Category: EDCI 338

As I continue developing my professional identity as an educator, I’ve realized that inclusion and connection are deeply intertwined. This week’s focus on Personal Learning Networks (PLNs) encouraged me to think about how my digital presence and professional community can actively support inclusive education. Balancing my personal and professional identities online also shapes how I approach inclusion, not just in the classroom, but in how I engage, learn and represent myself as part of a wider educational community.

Defining Inclusion in My Practice

Inclusion, to me, means more than having all students in the same room. It’s about creating a learning environment where every student feels valued, respected and supported to thrive (BC Ministry of Education, 2019). During my practicum, I witnessed how powerful inclusion can be when it works well, students with different abilities and needs contributing meaningfully to a shared classroom community. Yet, I also experienced the challenges: limited resources, time pressures and my own inexperience sometimes created barriers to fully meeting each learner where they were.

This aligns with Katz’s (2012) framework for Universal Design for Learning (UDL), which emphasizes designing lessons from the outset to meet diverse learner needs. True inclusion isn’t a fixed goal, it’s a continuous process of reflection, adaptation and humility. There is often a gap between the ideal of inclusion and the daily realities of teaching and that’s where I see my greatest responsibility to grow.

How a PLN Supports Inclusion

A Personal Learning Network (PLN) bridges my professional growth and classroom practice. Trust (2012) defines a PLN as “a system of interpersonal connections and resources that support both formal and informal learning.” My own network includes educators, advocates and researchers who share insights on inclusive pedagogy, trauma-informed practices and Universal Design for Learning (UDL). Engaging with these voices, through platforms like TikTok and Facebook, professional forums and webinars, has introduced me to strategies such as visual schedules, flexible seating and multimodal assessments that make inclusion more tangible in everyday teaching.

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 continue developing my professional identity, I want my PLN to mirror the inclusive community I hope to foster in my classroom. This means asking whose perspectives are missing and intentionally seeking them out. Managing my personal and professional identities online will also require ongoing reflection, maintaining authenticity while upholding professional ethics and digital boundaries.

The artwork in my blog post symbolizes inclusion, equity and student voice. It reflects that all students deserve meaningful access, support and a voice in their learning, reinforcing my blog’s focus on creating an inclusive classroom.

References:

BC Ministry of Education. (2019). Inclusive education policy.

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

Katz, J. (2012). Teaching to diversity: The three-block model of universal design for learning. Portage & Main Press.

Pinterest. (n.d.). [Illustration]. Pinterest. https://pin.it/1X0l9B7Uh

Pinterest. (n.d.). [Illustration]. Pinterest. https://pin.it/3Gs92AfIu

Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133–138.

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.