My Learning Journey-->

Category: EDCI 570/1

Final Thoughts

Throughout this term, I have been able to engage in research and really refine my topic of interests. I think much of my area of interests for my research relies on my passion for French Language Learning and Professional Development. The purpose of my final project has become more clear.

I truly believe that my project can benefit teacher candidates as well as teacher to promote French Language initiatives and create a French community. Within my School District I know the connections are already strong. Victoria is small and the French community and teaching community is even smaller. Therefore, digital badging can help promote the participation in French events such as the Société Francophone, the French Conferences (notably I will be attending another one on Monday Nov 20th at Arbutus Global Middle School). I hear that some French teachers are doing other Pro-D opportunities and hope that in the future the badge promotion may motivate them to do more in French. As in my opinion there is never enough French opportunities where you can speak French with others and learn pedagogies for French specific Education.

Here is a TedTalk from Joyce Seitzinger that discusses the relevance of Open Badges.

Here is another video that further discusses Badging in Elementary.

Furthermore to discuss about the literature a bit more and to further discuss my group project’s findings. I really valued the idea of an ARIS system for encouraging French Language Learning. It seemed to motivate and engage learners at a Post Secondary Level and I have read through this process it is similar from K-12. Badging is become more and more predominant and is starting to be seen in multiple apps and games notably Duolingo as we saw throughout our research. Moving away from certificates allows us to create digital backpacks and share our learning.

There are many benefits to this and here are just a few key ideas I read about and that are well summarized in this blog post.  Although I do not want to design an Augmented Reality App, I do value the benefits and impacts it has on education and I hope similarly badging in terms of French (Language Learning) can have a positive impact for teachers as well. Although we all chose articles, it was the process and leading discussions that made our learning so interesting and connected.

We were able to learn about the subject of gamification and language learning while also keeping in mind our final projects and potentially figuring out final project links and purpose.

Some other acronyms that will be relevant to my research include.

  • ARIS: Augmented Reality Interactive Storytelling
  • CALL: Computer Assisted Language Learning
  • CMC: Computer Mediated Communication
  • TELL: Technology Enhanced Language Learning
  • MALL:: Mobile Assisted Language learning (and language learning in virtual worlds)
  • CLIL: Content and Language Integrated Learning

There are so many angles to develop my research. As such, I am excited to continue this journey and am grateful for this class and the ability to collaborate and learn from my peers. This term, we started our Masters process, we were able to learn a bit about everyone’s areas of interest and then engage with each other during some amazing group presentations. My next steps are to contact the University of Alberta to discuss their FrancoPass initiative more and look into some more research to further outline my project goals.

As I hope to create a system called “Mon Passeport Franco” to promote French Language Learning amongst teacher candidates and teachers. Here is the logo, I have created and I am hoping to use as I continue to develop my ideas.

Designed and created by Brittany Johnson

When thinking ahead at design: some key questions that I still have are as follows.

  • Is there an app making tool that is better and supports all phone models/ will be easily available on App stores?


  • Would creating a website and login system using open source potentially be more accessible?

Pro-D Oct 19-21 2023 French teaching Conference

I spent the weekend in Whistler at a French teaching conference, which was hosted by APPIPC, which is a specialized association for French teachers in British Columbia (BC). Their goal is to promote and expand French teaching in BC. This work directly aligns with my desired final Masters project as I want to merge and discuss French teaching and technology in a post-secondary French Education context.

I went to this conference with the new French PDPP program cohort at UVic. Learning alongside the group and talking about my future project has made me excited about my Masters. French in the context of BC is a minority language and it is challenging to be fully immersed in the language. In Whistler village, it was wonderful to hear the French language fill the village. We all took the opportunity to be a community and speak French the whole weekend. We can say it was a FRANCOFUN experience where everyone was able to set goals and take learning risks.

Something I value in education is that we are all on our unique learning journeys. Therefore, as we set goals they may be different. This also aligns with the BC curriculum where we help students set goals and report on them throughout the year. However, in a university context, these goals are often not recognized. They can be self-monitored and accomplished, but no official recognition is awarded. Accordingly, I have been working on this idea of motivation and recognition through a digital badging project that I am hoping to grow and launch for my Masters. My overall goal is to possibly create an application where students can be awarded badges for risk taking/ goal setting as well as many other initiatives.

To provide you a sneak peak of what I have been working on. Here is a glimpse of two digital badges related to risk taking and conferences. There are others in development.

Designed and Created by Brittany Johnson
Designed and Created by Brittany Johnson

For now, I have started to use BADGR to assign badges to participants and eventually this may lead to some digital pathways where you receive an overall badge once you complete a certain amount of initiatives.

Throughout the conference, there was an emphasis on student motivation and with this project and what I envision I hope to all help create that amongst current and future French teachers. I learned some valuable resources and tools within my conference sessions and among our presenter Samian (who is French and Algonquian artist who shared some inspirational dialogue about identity). This idea of community and collaboration is thus reinforced. Ultimately, it is my hope that these badges will motivate more French speakers to participate in various initiatives and feel recognized for their participation and personal achievements all while building a community.

What does the literature say about the issue, topic, or theme identified?

In terms of research, I am really interested in the benefits that technology can have in a French Language learning context.

When working on our group project, I was able to dive into more about what the literature says. It also specifically looked at the benefits of digital badging (which is an area of great interest to me).

A few key aspects that made me choose this article included the context of the research. Firstly, while looking at research articles it is tricky enough to find French Language specific articles. This article, however, conducted its research in Victoria at the University of Victoria. It lacked an elementary context, but the contents of it seemed to be easily translated to the context and Perry (2015), even stated “In regards to education, gamification has seen successful implementation in a range of subject matters, and age groups, from K-12 learners to university level courses.” (p.2310).

I believe that with time and trials that this app Explorez could be effective in elementary grades. Although during the case study only 11 students participated and they were from a first year university French class. The participants described it as “fun”, “useful” “motivating” and “relevant”. Therefore reinforcing that gamification is useful to support French language learning. Some even, shared that the game made it more exciting to learn and helped learning become social and beyond just the walls of the classroom. Something I really liked about this app is that is allows users to be immersed in an environment that then becomes French. In a place where French is not the dominant language, this feature is very beneficial to making learning authentic.

As I dove into understanding this app, I found myself researching it more and trying to download it to try it out. I have emailed the author in hopes to receive an answer to some of my questions. One of my major questions at this time is, the app ARIS (Augmented Reality Interactive Storytelling) that was used to create the game Explorez is no longer available in Canada and therefore wondering what other creation tools exist and if I can access Perry’s work somewhere…. It is quite sad that this game is no longer available and that the work of Perry is no longer accessible, as I see many benefits to this tool .

Here is a video that looks at the app Explorez, more in depth :

Based on Bernadette Perry’s research project.

This makes me start to think about opportunities for my final project. I may be interested in creating a game or an app. I have never done anything like that but I am open to the idea especially when there seems to be a lack thereof. I think many teachers would use it as long as I share training with them to help support the process.

All in all based on various articles I have viewed, it seems that there is an emphasis on motivation in terms of the game based learning and digital badging. A large portion of the articles, tend to focus on vocabulary acquisition, however the Explorez app seemed to have more meaningful learning environments through social interactions with the completion of quests, which I valued. On another note, some articles focused more on the idea of inclusive practices and technology which helped support personalized learning. Therefore, between these articles it looks like there is potential to explore this topic more in depth and I am looking forward to this process.


Perry, B. (2015). Gamifying French Language Learning: A Case Study Examining a Quest-based, Augmented Reality Mobile Learning-tool. Procedia – Social and Behavioral Sciences, 174, 2308–2315.

Assignment 2 Thought Process

Today Kati and I met to discuss our upcoming assignment 2 project. During this process we were able to refine our topic and start our research journey based on topics of interest. We have decided to do our upcoming assignment on Language Learning and Technology. Our lens for this presentation will be to talk about this subject from both our lenses as teachers. Kati as a Literacy intervention teacher where she supports students with diverse abilities and myself as a French Immersion teacher.

Some of the articles we found and will further discuss during our interactive presentation are the following (to access these you must be logged into UVic). These are specific to French Immersion but we will also further explore more articles in terms of Second Language Learning and Technology

We look forward to embarking on this journey and sharing our experiences. We are looking at using digital tools such as Jamboard and Kahoot to engage our peers throughout our presentation.

Accordingly this brings me to a topic of discussion which is

  • How are you organizing yourself to engage with research about educational technology?

Throughout this collaboration, Kati and I have been in the process of discovering Zotero. We learned how to create a group on Zotero and share our research and articles. This has made our research process more fluid as we make annotations and highlight key information in our shared folder. Using this research tool has benefited us as we collaborate on this assignment. Although we are able to meet in person (as we did today), some of our cohort members are not and I believe this feature will be well liked and used by many.

If you want to learn more about Zotero, feel free to visit the Digital Scholarship Commons Workshops

Furthermore, the organization part of research is crucial especially as we embark in our final long term masters project and learning this feature was key for us as we started our group project. In my Zotero, I have created a group with Kati as I stated above. I also have some previous folders for research I did related to digital badges. Recently other folders I have added include folders for our class readings in EDCI 570 and EDCI 515. Finally, my last folder is my final project folder (although later on this may result in more sub categories as I refine my topic).

When researching today we learned many features of Zotero (including making groups and adding videos to Zotero), we continued to practice our research skills by following the advance search guidelines on the University of Victoria Library website that Justin outlined in our EDCI 515 course presentation.

I look forward to continuing to create our Assignment 2: Team research presentation and to sharing our key findings with everyone. Stay tuned for more updates.

For now, here is a video that introduces some of the impacts of technology on second language learning.

What is the reality of education technology in your context?

I am currently teaching Grade 1/2 French Immersion at Macaulay Elementary and within my classroom I use technology daily in order to help support my students. When addressing what is the reality of educational technology in my context, I believe that technology continues to evolve and that this reality is constantly changing. My goal throughout this program is to help teachers use technology more.

At a district level, I am grateful to have access to numerous tech resources. My district for example, even has a digital resource section with French Immersion specific resources. These resources are accessible; however, a limit I have noticed is that there are many teachers who do not know of the resources or how to use them. Therefore, I believe a communal drive and instruction sessions would be beneficial. As someone, who is passionate about technology and willing to help fellow teachers, I know that other teachers within my school have started to use tech more as I share resources. Therefore the benefits grow as they learn new opportunities.

There is a slight lack in accessing devices right now as the district replaces old devices with new laptops. I am awaiting my district computer, but luckily my classroom does have access to some IPad’s. My hope is that in the near future each student will be able to have one assigned to them to use.

Here are just some digital resources to name a few that I use within my class to support French Language Learning. I continue to discovering new resources, as technology continues to grow.

For instance, this year I have decided to learn the new Digital Portfolio for SD61. I have already started to learn about this system and so far I have found it to be a great method where I am able to showcase a journey of learning, all while communicating with families daily. The digital portfolio is effective in demonstrating the process over time through videos, photos and many other resources. I believe that it helps build children’s confidence to showcase their work, which ultimately makes the work meaningful and something they are proud of. The benefits of technology range, but in terms of digital portfolio here are some benefits I have noticed:

  • Oral French skills develop as they are sharing their knowledge through videos and pictures.
  • In the early years, they start to learn basic digital technology.
  • They are motivated to share their work and make improvements when looking back on their work.

Other common tools that I use are the projector, the document camera and online videos. With these there are many benefits, but specifically related to French, students are able to listen to different accents of French speaking people.  Thus, different accents expose children to language, promote diversity and help them develop their French skills.

I am looking forward to continue gaining access and information on strategies that best support language acquisition specifically in a French Immersion context. As a French Immersion team at my school, I wish to help support teachers with technology and eventually want to expand these resources district wide to make it more accessible for all teachers. So instead of teachers feeling overwhelmed by learning technology, it can be more “entangled pedagogy” (Fawns, 2022).

Initial Thoughts

I am looking forward to starting my learning journey in the Masters of Educational Technology. We began our journey as a cohort on Tuesday September 12th 2023. This process will be one of curiosity and collaboration that will span over 2 years. I feel as though we have already started to establish a wonderful learning community where we are able to learn and support each other along the way. I think the diversity of the group will help us create some interesting and inclusive research studies.

Since graduating from by Bachelor’s degree, I have always had an interest in technology and therefore completed a Certificate in Communication and Informational Technology. As a result, my interests and curiosity blossomed from there. My current jobs, have also been an asset to gaining experience and finding my passion for research. I believe that research is important as it helps us as educators learn and grow, while understanding why things work. It is one thing to teach and it is another to continue to learn, understand and discover new techniques. As a new teacher, I value that I am constantly learning and collaborating.

My work

I am currently teaching part time Gr 1/2 French Immersion, working for the Digital Scholarship Commons and working on the new French Education Program. These three jobs outline some of my key interests I wish to dive into throughout this program. As of right now, if I were to answer the following question I would have two overlapping themes: Generally speaking I am interested in technology and French Immersion.

What education technology issue, topic, or theme are you most interested in?

Below are some more specific examples of my interest related to these larger topics. As of right now, I am most interested in the benefits of digital badging specifically related to French Immersion programming and language acquisition in Higher Education. Feel free to link to some of my personal digital badges here or outlined on my About Me section of this WordPress.

Some other key elements of interests include

  • The benefits of technology related to language support, accessibility and diversity and more generally what are the benefits of technology for French Immersion language learners.

Here is an example of some of the potential of this project based on a new Francopass program at the University of Alberta (I could only find the video in French, so if you are interested feel free to watch with English subtitles).

This idea also goes alongside one of the projects I am currently working on for the Faculty and aligns with a previous article I co-wrote.

See link to an article, I co-wrote with Rich McCue regarding digital badges Makerspace Workshop Badges: Student Perceptions & Uses of Informal Credentialing

Overall throughout this program, I know I will gain new skills and experiences that will help guide my research. I am excited to start this process and eventually share my key findings. Education and Technology is a long term commitment, there is never one method and thus it is a never ending journey that is constantly evolving.