Jerry Bleeker graduated from the UBC Master of Educational Technology Program in 2008. Since he began teaching in 1998, he has always had a passion in applying technology to enhance communication, learning, and expression. Since graduating he has pursued individualized instruction and project & inquiry-based learning opportunities through the flipped classroom, a blended approach to learning. This led to eCampusLive Biology 11 and 12 courses offered for the first time in 2013 at College Heights Secondary School, in Prince George, BC. He has also created an educational YouTube Channel, served on several SD57 Technology Committees to advance the use of technology in instruction, and authored online courses. His new goal is to mentor colleagues to create blended learning experiences and apply technology in ways that not only differentiate instruction, but enhance relevant and inquiry-based learning for students and educators.
Maryam Dalkilic completed her Master of Arts in Early Childhood Education in 2014. Maryam’s Master work focused on early childhood educators’ perspectives on inclusive education, where she engaged with the object of inclusion from a critical special education perspective. Maryam is currently continuing her academic quest with UBC as a PhD student in Human Development, Learning, and Culture, in the Department of Educational and Counseling Psychology and Special Education.
Andrea Dancer completed her PhD in the Centre for Cross-Faculty Inquiry in Education. Andrea’s research is an excursion into how relationships between listeners and the sound environment (soundscape) evolve and are articulated through arts-based means: through radio and sound art, different writing genres, and primarily through an evolving form of sound art, electroacoustic music and acoustic ecology called soundscape composition. As a PhD student under the supervision of Dr. Karen Meyer, Andrea’s work with relationships of listening and sound reinforces that the rigorous scholarship taking place within arts-based research, living and poetic ways of inquiring, and trans-disciplinarity can and does have significant impact and implications within education and resonates across more traditional methodologies and academic disciplines.
Chantal Drolet completed the Master of Educational Technology at UBC. Her passion is empowering young women through educational technology. Since completing her degree, she designed, and successfully implemented a brand new award winning Digital Film Communication Program, which has become her school’s signature program. This project-based learning environment provides students with the opportunity to experience the process of digital film production while studying film literacy and developing media awareness. Chantal strives to develop pedagogical strategies to prepare future leaders for the age of self-advocacy, social media and global interconnectedness. As a technology mentor for teaching staff, she facilitated the production of educational films in social studies, English, athletics and creative arts. Her goal is to continue to generate innovative 21st century skills educational processes with a focus on individualized, differentiated and collaborative learning.
Robin Hopkins completed her PhD in the Centre for Cross Faculty Inquiry in Education in September 2014. She accepted a faculty position at the University of Oregon in the Department of Human Physiology and will begin her role as Assistant Professor in Fall 2014. Robin will be teaching anatomy and physiology as well as developing curricula for anatomy in the health professions. The department is made up mainly of physiology researchers and she was sought after with the intention to bring in her expertise in education and teaching.
Jessica Lyric is a secondary English and Drama teacher who believes in the use of technology to make learning relevant for young people. She has a long held interest in film studies and filmmaking as a tool for education in all subject areas, which she implements at her school. The MET program appealed to her because she believes technology is key to the evolution of education, and the structure of the program allowed her to continue working as she studied. After completing the Masters of Educational Technology program, she was swiftly promoted to the position of Head Teacher at Alexander Academy where she shapes the tone and curriculum of the school, supervises teachers and students and meets with the Board to set policy. She continues to teach part-time while working as the school’s main administrator.
Adrian McKerracher completed his PhD in the Centre for Cross-Faculty Inquiry in Education in May 2014. Adrian was a Joseph-Armand Bombardier Doctoral Scholar while attending UBC. He has a deep personal interest in narrative and storytelling, and his research is about metaphor and literacy — how metaphors affect the way we ‘read’ the world around us. His doctoral work focused on metaphor as a conceptual framework and looked at the ways different metaphors can be engaged as opportunities for thinking ‘otherwise’. By exploring the pedagogical potential of metaphor he is interested in new possibilities for critical literacies that encourage people to acknowledge the ways in which the language they use both limits and liberates the way they learn. He sees his work affecting fields as diverse as health, media, and education. He is currently seeking a professoriate position.
Angela Novoa Angela Novoa is a Chilean History and Social Studies High School Teacher, and is currently working and living in Santiago, Chile. She graduated from the Master of Educational Technology program in 2012. Her research and practice background has been around the effective integration of new technologies in the classroom, the promotion of Digital Citizenship, and identifying the gap in Digital Literacy between adults and youth. She is working with educators, parents, and students on how to promote the responsible and safe use of new technologies, especially of Social Networks. She currently advises educational institutions and teachers in how to use new technologies to promote self-regulation, collaborative learning, creativity, and critical thinking and leadership skills. She plans to continue working in the field and would like to continue her studies with another Masters program.
Andrew Olson completed the Master of Educational Technology degree at UBC in 2011. He is the Chair of the Technology Committee, House Director, and Senior History instructor at Shawnigan Lake School on Vancouver Island. Andrew has been fortunate to have been supported by Shawnigan School to attend a variety of educational technology conferences around the world over the past 5 years and has recently begun to present at some. He presented on the topic of paperless classrooms and website note-taking strategies at the 11th e-Portfolio and Identity Conference in London, England. Andrew has implemented many exciting policies at his school, which include the 1:1 bring your own device (BYOD) program in 2009, and being the first school in Canada to move to a mandatory 2:1 (laptop and cell phone) policy in 2012. He looks forward to seeing what the next 4 years will bring for technology integration in schools.
CJ Rowe completed a PhD in the Centre for Cross Faculty Inquiry in Education in September 2014. CJ’s doctoral dissertation investigates the context and performative nature of feminism during a time of postfeminism. Through an examination of the Michigan Womyn’s Music Festival, this research explores the persistence of feminism and argues that it is imperative to remember that in the present, feminism and other social justice projects will always be unfinished. CJ is continuing in her role as the Diversity Advisor, Women with UBC’s Access and Diversity office.
Tobey/Corey Steeves completed his BEd at UBC in 2009, and quickly noticed that his life as a new teacher was strongly impacted by a variety of policies. To better engage with policies as attempts to guide and regulate teachers’ work, in 2010 he decided to undertake an Master of Arts in Education Policy Studies through the Centre for Cross Faculty Inquiry in Education. Specifically, he was interested in the intersections of education and curricular policies on the lives and work of teachers. During the program he published articles in the BC Teachers’ Federation’s newsletter, as well as Workplace: A Journal for Academic Labour. In late 2012 he defended his thesis – (De/Re)-constructing teachers and their work: A discourse analysis of British Columbia’s 21st-century policy agenda.
Jane White began her learning journey at UBC 30 years after acquiring her undergraduate degree. Returning to academia while in her mid-50’s to complete a MA in Early Childhood Education at UBC in 2012 offered mental space and freedom to re-think, re-explore and re-connect within a vibrant and supportive learning community. She feels privileged to be able to extend and apply this wealth of UBC expertise further into practice through the dimensions of her daily work to reach a larger audience of families, educators & researchers that in turn, directly translates into benefits for the wee humans we know, work and live with every day. For her, graduate studies at UBC reinforced a love of learning and rekindled wonder, curiosity, enthusiasm and a renewed commitment to her profession.
Michelle Workman has been teaching since 1998 at Sutherland Secondary School in North Vancouver. As the former music director she saw the program involved, most notably, in an exchange with music students from Japan that has had 4 groups from North Van travel to Japan and over 40 groups hosted by Sutherland Music. She currently teaches English. She holds a Bachelor of Jazz (CapU) with a Major in English (UBC), a BEd (UBC) and a Master of Educational Technology (UBC). She is also the single mother of a wonderful daughter. Michelle currently plays (& occasionally) drops percussion with the Lynn Valley Black Bear Community Band. She is interested in how society’s use of technology is changing the way we think, making technology available, and integrating technology into her teaching in meaningful ways. This interest includes a focus on the possibilities and problematics of distance online learning, as it is not beneficial for all learners.