My Library Journeys
Friday, July 29, 2016
Blog Post 4:
Vasinda
and McLeod (2011) state that the 21st century is here and that our
students already know the technology and teachers need to catch up. Technology
in education is a great thing because it can grab students’ attention and keep
them motivated to want to learn more. But keep in mind that the technology
should not drive the instruction. Vasinda and McLeod (2011) stress the
importance of the technology enhancing and making the instruction better. They
suggest that teachers start with the best practices backed by research then find
the technology that will best enhance it. Standard agrees with this in her
article as well (Standard, 2013).
This is the struggle that librarian will have to face as
they try to implement the standards the International Society for Technology in
Education (ISTE, 2016) set for teachers and librarians. When they look at the
five standards not to just focus on the “cool” tech but also the depth and
rigor with instruction that these standards call for. No one standard should
overshadow the others as they are all equally important. If you only focus on
the creativity in standard one (which a lot of teachers do), you leave out the
depth and complexity of the learning in standard two, and the digital citizenship
in standard four (ISTE, 2016).
There are also standards set by American Association of
Librarians for students that are similar but are much more detailed in the
focus on the technology and the instruction with the technology (AASL, 2007).
Moreillon (2009) says that only with teams of teachers as well as the whole school
together, can teachers and librarians reach the standards of the AASL (2007).
This is the critical change for librarians. Collaboration between students and
between teacher and librarians, new technology, and changing views on the role
of librarians Standard (2013) says, is an exciting but scary thing, due to so
little information on these new technologies and how to use them with students.
Librarians should implement lessons based on collaboration with teachers and
find or use technology that will best fit the students and enhance the lesson.
Going beyond surface level knowledge of technology needs to be reached (not
just showing how to use the technology and never going back to it). Inquiry and
evidence based learning will help make this happen (Morellion, 2009). By using
the technology to gain more knowledge and showing proof of knowledge through
products or projects takes the students beyond surface level knowledge of
technology.
By being knowledgeable of all the standards set for
teachers and students, librarians need to have a plan of action on how to
implement them. Jumping in and trying to do everything at once will not be
effective for the student or the librarians. By taking small steps, making mistakes,
and learning from the mistakes, Standard (2013) says will get you to your goal.
Keeping up with the new technology through professional development and
discussions with teachers and students will also be important to reaching the
standards set by ISTE (2016) and AASL (2007). The school librarian’s role in implementing
technology will continue to evolve. Librarians will need to continue to evolve
with it.
References
American
Association of School Librarians. (2007). Standards for the 21st century
learner [Brochure]. Chicago, IL: American Library Association.
International
Society for Technology in Education Standards. (2016). Standards for teachers.
Retrieved from
http://www.iste.org/standards/iste-standards/standards-for-teachers
Moreillon, J.
(2009). Reading & the library program: An expanded role for the
21st-Century SLMs. Knowledge Quest, 38(2), 24-30
Standard, A.
(2013). Trapped on the Ipad crazy train? Five simple steps to regain your
sanity. Library Media Connection, 32(3), 40-42.
Vasinda, S., &
McLeod, J. (2011). Extending readers theatre: A powerful and purposeful match with
podcasting. Reading Teacher, 64(7), 486-497 doi:10.1598/RT.64.7.2
Thursday, July 21, 2016
Blog Post 3:: Technology Implementation Strategies-Augmented Reality (AR)
I have seen Augmented Reality in a classroom setting through a blog called Kleinspiration (Klein, 2013) a few years go. Augmented Reality connects content such as books or pictures to things on the internet such as videos or documents you have made to give more information about the content. Sometimes this includes 3D images as well. I hadn't had a chance to use it in my class until last year, however I wasn't successful with implementing with the students due to some technical issues. So as a teacher and librarian I hope to be able to use this program for devices like tablets and smart phones more often.
I was unaware that there were two types of Augmented Reality using location (activated like using GPS when near area using Augmented Reality) or picture activated. Meredith (2014) talks about how location based Augmented Reality is limited due to security inside buildings so it is only outside. However this hopefully will not be a problem in later years. So my focus will be on picture based Augmented Reality in the classroom or library.
Meredith (2015) gives some really good suggestions with using Augmented Reality in the library particularly with students that are non-readers and emergent readers. One way is giving book suggestions for a book that the student has already read that is similar. The kinder student would scan the book cover using a mobile device and it would bring up a list of books that are similar or a website with suggestions. I think this would be great idea but the librarian would need to do quite a bit of research and linking of books to each other before this could be implemented. Unless someone already has this set up it will be a very lengthy process time wise. I do feel that it would be helpful despite the heavy time factor.
Another suggestion was using Augmented Reality in a book to give more information as you read. So if a student was reading a book about great white sharks there would be link for a video on a page in the book. Or it could bring up a list of other books you may want to look into. I think this would be one easy way to implement this technology by starting with popular books and then work to less popular.
The last suggestion I would use is using Augmented Reality to guide how to choose books. You could have pictures on top of bookshelves or even links on covers of books that could give a book review or book trailer. I think this also would be easy to implement and have a small time factor for elementary libraries.
Meredith (2015) briefly touches on using Augmented Reality for directional reference (where is ___ in the library), promoting events in the library and skill instruction. There has been little research on these with young students but they have been successful in adult libraries. There are also downsides as with most technology. The technology may not work when you want it to, programs need to be bought or made to bring up what you wanted, and students may get overwhelmed by all the going back and forth,; are just a few of the possible problems librarians and students may face.
Despite the possible problems I think this is a great way to get students engaged and involved not only in the library but with reading and school work.
References:
Klein, E. (2013). Tons of classroom examples using augmented reality with @aurasma – a complete how-to guide! Retrieved from http://kleinspiration.com/using-augmented-reality-via-aurasma-in/
Monday, June 20, 2016
Blog Post 2: Handheld Devices
I have used Ipads in my classroom for many years so transitioning using them in the library will be difficult for me. Standard describes some of the same things that I had to think about when using an Ipad in a classroom or a library.
The key point for Standard (2013) was that Ipads should not be used to just to use technology (I took this to mean just for fun or basic applications like fact learning). They need to have a purpose and support the instruction and take it to the next step. I agree with this but as tech savvy teacher sometimes you have to hook the students by showing the “cool” factor of the app or program or even just the Ipad’s capabiities. Then you get to the meat of why it is being used.
A second point that is key from Standard (2013) is going over procedures of using the Ipad itself and not the app or program being used. Rules and procedures are always important when doing things new in the classroom and using an expensive Ipad is no different. One thing she pointed out that I didn’t think of was where they would sit with it and how it would affect others around them. The first couple of years I used the Ipad this wasn’t a problem because my students were very self-driven and behaviors in the class were not a problem. But as the years passed, particularly this year, I noticed more students were distracted by the person using the Ipad. Not because they were causing problems but the other students wanted in on what the person with the Ipad was doing. Since I only had one Ipad this was both good and bad. Good that other students were interested, but bad that I couldn’t have more access the Ipads and that they were not staying on task. As a teacher it is something I will think about this year and for the future when I am a librarian.
The last point that I thought was important was that to think about going slow and not being set back by failures for the lessons or apps being used. Standard (2013) made a good point that multiple attempts with technology is needed and to self-reflect on what did and did not work for lessons or apps and build on the experiences. She referred to the fable of the Hare and Tortoise about going slow will win the race in the end. A good analogy of using technology and how sometimes being slow is a good thing in the classroom or library.
In the future when I am a librarian I will have to think about areas in my library that can be set up to sit and use Ipads where they won’t interfere with other activities go on. I have several apps that I currently use that would still be good for use in the library: Green Screen and Animation (Dk Pictures, Inc, 2015), Toontastic (Launchpad Toys, 2015), and Telestory (Launchpad Toys, 2014). These apps would all be good to use for spreading info about what is going on in the library, making book talk or book trailers, and end products for research. I have many more apps but these apps I feel fit the criteria Standard talked about in this article the best. They are not just a basic app but they have to use them to show what they learned.by putting ideas together and coming up with something on their own. They are very open ended.
References:
DK Pictures, Inc. (2015). Animation and Drawing by Do Ink [App]. Retrieved from https://itunes.apple.com/us/app/animation-drawing-by-do-ink/id364762290?mt=8
DK Pictures, Inc. (2015). Green Screen by Do Ink [App]. Retrieved from https://itunes.apple.com/us/app/green-screen-by-do-ink/id730091131?mt=8
Launchpad Toys. (2014). Telestory [App]. Retrieved from https://itunes.apple.com/us/app/telestory/id915378506?mt=8
Launchpad Toys. (2015). Toontastic [App]. Retrieved from https://itunes.apple.com/us/app/toontastic/id404693282?mt=8
Standard, A. (2013, November/December). Trapped on the iPad crazy training? five easy steps to regain your sanity. Library Media Connection, 32(3), 40-42. Retrieved from http://libproxy.library.unt.edu:2308/ehost/detail/detail?sid=ef7637ec-b8ca-49c9-ab1c-cd005b2ab120@sessionmgr4002&vid=8&hid=4201&bdata=JnNjb3BlPXNpdGU=#db=lls&AN=91687779
The key point for Standard (2013) was that Ipads should not be used to just to use technology (I took this to mean just for fun or basic applications like fact learning). They need to have a purpose and support the instruction and take it to the next step. I agree with this but as tech savvy teacher sometimes you have to hook the students by showing the “cool” factor of the app or program or even just the Ipad’s capabiities. Then you get to the meat of why it is being used.
A second point that is key from Standard (2013) is going over procedures of using the Ipad itself and not the app or program being used. Rules and procedures are always important when doing things new in the classroom and using an expensive Ipad is no different. One thing she pointed out that I didn’t think of was where they would sit with it and how it would affect others around them. The first couple of years I used the Ipad this wasn’t a problem because my students were very self-driven and behaviors in the class were not a problem. But as the years passed, particularly this year, I noticed more students were distracted by the person using the Ipad. Not because they were causing problems but the other students wanted in on what the person with the Ipad was doing. Since I only had one Ipad this was both good and bad. Good that other students were interested, but bad that I couldn’t have more access the Ipads and that they were not staying on task. As a teacher it is something I will think about this year and for the future when I am a librarian.
The last point that I thought was important was that to think about going slow and not being set back by failures for the lessons or apps being used. Standard (2013) made a good point that multiple attempts with technology is needed and to self-reflect on what did and did not work for lessons or apps and build on the experiences. She referred to the fable of the Hare and Tortoise about going slow will win the race in the end. A good analogy of using technology and how sometimes being slow is a good thing in the classroom or library.
In the future when I am a librarian I will have to think about areas in my library that can be set up to sit and use Ipads where they won’t interfere with other activities go on. I have several apps that I currently use that would still be good for use in the library: Green Screen and Animation (Dk Pictures, Inc, 2015), Toontastic (Launchpad Toys, 2015), and Telestory (Launchpad Toys, 2014). These apps would all be good to use for spreading info about what is going on in the library, making book talk or book trailers, and end products for research. I have many more apps but these apps I feel fit the criteria Standard talked about in this article the best. They are not just a basic app but they have to use them to show what they learned.by putting ideas together and coming up with something on their own. They are very open ended.
References:
DK Pictures, Inc. (2015). Animation and Drawing by Do Ink [App]. Retrieved from https://itunes.apple.com/us/app/animation-drawing-by-do-ink/id364762290?mt=8
DK Pictures, Inc. (2015). Green Screen by Do Ink [App]. Retrieved from https://itunes.apple.com/us/app/green-screen-by-do-ink/id730091131?mt=8
Launchpad Toys. (2014). Telestory [App]. Retrieved from https://itunes.apple.com/us/app/telestory/id915378506?mt=8
Launchpad Toys. (2015). Toontastic [App]. Retrieved from https://itunes.apple.com/us/app/toontastic/id404693282?mt=8
Standard, A. (2013, November/December). Trapped on the iPad crazy training? five easy steps to regain your sanity. Library Media Connection, 32(3), 40-42. Retrieved from http://libproxy.library.unt.edu:2308/ehost/detail/detail?sid=ef7637ec-b8ca-49c9-ab1c-cd005b2ab120@sessionmgr4002&vid=8&hid=4201&bdata=JnNjb3BlPXNpdGU=#db=lls&AN=91687779
Thursday, June 9, 2016
Blog Post 1: Technology Strengths and Weakness
I have strengths
in each of the standard of the ITSE standards for Teachers (2016). For standard one (ITSE, 2016) I try and bring
in technology connections for what we are doing in class. If I see that the
students have a particular interest or more knowledge is needed for a lesson I
will use my IPad or other technology. One example of this was when we were
reading about the levels of the ocean and what animals live there and if they
produce their own light (bioluminescent). Well I had an app I got for free that
I had thought was cool but hadn’t used in my class yet called Creatures of Light
(American Museum of Natural History, 2012). It showed different aspects of
animals that make their own light. I was fascinated by it as well as the kids
and it help expand our knowledge about how and why animals adapt to their
environments. Another time we were reading about giant squids and I researched Edith
Widder who was in the article and found a video of her doing a TEDtalk (Widder,
2013) about getting the first giant squid ever on video. We watched and were
fascinated with it.
In standard two (ITSE, 2016) coming up with technology integration lessons to go along with curriculum would be a strength. However actually using the technology with students as a group or making sure all students get the same amount of access is a weakness. Getting into a computer lab at school has been very hard. Usually the times don't have anything to do with the subject the project is on and are separated by more than one day. It can be one or more weeks before the class can go to the lab again. This doesn't help with getting the content and process across to second grade students who need to do things quickly before they forget. There are only two working computers in the class so getting all the students to complete a project during regular class time would be time consuming. Usually I have at least one day in the lab and students finish up in the classroom. Again I have taught at schools were this was not an issue. The school I am at currently does not push technology as much as the first school I was at in Northside. They required technology projects and had goals that needed to be followed. Some of the decline I feel is due to leadership in our district but some is due to the importance the Principal and Vice Principal place on technology being used for other things rather than just for STAAR or fact practice.
Strand three and four (ITSE, 2016) would be my biggest strengths. Modeling technology is done daily in my class through iPads (I purchased one for the students to use), my iPhone, 2 student computers and an Elmo projection system. During reading some examples of my modeling include: showing how I track books that I have read and reviewed with Goodreads, a book battle using Google forms vote for their favorite graphic novel, and using the IPad/IPhone to look up words that students may need a definition or more information about during a lesson. Discussions about how students can apply the technology for themselves or in other ways is always a big part of the lesson. Some examples for math include different textbook links, apps, and computer programs to practice fact. I also model how to solve problems using virtual manipulatives or during a video that I recorded that can be used at home.
Also in standard three (ITSE, 2016), improving knowledge of current trends and practices with technology in the classroom whether it be professional development through the district, reading a book, or reading a blog is another strength I have. Useful ideas from these sources is passed along through a class newsletter, lessons, email, or discussion with other teachers. I am not afraid to try new technology devices or programs whether it is successful or not (and with technology sometimes doing things multiple times is a requirement). There have been a lot of good ideas from these blogs that I implemented successfully. Some were not so successful and were adapted or not used again.
There is a weakness here as well. Collaboration and getting ideas with follow teachers is wonderful. However there are some strong personalities and a difference in work ethic at my current school that keeps collaboration from being successful (specifically on my grade level). Doing the minimum required is not always best for the student but what is best or easiest for the teacher. This usually calls for more work on the teachers’ part so the students are more successful. During collaboration suggestions are made and usually things are done so it is easier for the teacher (less work) rather than what is best for the student. I am very outspoken and I have learned sometimes it is better just to not start a big fight. This is not to say that I don’t do what is best for the student. Sometimes you have do what you feel is best and not just say anything. I have taught at two schools where collaboration was very successful so I know what it should look like if it was successful. I hope that when I become a librarian I am able to teach at a school like the two schools who collaborated successfully. I do think that it became a positive that collaboration was not successful because it made me go look outside my school to get ideas and talk with teachers who were more open minded and not afraid to try new things.
To overcome the weaknesses above will take some thinking. One solution would be to go to another school where collaboration and work ethic is valued more. I do continually put myself on the transfer list. I don’t necessarily think that this would fix everything though. Getting into the computer lab is an ongoing issue that may not be able to be solved. Talking with administration helped some, but there are still large chunks of time that are being used by certain grade levels every week. Getting creative with time blocks also helped a little but testing and curriculum timelines prevent this from being a successful long term fix. There are computers in the library that I can send students to work on but this comes with problems of its own. You have to send students that can be well behaved and follow the directions with little help. I work in a school where the population is very low. A lot of my students this year would need guided help throughout whatever project they were on. I could maybe think of two or three students that may be able to go to another room and be self-directed and well behaved. In order to teach students how to learn with technology they have to have access to it. Hopefully with more thinking and discussion with administration a solution can be reached.
In standard five (ITSE, 2016) my strength would be as I listed about my professional development. I am always on the lookout for new information and how to implement things better. However I am not one to actively seek out a leadership role. One reason would be that the school I am at now the leadership roles are given to certain people and no one else is given an opportunity to do them. But I don’t look for the opportunities either. I don’t like to teach adults particularly if they have strong personalities. I have done a few things at the first school in Northside I was at such as teach a workshop on how to do a technology program, but nothing recently. As a librarian I will have more opportunities and will have a larger leadership role. I know this will be probably my biggest weakness. Some of it is due to being teased a lot growing up and having people focus on me brings up this anxiety around adults. I have become very honest and upfront about things and sometimes this can be taken the wrong way. As I have gotten older I think I have gotten better at it but I need to push myself more to take on more leadership roles.
In standard two (ITSE, 2016) coming up with technology integration lessons to go along with curriculum would be a strength. However actually using the technology with students as a group or making sure all students get the same amount of access is a weakness. Getting into a computer lab at school has been very hard. Usually the times don't have anything to do with the subject the project is on and are separated by more than one day. It can be one or more weeks before the class can go to the lab again. This doesn't help with getting the content and process across to second grade students who need to do things quickly before they forget. There are only two working computers in the class so getting all the students to complete a project during regular class time would be time consuming. Usually I have at least one day in the lab and students finish up in the classroom. Again I have taught at schools were this was not an issue. The school I am at currently does not push technology as much as the first school I was at in Northside. They required technology projects and had goals that needed to be followed. Some of the decline I feel is due to leadership in our district but some is due to the importance the Principal and Vice Principal place on technology being used for other things rather than just for STAAR or fact practice.
Strand three and four (ITSE, 2016) would be my biggest strengths. Modeling technology is done daily in my class through iPads (I purchased one for the students to use), my iPhone, 2 student computers and an Elmo projection system. During reading some examples of my modeling include: showing how I track books that I have read and reviewed with Goodreads, a book battle using Google forms vote for their favorite graphic novel, and using the IPad/IPhone to look up words that students may need a definition or more information about during a lesson. Discussions about how students can apply the technology for themselves or in other ways is always a big part of the lesson. Some examples for math include different textbook links, apps, and computer programs to practice fact. I also model how to solve problems using virtual manipulatives or during a video that I recorded that can be used at home.
Also in standard three (ITSE, 2016), improving knowledge of current trends and practices with technology in the classroom whether it be professional development through the district, reading a book, or reading a blog is another strength I have. Useful ideas from these sources is passed along through a class newsletter, lessons, email, or discussion with other teachers. I am not afraid to try new technology devices or programs whether it is successful or not (and with technology sometimes doing things multiple times is a requirement). There have been a lot of good ideas from these blogs that I implemented successfully. Some were not so successful and were adapted or not used again.
There is a weakness here as well. Collaboration and getting ideas with follow teachers is wonderful. However there are some strong personalities and a difference in work ethic at my current school that keeps collaboration from being successful (specifically on my grade level). Doing the minimum required is not always best for the student but what is best or easiest for the teacher. This usually calls for more work on the teachers’ part so the students are more successful. During collaboration suggestions are made and usually things are done so it is easier for the teacher (less work) rather than what is best for the student. I am very outspoken and I have learned sometimes it is better just to not start a big fight. This is not to say that I don’t do what is best for the student. Sometimes you have do what you feel is best and not just say anything. I have taught at two schools where collaboration was very successful so I know what it should look like if it was successful. I hope that when I become a librarian I am able to teach at a school like the two schools who collaborated successfully. I do think that it became a positive that collaboration was not successful because it made me go look outside my school to get ideas and talk with teachers who were more open minded and not afraid to try new things.
To overcome the weaknesses above will take some thinking. One solution would be to go to another school where collaboration and work ethic is valued more. I do continually put myself on the transfer list. I don’t necessarily think that this would fix everything though. Getting into the computer lab is an ongoing issue that may not be able to be solved. Talking with administration helped some, but there are still large chunks of time that are being used by certain grade levels every week. Getting creative with time blocks also helped a little but testing and curriculum timelines prevent this from being a successful long term fix. There are computers in the library that I can send students to work on but this comes with problems of its own. You have to send students that can be well behaved and follow the directions with little help. I work in a school where the population is very low. A lot of my students this year would need guided help throughout whatever project they were on. I could maybe think of two or three students that may be able to go to another room and be self-directed and well behaved. In order to teach students how to learn with technology they have to have access to it. Hopefully with more thinking and discussion with administration a solution can be reached.
In standard five (ITSE, 2016) my strength would be as I listed about my professional development. I am always on the lookout for new information and how to implement things better. However I am not one to actively seek out a leadership role. One reason would be that the school I am at now the leadership roles are given to certain people and no one else is given an opportunity to do them. But I don’t look for the opportunities either. I don’t like to teach adults particularly if they have strong personalities. I have done a few things at the first school in Northside I was at such as teach a workshop on how to do a technology program, but nothing recently. As a librarian I will have more opportunities and will have a larger leadership role. I know this will be probably my biggest weakness. Some of it is due to being teased a lot growing up and having people focus on me brings up this anxiety around adults. I have become very honest and upfront about things and sometimes this can be taken the wrong way. As I have gotten older I think I have gotten better at it but I need to push myself more to take on more leadership roles.
References:
American Museum of Natural History. (2012) Creatures of
Light. [App] Retrieved from https://itunes.apple.com/us/app/creatures-of-light/id528261564?mt=8
ISTE. (2016). Standards for Teachers. [Website]. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers
Widder, E. (2013, February). Edith Widder: How we Found
Giant Squids. [Video File]. Retrieved from: http://www.ted.com/talks/edith_widder_how_we_found_the_giant_squid
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