Kierra M Keegan

 The Florida standard SS.912.HC.9.7 asks students to examine how modern technology has influenced communist ideology and methodology in the 21st century. This means students are not just learning about historical communism. They are moving beyond Cold War examples and focusing on how present-day communist governments use digital tools to promote ideology and maintain control. Countries like China, Vietnam, North Korea, and Cuba, utilize technology such as state-controlled social media, online censorship systems, digital surveillance, and in some cases, coordinated misinformation campaign’s. The standard’s clarification also highlights tactics such as bot networks, fake social media accounts, and spyware embedded in products. While Russia is not officially communist by name, its use of digital propaganda and online influence operations provide an important comparison point when analyzing how authoritarian governments leverage modern technology. Distinguishing between formally commun...

 So far, my experience with blogging has been more reflective than I expected. I like that blogging allows for a conversational tone while still requiring clarity and structure, and I’ve learned that writing for an ‘online audience’ forces me to be a bit more intentional about organization. At the same time, I don’t like how easy it is for blog writing to become surface-level without Professor Idam’s strict instructions. Through this process, I have learned that blogging still demands critical thinking and revision, even if it feels less formal than traditional academic writing. It has shown me that digital spaces still require depth and responsibility.  As I first explored the topic of AI in education, especially in a K-12 setting, my initial reaction was deep concern. While AI is often framed as a tool for innovation and efficiency, I worry that it may gradually weaken students’ ability to think independently. If young learners rely on AI to generate answers or structure ess...

 

 Last week, I explored the Tech Sandbox website to see the range of tools available for classroom innovation. I was particularly drawn to the video production equipment and podcasting tools, as I could envision incorporating them into an undergraduate creative writing course. For example, students could create podcasts or short videos to adapt their stories or analyze literature, which would allow them to develop multimedia storytelling skills alongside traditional writing. I think using these tools would not only make the classroom more interactive but also help students prepare for modern creative careers that blend writing with digital media.  I have been using both Pinterest and Instagram to build my PNL (Personal Learning Network), primarily by following college professors and teaching influencers in English and creative writing. Interacting with their content has been incredibly beneficial, offering teaching strategies, writing prompts, and professional advice for aspiri...

 Working with copyright and fair use has made me much more aware of the responsibility teachers and students have when creating or sharing work. As an educator, I would ensure that all instructional materials I develop follow copyright laws, either by using my own original content, obtaining permission, or relying on materials that are clearly under fair use or public domain. When having students create their own works, I would emphasize the importance of citing sources, avoiding plagiarism, and respecting others' intellectual property. I learned that even small images or text excerpts can be protected, so careful consideration is necessary, and this makes me think critically about how to integrate media responsibly. I still wonder about the fine line between fair use for teaching versus commercial or online sharing, and I plan to continue researching best practices to make informed decisions.  One technology implementation issue that concerns me is academic dishonesty, especi...