Prior to this class, I didn't have very much experience with digital writing tools. When I taught second grade, I would sometimes have my students use Kidspiration to organize their ideas before writing. It was helpful but also a bit overwhelming and distracting for them. I always wished for something a bit more simplistic. I also used Microsoft Powerpoint and Word with students. They experienced Word by typing up final drafts as well as writing journal entries. In Powerpoint, students would create slideshows to present material recently learned. For instance, I once had them use Powerpoint to type up facts gathered about national landmarks and they added photos or illustrations to match on each slide. Another time, I integrated Math and Writing by having students create addition and subtraction word story problems.
After reading Chapter 7 of our textbook and participating in Maryrita, Sonya, and Leslie's presentation, I am now more up-to-date with the current writing technologies and am so excited about some of the tools out there that would be engaging and meaningful for students to use. So many of them would have been helpful to know about as a classroom teacher. I have found the list of writing resources that our classmates generated extremely helpful and plan to refer back to it when deciding upon appropriate tools to use in the future.
Our textbook goes into great detail about a variety of concept mapping tools, including Kidspiration or Inspiration. My absolute favorite concept map is Popplet, which we explored with Maryrita during the class session on writing with technology. This is such an intuitive and user-friendly site for linking together ideas or creating a presentation. I love the ability to include photos from Flickr and videos from YouTube or Vimeo. The simplicity of the features make it very easy for kids to use. They can organize their ideas in a way that is visually appealing. There are countless ways to integrate this tool into the library media program and curricular grade level units. Students can gather facts during research units or create topic lists for writing. Popplet can be used to activate students' background knowledge by thinking about what they already know about a topic.
I also plan to use visualization tools like Wordle with students in which they create word clouds. This is a great tool that benefits visual learners. Word clouds could be used to engage learners at the beginning of a lesson or as a reflection piece. In our final project, my group utilized this tool in one of our lessons for activating students' prior knowledge about habitats. Students collaborate on a word cloud together as a class. I think having students create their own individual word clouds would be motivating, too. A word cloud could be used in any unit of study for creating lists of key words, themes, and topics, among other ideas.
There are numerous other digital writing tools out there that I plan to include in my repertoire as a library media specialist. Sonya had us explore an interactive poetry tool on ReadWriteThink, which has a plethora of other resources available for writing. Blogging and wikis are other writing resources that could be used with students. I am curious to see more examples of how they can be put into place with primary students and would like to learn more about how teachers work out the logistics. Students would need much more teacher guidance and support in the younger grades, but in our textbook, we learned of a first grade teacher who was able to use a wiki with her students to share math concepts learned (Howland, 2012).
Several NETS standards can be met through the use of these digital writing tools. For instance, students "create original works as a means of personal or group expression" when they make new Popplets or Wordles. There is opportunity for students to "contribute to project teams to produce original works or solve problems" if they were to work together on a class wiki, like the example given in our textbook about first grade math. In order for students to use these online tools, they would need to be able to "understand and use technology systems." Many more NETS Standards could apply to the use of these writing tools. Students would also be meeting AASL standards for 21st Century Learners, such as 2.1.2: Organize knowledge so that it is useful, through concept mapping. Standard 4.1.8: Use creative and artistic formats to express personal learning, would be met through Popplet or Wordle. Standard 3.1.2 is another that aligns: Participate and collaborate as members of a social and intellectual network of learners. Students demonstrate this skill by working together on a class wiki.
As the semester comes to a close, I am confident that I have been able to add a number of new writing technologies to my toolbox that will help me as a media specialist. I plan to use many of these tools with my classes, as well as provide staff trainings to instruct my colleagues on how to implement them. Providing professional development opportunities is essential for teachers to gain familiarity and reach a level of comfort with digital tools. I would also invite teachers to attend and observe library media lessons in which I can integrate the use of these tools with curricular units being studied. As a teacher, I feel that my lessons would have been much more effective if I had knowledge of tools like these that are engaging and meaningful for students, and I believe other teachers will feel the same if I am able to pass my knowledge of current technologies. In my future role as a library media specialist, it will be important to act not only as a leader but as an instructional partner. Having teachers see me in this light will hopefully instill the trust and respect needed to secure a positive relationship with my colleagues.
Wednesday, December 4, 2013
Wednesday, October 23, 2013
Moving from Technology-as-Teacher to Technology-as-Partner (Oct. 23rd Assignment)
This semester, in Integrating Technology into Learning and Teaching, we have been learning about a number of technology tools that can give students authentic learning experiences. Each week as we read the next chapter from our textbook and dig into various tech tools during class time, I am blown away by the amount of technology that is unfamiliar to me. I ended up starting a new Pinterest board to try to keep up with all the new tools that I don't want to forget about. I admit I still have a lot of tools to go back and add to the board.
I personally do not have a technology background - my experience has been as an elementary school teacher in MCPS. Up until this point, I've always strived use technology in my lessons. But to what level have I done so? Our textbook says, "If schools are to foster meaningful learning, then the ways that technologies are used in schools must change from technology-as-teacher to technology-as-partner in the learning process." Have I been using technology as more of a teacher?
When I taught kindergarten and second grade, I often used Discovery Education to introduce topics, supplement learning, or access information that students may not have much background knowledge about. In kindergarten, I taught a unit where students learned about jobs and community helpers. Our max of four field trips a year were already booked, so I was unable to take my students out into the community to see workers in action. Instead, we scheduled in-school visits from different workers, such as a police officer. We also viewed some of the "When I Grow Up" videos on Discovery Education like this one about firefighters. It was informative but not as meaningful as those in-school visitations. Robin's presentation on Skype in the Classroom got me thinking about this unit and how meaningful it would have been to expand on those lessons so that my students could talk to professionals from different parts of the world. For instance, I'm sure my students would have loved a chat with Jean Pennycook, a researcher who works with penguins in Antarctica, among many others.
After Amanda's presentation of VoiceThread, I was thinking of how I could have used this tool with my kindergartners too. Our textbook directed us to the VoiceThread Digital Library, which has a plethora of examples of ways to use the tool with K-12 students. I also happened to stumble upon this great wiki of VoiceThread examples for primary grades. It gave me some wonderful ideas about how much more I could have done with that unit (among others). Students could have used their knowledge of jobs to select their future occupation, and then write and illustrate a story about themselves. I love the possibility for students to upload their illustration and record their own narration. Giving each other feedback by leaving comments is another way to make the project even more meaningful for students. This is a much more authentic learning experience for students than simply streaming videos. By using these technologies, there is potential for teachers and librarians to meet many of the NETS standards from Chapter 5: Communicating with Technology. For example, students may "create original works as a means of personal or group expression" when they are writing stories about jobs. Additionally, they can "communicate information and ideas effectively to multiple audiences using a variety of media and formats" by using VoiceThread. I think it's fantastic how easily the projects can be shared with those outside of the classroom, like family members. These examples of technology integration would also be supported by AASL Standards for 21st Century Learners, such as 1.1.2: Use prior and background knowledge as context for new learning and 1.1.3: Develop and refine a range of questions to frame the search for new understanding. These standards would apply to using Skype in the Classroom to conduct interviews.
I think my past experiences with technology also speak to the importance of a library media specialist who is a tech leader. The years I have spent thus far working in a school with a library media specialist have not enabled me to become proficient in my integration of technology with teaching. Why is this? An AASL article, School Librarians as Technology Integration Leaders: Enablers and Barriers to Leadership Enactment, reports research findings that cite a supportive principal, opportunities for a leadership role and responsibilities, and the desire to make a difference for students and teachers as the top enablers for librarians to have success with being a leader in the realm of technology. Time was overwhelmingly a barrier for those who were unable to act as a technology leader in their school. If you click through to the article, you can read more about many other factors that affect media specialists' abilities to act as technology integration leaders. Could any of these factors have contributed to the reason why I didn't have much training or experience with new technologies in my teaching career? Absolutely, I think many of them apply to my situation. Thanks to this class, I will now have the background needed when I become a media specialist to be that leader for my colleagues. I also know that as a leader and information specialist, I will need to keep abreast of all the current effective technologies that undoubtedly will sprout up after completing this class.
As I reflect on opportunities for technology integration that were passed up in my lessons, I can't help but think that if I was the media specialist working with a kindergarten teacher, I would have had the opportunity to suggest collaborating on the use of communication tools like Skype in the Classroom and VoiceThread. As I am learning in my other class, LBSC742, it is extremely important to demonstrate to teachers our value as media specialists. Proving ourselves ensures that they will trust and respect us, as well as return to us for help and collaboration on future lessons. By establishing a good relationship with fellow teachers, we help them see that technology is merely a means of getting students to their destination.
I personally do not have a technology background - my experience has been as an elementary school teacher in MCPS. Up until this point, I've always strived use technology in my lessons. But to what level have I done so? Our textbook says, "If schools are to foster meaningful learning, then the ways that technologies are used in schools must change from technology-as-teacher to technology-as-partner in the learning process." Have I been using technology as more of a teacher?
When I taught kindergarten and second grade, I often used Discovery Education to introduce topics, supplement learning, or access information that students may not have much background knowledge about. In kindergarten, I taught a unit where students learned about jobs and community helpers. Our max of four field trips a year were already booked, so I was unable to take my students out into the community to see workers in action. Instead, we scheduled in-school visits from different workers, such as a police officer. We also viewed some of the "When I Grow Up" videos on Discovery Education like this one about firefighters. It was informative but not as meaningful as those in-school visitations. Robin's presentation on Skype in the Classroom got me thinking about this unit and how meaningful it would have been to expand on those lessons so that my students could talk to professionals from different parts of the world. For instance, I'm sure my students would have loved a chat with Jean Pennycook, a researcher who works with penguins in Antarctica, among many others.
After Amanda's presentation of VoiceThread, I was thinking of how I could have used this tool with my kindergartners too. Our textbook directed us to the VoiceThread Digital Library, which has a plethora of examples of ways to use the tool with K-12 students. I also happened to stumble upon this great wiki of VoiceThread examples for primary grades. It gave me some wonderful ideas about how much more I could have done with that unit (among others). Students could have used their knowledge of jobs to select their future occupation, and then write and illustrate a story about themselves. I love the possibility for students to upload their illustration and record their own narration. Giving each other feedback by leaving comments is another way to make the project even more meaningful for students. This is a much more authentic learning experience for students than simply streaming videos. By using these technologies, there is potential for teachers and librarians to meet many of the NETS standards from Chapter 5: Communicating with Technology. For example, students may "create original works as a means of personal or group expression" when they are writing stories about jobs. Additionally, they can "communicate information and ideas effectively to multiple audiences using a variety of media and formats" by using VoiceThread. I think it's fantastic how easily the projects can be shared with those outside of the classroom, like family members. These examples of technology integration would also be supported by AASL Standards for 21st Century Learners, such as 1.1.2: Use prior and background knowledge as context for new learning and 1.1.3: Develop and refine a range of questions to frame the search for new understanding. These standards would apply to using Skype in the Classroom to conduct interviews.
I think my past experiences with technology also speak to the importance of a library media specialist who is a tech leader. The years I have spent thus far working in a school with a library media specialist have not enabled me to become proficient in my integration of technology with teaching. Why is this? An AASL article, School Librarians as Technology Integration Leaders: Enablers and Barriers to Leadership Enactment, reports research findings that cite a supportive principal, opportunities for a leadership role and responsibilities, and the desire to make a difference for students and teachers as the top enablers for librarians to have success with being a leader in the realm of technology. Time was overwhelmingly a barrier for those who were unable to act as a technology leader in their school. If you click through to the article, you can read more about many other factors that affect media specialists' abilities to act as technology integration leaders. Could any of these factors have contributed to the reason why I didn't have much training or experience with new technologies in my teaching career? Absolutely, I think many of them apply to my situation. Thanks to this class, I will now have the background needed when I become a media specialist to be that leader for my colleagues. I also know that as a leader and information specialist, I will need to keep abreast of all the current effective technologies that undoubtedly will sprout up after completing this class.
As I reflect on opportunities for technology integration that were passed up in my lessons, I can't help but think that if I was the media specialist working with a kindergarten teacher, I would have had the opportunity to suggest collaborating on the use of communication tools like Skype in the Classroom and VoiceThread. As I am learning in my other class, LBSC742, it is extremely important to demonstrate to teachers our value as media specialists. Proving ourselves ensures that they will trust and respect us, as well as return to us for help and collaboration on future lessons. By establishing a good relationship with fellow teachers, we help them see that technology is merely a means of getting students to their destination.
Sunday, September 29, 2013
Meaningful Learning through Robotics Programs (Oct. 2nd Assignment)
This week, I happened to come across an article about robotics programs and the high value they offer students who are developing the skills they need to become 21st century learners. Participants design and build robots collaboratively with classmates. The purpose is varied - robotics can easily be linked to curriculum content. All of these uses for robotics provide the potential for teachers to integrate STEM skills (Science, Technology, Engineering, and Math) into their students' learning experiences. One possible area of focus is English Language Arts; robots can be designed with the intent of exploring story elements or creating an original story. This provides an opportunity to tie in to Common Core Standards.
Students as young as elementary school age can participate in these programs. LEGO offers a robotics program called WeDo Robotics targeted to children ages 7 through 12. Here's an example of a project designed using LEGO software.
Problem solving and critical thinking skills can be attained even without the use of physical kits. Some teachers have their students design their robots through illustrations or online games, like Build A Robot 3.
Robotics programs align with a number of the NETS standards. Some of the more prominent standards for robotics may fall under the following areas:
Creativity and Innovation
Communication and Collaboration
Robotics programs tend to be used more as extracurricular activities and are generally not part of the daytime school curriculum. Bringing the program to the classroom would be a fantastic way to provide a content-rich educational experience for students. It is the ideal cross-curricular project, reaching students not only through Science, Technology, Engineering, and Math, but also with the potential to reach them through Reading Language Arts too. Students have an opportunity to develop skills in critical thinking, problem solving, collaborating, and innovating. Robotics connects with many topics in our textbook: inquiring, experimenting, and designing, for instance. The library media specialist as instructional partner would be the perfect person to bring this meaningful, exciting, and engaging experience into the school.
Students as young as elementary school age can participate in these programs. LEGO offers a robotics program called WeDo Robotics targeted to children ages 7 through 12. Here's an example of a project designed using LEGO software.
Problem solving and critical thinking skills can be attained even without the use of physical kits. Some teachers have their students design their robots through illustrations or online games, like Build A Robot 3.
Robotics programs align with a number of the NETS standards. Some of the more prominent standards for robotics may fall under the following areas:
Creativity and Innovation
- Create original works as a means of personal or group expression.
- Use models and simulations to explore complex systems and issues.
Communication and Collaboration
- Contribute to project teams to produce original works or solve problems
Critical Thinking, Problem Solving, and Decision Making
- Plan and manage activities to develop a solution or complete a project
Here is a great example of collaboration between students at Frontier Middle School in Graham, Washington. They programmed their robots to work together to perform a "wave."
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