Monitoring and assessing student thinking, facilitating mathematical processes and increasing student engagement are key issues for practicing elementary mathematics teachers. Awareness of student thinking allows teachers to plan lessons according to zones of proximal development and pace teaching, and group members accordingly. Awareness also allows teachers to catch misconceptions early. This article examines the use of Google Classroom to facilitate the mathematical processes of communication, representation, reasoning and justification or proof, allowing arguments to be built on prior knowledge that is accessible and readily available and noting the particular benefit for students of age 10-12 who benefit from shared awareness and subsequent student calibration when sharing their thinking at this age.

Paulo Freire popularized the Portuguese term conscientização, in his work Pedagogy of the Oppressed (1970). His book noted students as oppressed by an education system by singling out the teacher-student relationship and offered insight into policy changes and approaches to teaching that considered student-centered education and the development of student discourse. Fifty years later, this paper presents a critical investigation of the impact of technology devices used in education among vulnerable and marginalized populations as a highly significant and needed focus, given the rapidly increasing reliance on internet-based technologies across the increasingly diverse communities comprising our public educational system. Current school technology agreements and poorly worded surveillance policies may silence vulnerable and marginalized populations voice or agency for students challenged by past trauma, lived experiences, emotion dysregulation or specifically a Disruptive Mood Dysregulation Disorder (DMDD). Teachers, administrators, technology staff and school board members were asked questions related to their understanding of policies related to technology and surveillance of devices such as laptops, cell phones, iPads and school sponsored BYOD programs. The information collected served as an indicator for which to measure the content knowledge and experience of the participants as well as the individual perceived goals or intentions of the participants school in relation to surveillance of staff and students. Data collected during the study indicated surveillance is attributed to five themes: well-being, assessment, policy, security, punitive. Key findings included: an assumption that school technology agreements included the use of personal devices and schools may not uniquely identify inappropriate behaviour. Additionally, assumptions informed the personal use of technology during school hours with administrators and IT staff referencing general larger district acceptable use policies assumed to be accepted as applicable to all technology equipment and general use. Assumptions regarding the enforcement of the technology agreement applications to personally owned cell phones at school, were enforced during tests; and considered generally accepted privacy concerns by students and staff related to the inappropriate recording of others through taking pictures; video; but extending to accessing social media. Finally, IT staff and administration shared parental concerns of the surveillance of students on Google and phones.

Many academics and early career professionals are tasked with assessing online contributions in graduate courses in education. Various methods suggest research has considered the use of rubrics and attempted to assess the level of critical thinking presented in online discussions, course design, assignment weighting, engagement in course material, relationships between peers, language learners and different subject specialists approaches to discussion forums and in some cases interpretative flexibility of the course and technology. In this correlational study, two data sets and four hypotheses were tested with the use of a correlational matrix generator: (H1) The “Time Online” will have a statistically significant positive correlation with the “Words Written” for both data sets; (H2) The “Time Online” will have a statistically significant positive correlation with the “Notes Written” for both data sets; (H3) The “Time Online” will have a statistically significant positive correlation with the “Replies” for both data sets; (H4) The “Time Online” will have a statistically significant positive correlation with the “Notes Read” for both data sets. Results suggest one data set presented statistically significant positive correlation in each category (p < 0.01) while the other data set only presented one statistically significant category (p < 0.05) for “Notes Written”.

This study asks the question, are first impressions of intelligence inferred automatically from the presence of glasses? The theoretical construct explored in the study is the perception of intelligence. Intelligence can be defined in many ways, such as: the ability to acquire and apply knowledge and skills; the collection of information of military or political value; the ability to learn or understand or to deal with new or trying situations; the ability to apply knowledge to manipulate one’s environment or think abstractly as measured by objective criteria; and mental acuteness. The key article referenced in this study is Eggleston et al. (2020) study that questions the phylogenetic origin of first impressions from faces.

This paper considers the definition of University Based Retirement Community and noted demographics, advantages and disadvantages as reported in academic journals (Bookman, 2008; Carle, 2006; Farah & Montepare, 2022; Hou & Cao, 2021; Kim, 2017; Montepare & Farah, 2018; Montepare, Farah, Doyle & Dixon, 2019; Tsao, 2003) and then theoretically considers a Canadian perspective, considering the plausibility of a program and possible locations in Canada and accompanying universities that fit the parameters and subcategories discussed such as proximity to a university campus (Carle, 2006) and high-quality university affiliated hospitals (Bookman 2008).

In this meta-analysis, reading comprehension and mathematics are considered for elementary students between grade three and five, the age group where most reading comprehension strategies are introduced and practiced (Ness, 2011). Results indicate that (1) reading comprehension is linked to cognitive processing ability, the more students’ struggle with comprehending text, the less cognitive processing they have available to solve the mathematical problem; (2) mathematical language is precise and often above the grade level of the student who is solving the word problem. Asynchronous learning management systems or other online platform, such as Google Classroom, may help educators to meet federal obligations for supporting English Language Learners conceptual development in mathematics, developing language proficiency and providing equitable access for content area learning.

This observational study of caregiver engagement with personal devices and their child in family-friendly restaurants compared Canadian families with past studies to determine parent-child communication and parental levels of engagement with their personal device in the presence of their child; and the accuracy of the hypothesized result of a negative relationship between the number of people seated together and the duration of time each individual spends on a personal device. More specifically, to note if larger gatherings of people seated together in family-friendly restaurants is associated with decreased time spent on personal electronic devices for caregivers. The study compared Canadian data with data collected in similar studies conducted in Europe and the United States to help inform psychologists, social workers and other caregivers who work with parents of children aged 12 and under.

In January 2020 a high-profile case detailing a nursing student related to the Mental Health Act in British Columbia contributed to the suspension of an RCMP officer in British Columbia, calls for reviews to the associated acts including, but not limited to, the Mental Health Act, Police Intervention and Wellness Checks, Police Act and the formation of the Special Committee on Reforming the Police Act in British Columbia parliament. Publicly available information regarding the Legislative Assembly, Public Safety Canada and RCMP Occurrence Report from Jan 2010- August 2020 inclusive of all apprehensions related to Police Intervention and Wellness Checks are reviewed for the purposes of this meta-analysis, and a paradigm shift to de-escalation and normalizing nursing psych evaluations is discussed.

Can teacher awareness of growing technology demands and skillsets of new teachers increase their vulnerability with school districts? Can teacher attitudes toward learning new technology and use of technology in the classroom increase their vulnerability? Can a teacher’s identity, their perception of their ability to use and understand technology increase their vulnerability?  In this 2022 study, 37 teachers and 14 administrators rate their expertise with technology, while identifying vulnerable and marginalized populations, believed to be at risk for use of technology, through survey and semi-structured interview questions.  Results indicate 60.7 % (31 of 51) feel comfortable using technology in education settings, 17.6% (9 of 51) believe they are an expert and 35 % (18 of 51) help others.  In terms of vulnerability, only 7.8% of participants (4 of 51) believe teachers are vulnerable and 97.7% of participants (43 of 44) believe teachers are encouraged to use technology as part of their classroom practice.

This paper is informed by qualitative research for ethics with emerging and disruptive technologies and ethical dilemmas considering potential areas of concern related to the ability or inability of schools to conduct surveillance on teachers, further noting heterosexual male difficulties with sexual identity in teaching as a cause for a lack of representation, speculation and work place harassment (Martino & Berrill, 2007; Martino, 2008; Parr & Gosse, 2011). From a security and professional standpoint and to remove threat and workplace distractions, exists a requirement for teachers to turn off all location settings (Corriero & Tong, 2016; Jung & Park, 2018; Pooley & Boxall 2020; Qin et al., 2014; Solis & Wong, 2019; Sumter & Vandenbosch, 2019) on their cell phones while at school and a responsibility to monitor personal devices inviting an unparalleled perspective into workplace and social surveillance for moral exemplars and generalized ideas about sexual health in schools.

Student well-being and behaviour is assessed daily by classroom teachers at school and teachers are also asked occasionally to complete evidence-based psychology reports regarding a particular student in their class to inform clinical practice and help with diagnoses. This critical qualitative study considers the role of surveillance in schools as a tool to keep students safe and ensure well-being. Data from a two-year qualitative study provides insight from teachers, administration and IT staff regarding the use of surveillance in schools and considers ways that data can be used to assist in cognitive behaviour therapy, as well as discussing the protection of data for vulnerable and marginalized students from a FOIPPA compliance perspective. Discussions emerge as to the potential use of data tracking and data collection for staff to identify and conduct cognitive behaviour therapy (CBT) in schools. The ability to use digital education records combined with advancements in technology might enable the same deep learning in education as in medicine in the areas self-regulation. Results from the study indicate. Information Technology (IT) staff struggle with their application of privacy matters and may not be using data tracking as a means to develop and document well-being for students and staff.

Qualitative data from a two-year study provides insight into the benefits and challenges of guiding principles in the gathering of surveillance amongst peers, colleagues, students, parents, teachers, administration and IT staff. Poorly written policies related to violent behaviour evolved across the United States and Canada, due to intial zero tolerance measures introduced in the 1990s, exacerbating racial and ethnic disparities. Data collected during the study indicated surveillance is attributed to five themes: well-being, assessment, policy, security, punitive, FOIPPA compliance, intent, test taking procedures and age are all considerations for the theme of policy. Punitive includes parent reports about teachers, administrative monitoring, students’ behaviour, investigations, and a reactive mindset without active monitoring. Few connections were made between the use of surveillance in schools and learning or assessment of learning. Similarly, few responses indicated the use of surveillance for measuring wellness in schools.