Ehsan Akbari

Donna Swapp

Brittany Tomin

Dr . Ehsan Akbari joined the Faculty as Lecturer and Coordinator in Digital Pedagogy and Literacies in July 2021 . Ehsan completed his doctoral and master ’ s studies in Art Education at Concordia University . His doctoral dissertation , “ Spatial and Collective Learning through Mobile Photography and Creative Cartography ,” involved using a design-based research methodology to investigate how the mobility , networking , sensory , and mapping capabilities of smartphones could be used to encourage high school students notice their everyday surroundings . Ehsan ’ s Master ’ s thesis , “ Soundscape Compositions for Art Classrooms ,” explored ways in which the process of listening , recording , and editing everyday soundscapes can be incorporated into art education to expand students ’ awareness of their surroundings .

This research is anchored in the question of how digital technologies can be used in classrooms to enrich teaching , learning , human interactions and environmental awareness . Ehsan believes strongly that the creative and thoughtful integration of digital , online , and mobile technologies can positively impact learning provided that educators understand that these tools serve people and not the other way around . Ehsan ’ s research shows the immense value of creative uses of technology for connecting learners to their surroundings , and sharing their unique perspectives and identities . He emboldens educators to think about ways of using tools to enrich human connections to places , politics and to each other .

Donna Swapp recently accepted a tenure-track position as Lecturer in Educational Leadership and Education Core Studies ( ECS ). She is nearing completion of her PhD in a Critical Policy , Equity , and Leadership Studies cohort in the Faculty of Education at Western University in London , Ontario .

Donna has taught undergraduate and graduate courses , and designed pedagogy and content for bachelor ’ s and master ’ s classes . She holds a master ’ s in educational studies from Western University in London , Ontario ; and a bachelor ’ s in educational administration from the University of West Indies in Grenada / Barbados .

Prior to pursuing her graduate and post-graduate studies in Canada , Donna taught secondary school for 11 years in her native Grenada .

She has received several academic and research awards including the Daphne Lord Memorial Scholarship , an Ontario Graduate Scholarship , the Robert MacMillan Graduate Award in Educational Leadership , and the TA Townshend Gold Medal in Education . As a research assistant , she also collaborated with lead investigators on projects funded by SSHRC , Ontario Principals ’ Council , and the Ontario Ministry of Education among others .

Brittany Tomin joined the faculty in July 2021 as a Lecturer in Secondary English . She is currently completing her Ph . D in Education ( Language , Culture , and Teaching ) at York University , which she hopes to defend in Fall 2021 . Brittany is an Ontario Certified Teacher . She was previously employed with the Toronto District School Board on the Secondary panel , and has worked as a communitybased educator and camps supervisor for Harbourfront Centre Camps in Toronto with a focus on Inclusive Camp Programming .

Brittany currently teaches the ELA curriculum courses , exploring different approaches to teaching ELA and supporting preservice teachers ’ development of unique identities as ELA teachers . Her courses explore teaching as an act of critical disruption with a focus on world building , storytelling , and a relational view of teaching and learning in community with others .

Her research focuses primarily on how science fictional / speculative storytelling and collaborative world building can be used to explore myriad uncertain futures with secondary and post-secondary students , including pre-service teachers . Brittany has examined speculative storytelling as a pedagogical approach to teaching towards the future in schools , and builds off of futures studies and literary studies to examine how curricular design frames the relationships young people and preservice teachers form with the future as a temporal concept . She also explores how digital storytelling techniques and digital mediation make space for new narratives and narrative forms through collaboration and transmedia integration .

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