Category: EDCI 338

Defining Inclusion in My Practice

Inclusion, to me, is more than having all students in the same classroom. It is about creating a space where every learner feels valued, respected and supported in a way that allows them to thrive. During my practicum, I witnessed the power of inclusion when it works well: students with different abilities and needs contributing meaningfully to the classroom community. At the same time, I felt the challenges. Sometimes classroom routines, limited resources or my own inexperience created barriers to meeting each student exactly where they were.

This experience has made me realize that inclusion isn’t a fixed achievement but an ongoing practice. My definition aligns with what I aim for daily, yet there is often a gap between the ideal of full inclusion and the reality of what happens in the classroom. That gap is where I feel the most responsibility, to keep learning, adapting and asking better questions about my teaching.

How a PLN Supports Inclusion

This week’s readings on Personal Learning Networks (PLNs) reminded me that I do not have to navigate these challenges alone. A PLN is the network of people, resources and communities, both online and in person, that I intentionally connect with to support my professional growth. For educators, PLNs are more than networking, they are sources of ideas, tools and perspectives that help make inclusion practical and achievable.

I’ve seen this in my own learning. Following educators who focus on Universal Design for Learning and trauma-informed practices has given me strategies I might not have discovered on my own, such as flexible seating, visual supports and multiple ways for students to demonstrate understanding. These shared practices make inclusion feel more attainable, even when classroom constraints exist.

What I value most is how a PLN broadens my perspective. If I only surround myself with people who see teaching the same way I do, I’ll miss out on fresh ideas and meaningful challenges. By intentionally seeking out diverse voices, Indigenous educators, disability advocates and multilingual teachers, I not only expand my teaching toolkit but also confront my own blind spots. As emphasized in the video below, giving students a voice in their learning helps ensure they feel seen, respected and included. Hearing students’ perspectives directly can highlight gaps in access or understanding that I might not notice on my own.

Looking Ahead

As I move forward in my teaching, I want to strengthen my PLN in ways that reflect the diversity I hope to foster in my classroom. Asking myself whose voices are missing and intentionally bringing those perspectives in will help me model for my students what it looks like to learn inclusively.

References:

Edutopia. (2023). Students collaborating in an inclusive classroom [Photograph]. Edutopia. https://www.edutopia.org/article/inclusive-classroom-strategies

Inclusive Schools Network. (2025, October 1). The power of student voice [Video]. YouTube. https://youtu.be/2WATlAOSCWI?si=HANGN6iajIryL2QC

Personal Digital Identity

On the personal side, my digital identity shows up mostly through Instagram and Facebook. These platforms act like a digital scrapbook, where I share moments from travel destinations, moments with my friends and family or pictures of my dog. For me, it’s a space for connection and expression, highlighting joy, creativity and relationships.

At the same time, I’ve realized that even casual posts have weight. As Danah Boyd reminds us in her discussion of networked publics, once something is online, it can circulate far beyond the intended audience. That idea has shifted the way I think about posting. Before hitting “share,” I now ask myself: Would I be comfortable if someone outside my circle saw this?

Professional Digital Identity

My professional presence feels much more curated and deliberate. LinkedIn and Facebook groups are where I highlight my education and connect with other educators, while my teaching e-portfolio is becoming a showcase of lessons, reflections and my philosophy as a teacher. Even small details, like my school district email signature automatically showing my role and affiliation, add to this professional identity. These pieces together form a more formal impression of who I am in an educational context.

This identity feels more like a portfolio than a scrapbook, organized, polished and future-focused. George Couros’s perspective that digital portfolios tell the story of both who we are and who we are becoming really resonates with me. Each time I add a reflection or lesson, I’m not just documenting work, I’m shaping how I want to be seen as an educator.

Where the Two Meet

What’s interesting is how these identities overlap. Over my last practicum, I shared an Instagram story about a grade 2/3 thumbprint art activity where students explored how tiny, individual marks could grow into imaginative creations. I also posted about a collaborative mural project that brought the whole class together to design and paint a shared piece. Both posts felt personal, moments I was genuinely proud to celebrate, but they also worked as professional snapshots of my teaching style and values. That blending reminded me that my online presence isn’t divided into two separate categories, instead, it exists on a spectrum where personal pride and professional identity naturally intersect.

Moving Forward

I now see my digital identity as an evolving project rather than a finished product. Balancing personal authenticity with professional responsibility isn’t always simple, but it’s part of shaping a meaningful presence online.

So, I find myself asking: do we really have two separate digital identities, or are we all just writing different chapters of the same ongoing story?

References

Boyd, Danah. 2010. “Social Network Sites as Networked Publics: Affordances, Dynamics, and Implications.” In Networked Self: Identity, Community, and Culture on Social Network Sites, edited by Zizi Papacharissi, 39–58. (Draft version). Accessed [date]. https://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf

Couros, George. “Resources on Blogs as Digital Portfolios.” GeorgeCouros.com. Accessed [date]. https://georgecouros.com/presentation-resources/resources-on-blogs-as-digital-portfolios/

“Cozy Creative Rituals – Minimalist Line Art Printable | Doodles, Sticker Art, Yoga Drawing.” Pinterest. Accessed [date]. https://pin.it/5i7D8Lp0T

When I think about personalized learning, I see it as education that adapts to the learner rather than the other way around. It’s not just about choosing topics we’re interested in, but also about having flexibility in pace, style and tools so we can connect with content in ways that feel meaningful. Personalized learning makes room for the learner’s voice, and for me, that has often been the difference between simply completing an assignment and truly engaging with it.

A time that stands out for me was during my teacher education program here at UVic. In one of our courses, we were given the option to design our final project using any medium we felt best represented our learning, ie. essays, presentations, artwork or even podcasts. I chose to create a gallery walk–style project that showcased my learning through text, teachings, discussions and interactive elements. Instead of writing a single long paper, I designed small stations where people could move through and experience different parts of the material. This format felt authentic to me because it combined creativity, collaboration and academic depth. It also mirrored the way I enjoy learning: engaging with ideas actively, from multiple angles, rather than passively consuming information. The freedom to approach the project this way not only deepened my understanding but also gave me a sense of ownership and pride in my work.

Social media has also shaped my learning in important ways, especially outside formal classrooms. Platforms like Instagram and TikTok have been surprising but powerful tools. I’ve found teaching strategies, classroom organization tips and lesson ideas from educators around the world. What works well is the immediacy, I can see real classrooms in action, hear first-hand experiences and adapt ideas to my own practice almost instantly. There’s also a sense of connection in realizing that other educators, even those in very different contexts, are grappling with the same questions and challenges that I am.

At the same time, I’ve noticed the challenges that come with this kind of learning. Social media tends to show curated highlights, not the everyday struggles behind them. It’s easy to slip into comparison or self-doubt when I forget that what I’m seeing is a polished version of reality. That tension, between inspiration and unrealistic expectations, is something I still navigate.

For me, both personalized learning and social media connect back to the course theme of networked learning. They remind me that learning doesn’t happen in isolation, it grows through choice, community and connection. As I continue this course, I want to explore how to bring that same sense of personalization and connectedness into my own teaching practice.