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.

Author: elenakuznetcova

#6: Reflection on the course: Where Am I Now?

April 6, 2025 / / 0 Comments

When I was looking for an elective course that would help me better comprehend the educational system and current trends in teaching in British Columbia last semester, I could not have imagined how many new insights and new questions it would bring into my consideration. Valerie, the guest speakers, and my classmates shared so many opinions and ideas that were completely unfamiliar to me, especially since I have never worked in the local educational context here in Canada. Listening to their perspectives felt like opening a window into a different reality where I need to learn every single moment to fit in.

Over the past twelve weeks, diving into inquiry-based education, open learning, discussions around school funding, the lack of tools and resources, curriculum planning, and digital literacy has been truly fascinating. I found myself reflecting a lot on my skills, knowledge and expertise, not just as a student but as a future professional in the field. These conversations really expanded my understanding and gave a noticeable boost to my understanding. It also got me thinking more deeply about my own path, what kind of educator I want to become and whether I even see myself landing a teaching position here in British Columbia after I complete my final project.

Because, frankly, some of the stories and challenges my fellow classmates shared made me think if I am ready for some other challenges in my life besides bureaucracy. The topics raised in the Zoom calls made me question whether I am prepared to face things like AI-generated texts, students’ struggles with comprehension, or the many other issues that come with teaching digital literacy. It is not that I feel discouraged working as a teacher, but I do feel more aware of what this job really entails in the context of British Columbia.

About the Ed Tech and my future directives.

There are so many rapid changes happening these days in social life, education, and art. For these reasons, I assume that new technologies will take a huge role in shaping my teaching process, hobbies, and personal learning. I feel how the world is moving fast, and to keep up, I need to adapt my practices and explore new ways to teach and learn.

Currently, I am providing some recommendations to my Russian colleague regarding the methodology for her ongoing research based on VR implementation in an English language learning environment in a Russian elementary school, that I have already mentioned in one of the previous blogs. She has already received ethics approval from the Russian Department of Education and the school board where she works in. So now I wonder if the results we will get this summer will confirm the hypothesis we formulated at the beginning of the research. I am very curious to see what the gained data will show. Also, I wonder how these results will fit into the paradigm of language learning within the Russian context, will VR and AI be accepted as a potential tool in education? I am hoping to see more evidence about long-term results of VR and AI implementation to verify the advantages of its integration into a curriculum. As a language teacher worked particularly with children in preschool, elementary, and middle school, I also keep thinking whether the results from elementary and middle school will differ. That might depend on the cognitive skills of the students, their emotional regulation, self-efficacy, and how much exposure they had to the target language before. It is very fascinating for me to see how VR implementation might vary within different developmental stages.

Based on cross-cultural communication and differences in cultural backgrounds, one of my following questions is: what are the differences in how VR is used in language learning in individualist or collectivist societies? Because, honestly, VR integration seems to align mostly with independent, student-centered approaches mostly accepted in individualist countries. But most research I located are being conducted in Asian collectivist countries such as China and Indonesia.

When I think about technologies that could be used not only in my teaching, but also in my personal and creative life, I assume that tools like Midjourney and video editing AI programs are the best for cartoon creation. These tools could shift boring studentbook materials into engaging, comprehensive stories with familiar characters and new exciting plots. For example, in my tutoring sessions, my student and I could create an avatar that would accompany us through the learning process. We could go over the material, learn it together, and then, instead of doing the regular final module test, the student could write a detailed prompt using the knowledge from the module and turn it into a short story or dialogue. Then we could generate a cartoon based on that prompt making the final assignment. This approach could be a perfect way to show students what they have learned and how it can be applied in a meaningful, personal way. Additionally, it makes learning memorable and fun that is important for young learners. It also provides students a chance to gain a new set of digital and creative skills that they will master further later in life. 

Another thing that makes me fascinated is how digital literacy will be taught in schools, especially now with so many new apps and tools that can deepfake your identity or being used as a scam. It is honestly a little bit scary for me. How can we teach students to protect themselves on the Internet and be critical users of new technologies if we, as educators, are not yet fully proficient in this field ourselves? There is definitely a gap between the pace of tech development and the ability of the education system to catch up, and that is something I think we will need to address more seriously in the coming years. As someone mentioned during the last class there are still the same questions in the EdTech that were raised twenty years ago.

My objectives for the near future are definitely connected to EdTech and exploring all the exciting technologies that are being offered by IT companies right now. It actually seems fun to me as I like to explore and learn by doing some app trials. This summer, I am flying over to San Francisco where I will get the opportunity to test a demo version of an AI therapy session developed by my friend’s start-up. I’m pretty excited because I will be able to talk directly with the creators, the management team, and the AI trainers about their product and how it works. Who knows, maybe the product will make it to the market and actually be ethical and useful for the public. I am especially curious to learn how the company will handle issues around personal information and consent, because these topics are becoming more important than ever with AI development. As technology continues to grow and change, I definitely plan to boost my own digital literacy skills too. It is clear to me now that I need to become more confident with different types of applications and programs, and also, understand how to keep my identity safe online. For instance, some companies already have my voice on file, since I recently did some voice modeling for an animation project. So now I am thinking more seriously about how to protect my image and voice (my avatar), as these things can be used in so many different ways, and sometimes even without my permission as I provided access to generated product of my voice.

I also wonder how AI and new high tech application regulations will change in the next couple of years. Right now, it feels like it is barely being controlled or regulated. So, I am curious whether we will start seeing educational policies that define how new application can be implemented, depending on where it is used and what kind of AI is collecting or analyzing the data. This is especially important because the data involved might be really sensitive, and most of the big AI servers are currently located in the U.S. and China, which might mean they are not fully aligned with Canadian laws.

This course got so many questions and I’m excited to keep exploring them. Thank you for such an excellent semester!

References

Albayrak, M. S., Chen, J., & Williams, P. J. (2022). Quantitative research on gamifying vocabulary acquisition and retention in virtual reality. Teaching English with Technology, 21(2), 42-57. https://doi.org/10.56297/BKAM1691/DFXC4759

Government of Canada. (2022). Artificial Intelligence and Data Act. Government of Canada. https://ised-isde.canada.ca/site/innovation-better-canada/en/artificial-intelligence-and-data-act

Rebolledo Font de la Vall, R., & González Araya, F. (2022). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(1), 7569–7576. https://valleyinternational.net/index.php/theijsshi

School Education Gateway. (2023, November 27). Artificial intelligence: An asset for language learning in Europe. European Commission. https://school-education.ec.europa.eu/en/discover/news/artificial-intelligence-asset-language-learning-europe

Son J. B., Ružić, N. K., & Philpott, A. (2023). Artificial intelligence technologies and applications for language learning and teaching. International Journal of Social Sciences and Humanities Invention, 10(1), 7569–7576. https://doi.org/10.18535/ijsshi/v10i01.02

Yang, Y. C., Chen. C. H. & Jeng, M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356. https://doi.org/10.1016/j.compedu.2010.06.005

#5: Reflection on Virtual Reality implementation in foreign language learning settings

March 26, 2025 /

Privet (hello) everyone! Thank you for joining me in this blog post about implementing of virtual reality (VR) and its role in foreign language learning environments. My presentation, the article I referenced, and additional materials are attached to this post or on the course page.

I have always been passionate about educational technologies in language learning, particularly because I took EdTech in Language Learning Environment course during my bachelor`s. The course included some online tutoring sessions for students, and implementation of different applications and programs to boost children`s participation.

Utilizing various applications like Miro board, Midjourney, and others is crucial to building a lesson that will align with all the students` needs. These programs are fantastic tools for boosting student engagement, increasing motivation, and preparing them for the world outside the classroom or online sessions. We live in an era of globalization where access to information is no longer a privilege, but a necessity, especially in terms of digital literacy. However, it’s not just about consuming information critically; it is also vital to be proficient in the applications that facilitate access to knowledge and data from the web.

Teaching foreign languages is a comprehensive task for educators, and relying solely on textbooks, even those written by talented methodologists, often is not enough. This is especially true for new generations, like Gen Z and Gen Alpha, who are digital natives. They have grown up surrounded by technology, making “boring” traditional lessons ineffective. As educators, we must find ways to enhance language learning and help students thrive through interactive experiences, such as VR. As I mentioned before in blog #1 now the educational system worldwide is switching toward student-centered education where the lead of getting knowledge is set by the students. Thus, VR is one of the best options to shift to student-centered education.

VR is a tool that creates a virtual world with computer graphics, allowing users to have authentic feelings.

Archer and Finger (2018)

Here is an interesting video regarding the VR and AI roles in Education. I recommend taking a look at it:

According to the second language acquisition theory, language skills are traditionally divided into receptive skills (reading and listening) and productive skills (writing and speaking). However, the authors of the article introduced a new concept from American foreign language studies known as the “5Cs” for me, which stands for communication, culture, connection, comparison, and community (Xie et al., 2022). These elements contribute to language proficiency and help students build confidence in using the language by engaging with authentic materials, thus reducing barriers related to language fear and cultural shock (Xie et al., 2022).

In this post, I will explore the potential of VR to revolutionize language learning, particularly in elementary school settings. According to recently published research (Yang et al., 2010; Marsh et al., 2018; Albayrak et al., 2022; Hung et al., 2023; and Huang et al., 2018), it Is clear that VR offers immersive experiences that significantly enhance vocabulary acquisition, grammar comprehension, speaking skills, and cultural understanding. Thus, it supports language learning and teaching dimensions.

You might wonder why VR is considered to be effective in language learning. Here are a few reasons (Yang et al., 2010; Marsh et al., 2018; Albayrak et al., 2022; Hung et al., 2023; Xie et al., 2022; and Huang et al., 2018):

1. Immersive Environments for Real-Life Practice: VR creates authentic language settings, allowing students to experience the language in context rather than merely memorizing vocabulary and grammar rules. Thus, the learned language items from the receptive skills (listening and reading) come into the productive ones (speaking and writing). Students can practice their language in authentic situations based on various cases, reasons, etc.

2. Higher Engagement and Motivation: Unlike traditional teacher-based methods, VR boosts student participation by making learning interactive and hands-on, providing to the preferences of today’s youth.

3. AI-Driven Speech Recognition for Immediate Feedback: Students’ oral skills can be assessed using AI-powered speech recognition, providing real-time feedback on pronunciation and fluency, a significant advancement toward personalized language learning.

4. Bridging the Gap Between Theory and Practice: Instead of passively receiving information in a teacher-centered style of teaching, students actively use the target language, enhancing retention and building confidence.

Here you can see the video of VirtualSpeech application used for improving soft skills in a business English environment. This application provides many different scenarios where you need to present, brainstorm, and introduce your ideas, connect with other people.

Additionally, professional community can play a crucial role in supporting language teachers to enhance their professional competency. By fostering collaborative groups and workshops, teachers can experiment with various teaching strategies while developing the right attitudes and skills. This environment of mutual learning and encouragement can positively influence teaching attitudes and reshape beliefs, igniting a passion for more dynamic and active teaching practices.

Integrating VR into immersion-based language teaching can significantly enhance students’ learning outcomes. With a focus on user-friendly technology, future designs are likely to be more accessible, enabling teachers with solid computer skills to create digital materials/alter VR tasks that align with the curriculum. This approach not only saves resources but also encourages the continual introduction of fresh ideas to enrich the language learning experience. Lastly, incorporating AI technology presents exciting opportunities to improve students’ oral proficiency, providing valuable tools and resources for language development (Yang et al., 2010; Marsh et al., 2018; Albayrak et al., 2022; Hung et al., 2023; Xie et al. 2022; and Huang et al., 2018).

However, despite the advantages listed above, the implementation of VR in schools has many challenges. One of the major barriers is the high cost of VR equipment and maintenance. Many schools, especially in rural underfunded areas, struggle with basic technological integration, making VR adoption almost impossible. Moreover, technical issues and a lack of professional and advanced IT support can deter teachers from using VR effectively, as not every educator is proficient in troubleshooting software or hardware problems. Another significant challenge is the risk of cognitive overload. While immersive experiences can enhance engagement, they can also overwhelm students, particularly younger learners who might struggle to balance interaction with learning objectives. Additionally, VR can sometimes lead to motion sickness, which may limit its accessibility for some students. From a pedagogical perspective, VR should complement, not replace, traditional learning methods. Over-reliance on technology can lead to diminished interpersonal interactions and less focus on foundational skills like writing and critical thinking. Furthermore, the lack of extensive long-term studies on VR in elementary language learning raises concerns about its effectiveness over time and its role in student development.

I have a deep interest in this topic as a teacher. Based on my preparation for this course and independent learning, I have realized that VR implementation offers many opportunities and should be further explored. However, since this is a relatively new field with growing interest, there is still a lack of research on its limitations. One of my Russian colleagues is currently conducting a quasi-experimental study on the implementation of three different VR applications in an elementary school in Saint Petersburg for English and Chinese language classes. So far, the results indicate increased engagement, improved performance, and greater proficiency in productive (speaking) language skills. However, the research has only been underway for two months, so there is no data yet on long-term effects or any systematically coded information regarding the study.

In conclusion, while VR holds incredible potential for language learning, especially for younger students, there are still significant barriers that must be addressed before massive provincial-wide adoption. Cost, accessibility, cognitive challenges, and the need for more research are all factors that must be considered before VR can truly become an everyday part in modern classrooms. As educators and researchers, we must continue exploring both the benefits and limitations to create a balanced and effective learning environment for students.

References

Albayrak, M. S., Chen, J., & Williams, P. J. (2022). Quantitative research on gamifying vocabulary acquisition and retention in virtual reality. Teaching English with Technology, 21(2), 42-57. https://doi.org/10.56297/BKAM1691/DFXC4759

Huang, X., Han, G., He, J., Du, J., & Liang, Y. (2018). Design and Application of a VR English Learning Game Based on the APT Model. 2018 Seventh International Conference of Educational Innovation through Technology (EITT), 68–72. https://doi.org/10.1109/EITT.2018.00022

Hung, C., Lin, Y., Yu, S., & Sun, J. C. (2023). Effects of AR‐ and VR‐based wearables in teaching English: The application of an ARCS model‐based learning design to improve elementary school students’ learning motivation and performance. Journal of Computer Assisted Learning, 39(5), 1510–1527. https://doi.org/10.1111/jcal.12814

Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., Lahmar, J., & Scott F. (2018). Play and Creativity in Young Children’s Use of Apps. British Journal of Educational Technology, 49, 870–882. ttps://doi.org/10.1111/bjet.12622.

Tamm, K. (2023, June 14). VR and AI in education: The future of learning | Kristen Tamm | TEDxTartuED [Video]. YouTube. https://youtu.be/XGkWh4v1hCE?si=86OdCiQZMYVEC4r7

VirtualSpeech. (2023, July 10). Learn Business English in VR – Language VR app [Video]. YouTube. https://youtu.be/IhXeedYwDwA?si=DkDHTkwjvfIjsSnv

Xie, Y., Liu, Y., Zhang, F., & Zhou, P. (2022). Virtual reality-integrated immersion-based teaching to English language learning outcome. Frontiers in Psychology, 12, 767363. https://doi.org/10.3389/fpsyg.2021.767363

Yang, Y. C., Chen. C. H. & Jeng, M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356. https://doi.org/10.1016/j.compedu.2010.06.005

Appendix

  1. Article used for this assignment.
Enhancing English Learning Through Virtual Reality and Imersion-based teachingDownload

#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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