offer several advantages in practice:

  1. Interactivity: Digital textbooks can include animations, videos, audio elements, and interactive exercises, making learning more engaging and effective.
  2. Up-to-date Content: Electronic textbooks can be updated quickly to reflect new discoveries in science, technology, and other fields.
  3. Accessibility: Students can access digital textbooks anytime and anywhere with an internet connection, making them ideal for homework and independent study. It also can be altered based on students` needs, for example, children with poor eyesight can zoom in.
  4. Personalized Learning: Digital platforms can adapt to individual student needs, offering additional materials or exercises based on their progress.

The choice of teaching resources is a crucial decision for educators. Should we rely on school recommendations, or should we independently select materials that best suit our students? In my view, a balanced approach is the best; schools districts/state should provide structured resources and materials recommendations, but teachers should have the flexibility to enhance lessons with supplementary materials.

With adequate funding and the right combination of traditional and digital resources such as podcasts, Miro board, PPTs, game-based VR, and etc., we can create an inclusive and effective learning environment. Investing in educational resources is an investment in the students` future. We, educators, need to advocate for adequate funding and ensure that all students have access to the materials they need to succeed. Ensuring that all students have access to quality educational materials is not just a matter of convenience; it is essential for their academic success and future opportunities.

References

Churchill, D. (2017). Digital resources for learning: Key issues concerning the use of digital resources in the classroom. Springer. https://doi.org/10.1007/978-981-10-3776-4

Gushchina, O. V. (2021). Using the Miro board in teaching Russian as a foreign language: The case of teaching the food products topic. Izvestia Herzen University Journal of Humanities & Sciences, 200, 77–86. https://doi.org/10.33910/1992-6464-2021-200-77-86

#3: Reflection on social media, news and AI

February 13, 2025 /

Staying informed about global events is one of the greatest privileges of our modern era. Through the internet, you can explore what people in Australia, Malaysia, Iceland, and other places wear, eat, produce, and think. Yet not all citizens enjoy this open access. Countries like North Korea, China, and Russia impose strict web censorship, restricting access to social media, foreign news portals, and platforms such as Instagram, Youtube, and Facebook. You might have heard of the Chinese Great Firewall, officially known as the Golden Shield Project – a system of internet censorship and surveillance in China that became operational in 2000.

While these limitations may be viewed as discriminatory and a violation of human rights, their impact depends on the context in which the restrictions were implemented. In fall 2022, for instance, Russian users began experiencing difficulties accessing Meta applications and news websites like Meduza and the BBC – a clear example of efforts to control information flow. Although the underlying political reasons are complex, our focus here is on the broader educational implications. 

Chan, C., Dao, A., Hou, J., Jin, T., & Tuong, C. (2011). Free speech vs. maintaining social cohesion: A closer look at different policies. Stanford University. https://www-cs-faculty.stanford.edu/people/eroberts/cs181/projects/2010-11/FreeExpressionVsSocialCohesion/

Governments that restrict access by presenting only a single perspective can effectively shape public opinion. Moreover, Individuals who lack the technical skills to use VPN services are confined to pro-government content. This “spoon-fed” information leaves little room for critical analysis and stifles the questioning of ideas, which can ultimately lead to public concerns. Consider China, where many citizens have never had access to Western social media. For this reason, Chinese media and IT companies have developed platforms that mirror or even surpass Western alternatives. Take WeChat, for example: a multifunctional platform that lets users book tickets, pay for shopping, send messages, and even store passport information for identification purposes.

Having lived in Russia, China, the United States, and Canada, I’ve seen firsthand how social media control can impact public opinion. More discerning readers question the information they consume, while others accept it uncritically. Speaking Russian, English, and Chinese has shown me that the same events are often portrayed differently depending on local policies. Even the news in Canada and the United States can vary significantly. The key is to check a variety of sources to build a comprehensive picture, rather than relying on a single perspective that might serve the interests of a particular company, country, or marketing team. Recent elections around the world have demonstrated how easily an uncritical public can be influenced. 

Another emerging issue is the rise of AI-generated images often called AI art or deepfakes. While a keen eye can sometimes detect whether a photo has been generated, altered, or modified, not everyone, especially older individuals, may have that ability. As tools like Midjourney continue to improve and produce nearly flawless images, we’ve entered an era where deepfake videos and photos can deceive viewers, even fabricating fraudulent online relationships. This is likely just the beginning of a new era in which social media not only influences opinions but also reshapes our perception of reality. Unfortunately, there have already been some cases where AI-generated photos were used for marketing purposes, leading to misinformation and lawsuits. For example, widely known “Wonka” experience in Glasgow last year, where promotional materials featured AI-generated images to create hype and sell out event, but in the real life the event lacked any actual photo zones.

That said, if we set aside concerns about misinformation, brainwashing, and censorship on the open internet, social media still offers endless entertainment. After all, where else can you spend hours binge-watching videos of wild, playful orange cats? 

In conclusion, it is fascinating to witness how technology continuously reshapes the way we access, interpret, and interact with information. But at what cost? That is a question I find myself contemplating. As an educator, I also feel the w on weight of responsibility, but I am uncertain about how to teach children to be ready for the today`s digital landscape. I struggle even with guiding my nephew in Roblox, let alone the open internet. It is incredibly challenging to help children navigate various web pages filled with misleading information and the ever-growing presence of deepfakes lurking on the other side of the screen. Thus, I guess it is another responsibility for educators these days to teach students be digitally literate.

References

ABC 7 Chicago. (2024, February 28). ‘Wonka’ experience in Glasgow ends in chaos, police called over AI-generated advertisements [Video]. YouTube. https://youtu.be/x5hQF7BTe7s

Chan, C., Dao, A., Hou, J., Jin, T and Tuong, C. (2011). Free speech vs maintaining social cohesion. Stanford University. https://www-cs-faculty.stanford.edu/people/eroberts/cs181/projects/2010-11/FreeExpressionVsSocialCohesion/

Good morning Britain. (2024, March 6). 77-year-old scammed out of £17,000 by deepfake scammer using AI-generated videos [Video]. YouTube. https://youtu.be/1Kv5njt9X5c

Government of Canada. (n.d.). Artificial Intelligence and Data Act. Government of Canada. https://ised-isde.canada.ca/site/innovation-better-canada/en/artificial-intelligence-and-data-act

Human Rights Watch. (2020). In China’s, the “Great Firewall” is changing a generation. https://www.hrw.org/news/2020/09/01/china-great-firewall-changing-generation

Huo, J. & Bond, S. (2023). New study shows just how Facebook’s algorithm shapes conservative and liberal bubbles. NPR. https://www.npr.org/2023/07/27/1190383104/new-study-shows-just-how-facebooks-algorithm-shapes-conservative-and-liberal-bub

Oxford University. (2021). Social media manipulation by political actors an industrial scale problem – Oxford report. https://www.ox.ac.uk/news/2021-01-13-social-media-manipulation-political-actors-industrial-scale-problem-oxford-report

#1 Who I Am, What I Do, What I Think.

February 13, 2025 /

Privet (It means hello in Russian) everyone and welcome to my blog! My name is Elena Kuznetcova, and I am so excited to be part of this course learning about social media in education and other aspects we discuss in our Zoom meetings.

To start with, you need to know that I have been working with children for almost ten years, with seven years of experience in teaching. I began as a Mandarin and English teacher at a school in Saint Peterburg, Russia, and later taught Russian to toddlers and preschoolers in San Francisco, California. Throughout my career, I have integrated Second Language Acquisition Theories with early childhood development principles to create more effective learning experiences.

The table published by Stanford Teaching Commons

Over time, I have noticed that the traditional teacher-centered approach is no longer as effective as it once was, at least compared to 20–40 years ago. While teachers remain crucial as role models and guides to the bis wonderful world, our role has evolved in educational scene. Today, educators must focus on equipping students with the skills to access and process information independently rather than relying solely on repetitive drills. Thus, student-centered course design opens many new opportunities aligned with the students` needs.

The table published by Stanford Teaching Commons.

I earned my degree from the The Herzen State Pedagogical University of Russia, where I spent two years studying language teaching methodologies. Many of my professors strictly followed state curricula, believing that all languages could be taught using the same methods. This perspective troubled me because even a basic comparison of the languages I teach English, Russian, and Mandarin, reveals significant differences that require tailored strategies. For example, teaching English vocabulary differs from teaching Chinese, particularly due to Mandarin’s tonal complexity and symbols.

Most of my older, Soviet-born professors resisted incorporating digital tools and were even skeptical when we introduced apps designed to help students improve pronunciation or check slang meaning in the classroom. In contrast, younger professors, many of whom graduated within the last decade, embraced discussions on innovative teaching methods and welcomed modern technology.

It seems like one of the biggest challenges in Russian education today is the generational divide among teachers. Educators born after 1990 are eager to explore new technologies and integrate them into their lessons, designing activities based on current trends and real-world applications. Meanwhile, many older teachers in positions of power continue to rely on textbooks published 30 years ago, resisting change despite the growing need for modernized instruction.

As I develop this blog, I plan to focus on the role of technology in language education, an area that aligns closely with current educational trends and my professional interests. Here, you will find ideas on language teaching and learning, bilingual education, and the integration of modern tools such as social media (blogging, vlogging, and journaling), gamification, and virtual reality. Over the next 12 weeks, I will explore the contrast between traditional teacher-centered instruction and student-centered, project-based learning in language education, among other relevant topics.

Stay tuned for insights, and reflections on the evolving landscape of language teaching and class discussions! If you have any ideas or comments, please don’t hesitate to reach out to me here or via email at elenakuznetcova@uvic.ca.

References

Stanford Teaching Commons. (n.d.). Teacher-centered vs. student-centered course design. Stanford University. https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/theory-practice/teacher-centered-vs-student-centered​Teaching Commons

VanPatten, B., & Williams, J. (2015). Theories in second language acquisition: An introduction (2nd ed.). Routledge. https://library.brawnblog.com/Theories_in_SLA-VanPatten-2015.pdf​Teaching Commons+10SCIRP+10ResearchGate+

#2: Let`s look at some inquiry-based schools!

February 13, 2025 /

As an international student who recently moved to Victoria, with no experience working in the local school district and little familiarity with the BC curriculum, I had no idea who Jeff Hopkins was and what makes his school different. When Valerie and some of my classmates mentioned him during a class discussion, I became very curious about him and his Pacific School of Innovation and Inquiry (PSII). I was excited to learn more about it. After listening to the discussion and exploring the PSII website, I realized that their inquiry-based framework wasn’t entirely new to me. I had experienced similar approaches during my middle and high school years in Russia. Still, I was quite surprised to discover that real-life, inquiry-based activities are not widely implemented in public schools on the island or perhaps throughout BC. 

Compared to Russian schools, BC schools often receive more funding, and most teachers have assistants to help facilitate learning. In Russia, however, one teacher might be responsible for 25 to 40 students, and many rural or suburban schools struggle to secure basic resources like smart boards or even computers. For this reason, inquiry-based learning, often referred to as projects by my Russian teachers, is quite popular concept in Russia. I even attended classes at the Herzen Pedagogical State University of Russia that focused on project-based learning in a language environment. 

Let me share some of the inqury-based projects I participated in during my educational journey in public school which truly shaped my learning experience. One memorable project was the United Nations-style debates and summits we held in middle school, similar to Model United Nations happening worldwide. In these events, our class collaborated with peers from other schools that followed the same state curricula, engaging in subjects such as Law, Social Science, History, and Economics. Over the semester, we were assigned various countries to research in depth. We examined each country’s unique political structure, cultural heritage, and socio-economic systems comparing these aspects with those of Russia. This investigation involved analyzing ongoing conflicts, crises, historical events, and other social factors, which not only broadened our understanding of global affairs but also sharpened our critical thinking skills. The debates themselves were dynamic and multifaceted. High achievers often took on leadership roles, guiding discussions and brainstorming innovative solutions, while other students thrived in team settings where they collaborated, motivated one another, and even engaged in friendly competitions with schools from other districts. These summits weren’t just academic challenge; they were real-life simulations that helped us build confidence, improve our public speaking, and develop a genuine sense of global citizenship. 

Another project that left a good impression was an assignment in our Physical Education and Life Safety classes. We participated in an outdoor activity known as “Зарница” (Zarnitsa) military sports game.

During this assignment, we navigated through natural settings, which required us to work as a team while completing a series of physical challenges. One of the key activities involved identifying local plants to determine whether they were poisonous or edible. This exercise blended physical activity with practical life skills, requiring careful observation, critical thinking, and a respect for nature. 

Another good example of an inquiry-based assignment at my school is the Copycat Day, when middle and high school students can choose a subject to teach to younger grades. This activity helps students understand how challenging it is to be a teacher how to write lesson plans, create PowerPoint presentations, and stand in front of an audience while explaining a topic they prepared for this day. Students that are copycats need to prepare everything by themselves and pass interview process with the assigned teacher and head teacher.

Photo is shared by the “copycat teacher”.

I have participated in several Copycat Days, as the event is held annually, and I typically taught Literature or English. However, the range of available teaching positions is quite broad. On this day, every school staff member is assigned a student “copycat” replacement. You might wonder whether it’s a good idea to have a substitute for roles like PE teachers or security guards. Probably not, and I hope the school members think the same way. A few years ago, for instance, a student ended up with a broken nose during a dodgeball session in a PE class, illustrating the potential risks associated with this event.

Based on my personal experience, such projects spark curiosity and encouraged independent learning. They provide students with opportunities to explore their interests in a structured, goal-driven way, making education both engaging and meaningful. By integrating academic content with hands-on, real-world challenges, these projects provided a comprehensive learning experience that extended well beyond traditional classroom lectures. 

Another local school that employs an inquiry-based, project-oriented approach is Westmont Montessori School in Wetchosin, BC. This private K – Grade 12 school follows widely recognized Montessori methods that emphasize natural interests and self-directed activities distinct from the more daycare-like approach seen elsewhere. Although I have not attended Westmont Montessori personally, as a Montessori-accredited ECE worker and based on information shared by a classmate who works there, I can share some insights. Unlike public schools that strictly separate students by grade, Westmont Montessori groups students in combined classes (for example, Grades 1–3 together, Grades 4–6 together, etc.). This approach promotes social interaction, helps students regulate their emotions, and encourages collaborative project work. According to my classmate, the school’s academic achievement evidenced by university acceptance rates and other metrics is higher than the provincial average. 

As for my own future teaching opportunities in Canada, if I decide to pursue a teaching role here in BC, I will definitely incorporate project-based inquiry into my practice as it is aligned with the current trends of teaching. However, the implementation of such methods will depend on available time, state curricula, and the students’ capabilities and backgrounds. For instance, these assignments may not be well suited for newcomers who lack strong English skills, as they require students to be self-directed and manage their own progress with minimal external guidance.

References

American Montessori Society. (n.d.). Fast facts: What is Montessori? https://amshq.org/about-montessori/press-kit/what-is-montessori/​

Model United Nations Institute by Best Delegate. (2019, October 24). What is Model United Nations? [Video]. YouTube. https://youtu.be/WCCjaVjnArI?si=bLXUajdzoUmZingu

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