This is my correct Class Projects Document, revised as you requested. I put it in a separate post, also as you requested, which is why the date is July 30, even though it was embedded (albeit incorrectly) in Blog Post #1 on the correct date.
Thursday, July 30, 2015
Blog Post #4
The school librarian’s role in implementing technology
covers a wide variety of applications. First and foremost, it is important to
make the distinction between using technology tools simply because they have
become ever-present and educators feel like they have to, and using technology
in meaningful ways that enhance student learning and understanding.
Technology, when thoughtfully utilized, has numerous
benefits in the classroom and school library. Perhaps the overall most
significant of these is preparing students for an increasingly digital world.
The primary job of educators is to produce adults who can function successfully
in the real world, and today, the real world does not exist without technology.
AASL’s Standards for the 21st Century Learner state that technology
is a crucial tool for learning, not only in school, but continuing into
adulthood (2007). Moreover, technology applications can help students
understand all types of content learned in school. Teachers and librarians are
constantly working to increase comprehension of important concepts, and digital
tools can provide engaging ways to do this while allowing students to progress
to higher levels of thinking at their own paces.
One of the most effective ways educators can make technology
relevant is to take advantage of the social nature of technology, particularly
Web 2.0 tools. When students are able to share knowledge and learn
collaboratively, both in person and online, the quality of that learning is
intensified (AASL, 2007). Web 2.0 offers a variety of social applications where
students can network and share ideas through online discussion boards, social
tagging, special interest groups, and more. Even when students create a product
online, they can share their work by posting it on a social networking site or
forum.
In “Using Tech Tools for Learning with Standards,” Holzweiss
points out that many teachers hesitate to use Web tools in their classrooms
because they do not feel comfortable using the technology themselves (2014).
Librarians can work with teachers to develop projects and extension activities
using Web tools. When technology is integrated into lessons so that it makes
the best use of instructional time and is aligned to standards and subsequently
used when planning for assessments, students have the opportunity to learn the
curriculum while cultivating technology skills, digital citizenship, and
interpersonal skills (Holzweiss, 2014).
According to Texas School Library Standard III:
Learner-Centered Technology and Information Access – Strategies for Librarians,
an exemplary school library program contains one internet-connected computer
per four or fewer students on campus, including on-demand access for every
student (Standards, 2005). While most districts in the state automatically
provide each student with login information/access upon enrollment, having the
exemplary amount of equipment varies from campus to campus. Many times, this is
outside of the librarian’s control. Therefore, the librarian must work with
teachers to be creative and devise a system for maximizing student computer
time. In this situation, it becomes even more vital to make Web activities
relevant and effective to enhance student learning.
The Texas School Library Standards list making connections between
the classroom, the library, and the real world as a benefit for students where
technology and information access are concerned (2005). It is the
responsibility of educators to use technology as a vehicle to guide students to
better society and the world around them. This means it is important to keep an
end goal in mind any time technology tools are used in lessons, projects, and
other activities; teachers and librarians must ask themselves what they
ultimately want their students to learn and be able to do in the future. For
example, multimedia tools being used to create an advertisement or present
information is a real world application of technology, whereas placing students
on the computer to play educational games with no context is simply using
technology as a babysitter or time-filler. The AASL Standards do not list
skills in terms of what programs or applications students should become
proficient in using; instead they list life skills students should gain, such
as sharing knowledge, communicating ethically, making informed decisions,
thinking critically, asking questions, and many more (2007). These are goals
most educators have already; they need only to apply these same desired
outcomes to integrating technology into lessons and assignments.
References
American Association of School Librarians. (2007). Standards for the 21st Century
Learner. Retrieved from
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf
Holzweiss, K.A. (2014). Using tech tools for learning with
standards. School Library
Monthly, 3(4). Retrieved from
Texas State Library and Archives Commission. (2005). School Library Programs:
Standards
and Guidelines for Texas. Retrieved from https://www.tsl.texas.gov/sites/.../schoollibs/slsAdopted2005.doc
Monday, July 20, 2015
Blog Post 3
In "Three examples using tablet technology in an active classroom," Gerard, Knott, and Lederman give examples of how tablet PCs can be used in class discussions, simulations, and small group activities.
For group discussions, the authors point out that talking and listening are key elements for students to collaborate, facilitate understanding, share ideas, and build knowledge. However, it can be difficult for students to record and synthesize information during a fast-paced discussion, which they are often expected to do. Gerard, Knott, and Lederman said that they were able to use the digital ink feature on a tablet PC to effectively take notes during a discussion. They said that by taking notes directly on the tablet screen, which were then projected onto a larger screen for the class to see, allowed them to digitally ink diagrams, record class comments and responses, and write down discussion points, while also saving all of that information for future use and reflection. Students had a visual representation of their thinking in real time, allowing their ideas to become tangible and also easily changed, deleted, or reorganized.
To utilize the tablet PC in a learning simulation, the authors created groups of three to four students to represent the top management teams of autonomous companies competing with the other made-up companies in the class. Groups had to analyze a variety of information sources as well as make strategic decisions for their company. Gerard, Knott, and Lederman said that these decisions became so complex that it was necessary to meet with each group individually for "audits." Using the tablet PC, the instructor was able to pull groups out of the classroom one at a time, allowing the groups to meet privately with the instructor and still have access to all the necessary information. The tablet PC also allowed the instructor to move easily between groups and keep all of the information, notes, and observations for each group organized in one place.
For small group collaboration, Gerard, Knott, and Lederman had groups read an article and choose a perspective (in this class they chose a business viewpoint) and evaluate business strategy and influential factors based on that perspective, and finally make recommendations based on their evaluations. Students used the digital ink on the tablet PC to create matrices of their findings and project them to the rest of the class as living documents, fostering increased class discussion, according to the authors. Furthermore, with the use of a single tablet PC, each group was able to drag and drop their individual matrix into one shared document for the entire class.
I have a personal tablet that I can use in my classroom or the library, once I make that transition. I will use it to enhance class discussions similar to the way Gerard, Knott, and Lederman did. I have found, as they pointed out, that it can be difficult as the teacher to record points the students make or ideas they share, and the tablet will make doing that easier, more organized, and will free me from being chained to the board or computer. It should also make projections easier for the students to follow and understand, rather than the semi-organized scribble-scrabble it can easily turn into. Having a roadmap of the discussion that is easily edited, rearranged, and saved for future reflection and discussion will also be useful for students to understand and remember the information and what was discussed.
The second way I will improve my integration of technology in the classroom is to use the tablet for group activities. Groups can take turns recording portions of a project onto the tablet and all groups' information and findings will be saved in one place where they can be combined into a collaborative document or projected easily for the rest of the class to see and discuss. Students will enjoy personalizing their work and seeing and being able to add to or edit other students' work digitally. Using the tablet for group work will also enable me as the instructor to keep all of my group information in one place, including observations, notes, and resources for the students to use.
Gerard, J.G., Knott, M.J., & Lederman, R.E. (2012). Three examples using tablet technology in an
active learning classroom: Strategies for active learning course design using tablet technology.
Global Education Journal, 2012(4), 91-114.
For group discussions, the authors point out that talking and listening are key elements for students to collaborate, facilitate understanding, share ideas, and build knowledge. However, it can be difficult for students to record and synthesize information during a fast-paced discussion, which they are often expected to do. Gerard, Knott, and Lederman said that they were able to use the digital ink feature on a tablet PC to effectively take notes during a discussion. They said that by taking notes directly on the tablet screen, which were then projected onto a larger screen for the class to see, allowed them to digitally ink diagrams, record class comments and responses, and write down discussion points, while also saving all of that information for future use and reflection. Students had a visual representation of their thinking in real time, allowing their ideas to become tangible and also easily changed, deleted, or reorganized.
To utilize the tablet PC in a learning simulation, the authors created groups of three to four students to represent the top management teams of autonomous companies competing with the other made-up companies in the class. Groups had to analyze a variety of information sources as well as make strategic decisions for their company. Gerard, Knott, and Lederman said that these decisions became so complex that it was necessary to meet with each group individually for "audits." Using the tablet PC, the instructor was able to pull groups out of the classroom one at a time, allowing the groups to meet privately with the instructor and still have access to all the necessary information. The tablet PC also allowed the instructor to move easily between groups and keep all of the information, notes, and observations for each group organized in one place.
For small group collaboration, Gerard, Knott, and Lederman had groups read an article and choose a perspective (in this class they chose a business viewpoint) and evaluate business strategy and influential factors based on that perspective, and finally make recommendations based on their evaluations. Students used the digital ink on the tablet PC to create matrices of their findings and project them to the rest of the class as living documents, fostering increased class discussion, according to the authors. Furthermore, with the use of a single tablet PC, each group was able to drag and drop their individual matrix into one shared document for the entire class.
I have a personal tablet that I can use in my classroom or the library, once I make that transition. I will use it to enhance class discussions similar to the way Gerard, Knott, and Lederman did. I have found, as they pointed out, that it can be difficult as the teacher to record points the students make or ideas they share, and the tablet will make doing that easier, more organized, and will free me from being chained to the board or computer. It should also make projections easier for the students to follow and understand, rather than the semi-organized scribble-scrabble it can easily turn into. Having a roadmap of the discussion that is easily edited, rearranged, and saved for future reflection and discussion will also be useful for students to understand and remember the information and what was discussed.
The second way I will improve my integration of technology in the classroom is to use the tablet for group activities. Groups can take turns recording portions of a project onto the tablet and all groups' information and findings will be saved in one place where they can be combined into a collaborative document or projected easily for the rest of the class to see and discuss. Students will enjoy personalizing their work and seeing and being able to add to or edit other students' work digitally. Using the tablet for group work will also enable me as the instructor to keep all of my group information in one place, including observations, notes, and resources for the students to use.
Gerard, J.G., Knott, M.J., & Lederman, R.E. (2012). Three examples using tablet technology in an
active learning classroom: Strategies for active learning course design using tablet technology.
Global Education Journal, 2012(4), 91-114.
Thursday, June 18, 2015
Blog Post #2
The first point Peluso makes in "The fast-paced iPad revolution" is that handheld devices are already in our classrooms, in students' pockets and backpacks, and they have been since these devices became so universal and accessible. There is a disconnect between the devices' introduction into students' lives and the introduction of the use of iPads and similar devices in the classroom for educational purposes. Peluso hypothesizes that because these technologies progress and advance at such a quick rate, the vagueness and lack of clarity with which they are used in education will increase, as well as the needs and opportunities for research on the part of the academic community.
Peluso's next argument states that ignoring or excluding the use of handheld devices in the classroom is pointless and counterproductive. Young people are already in the heart of the use of these types of technology, and with handheld devices being so much a part of modern society and today's workplace, so keeping them out of the classroom only hinders students and shuts out what could be the most important element of learning to set students up for success in the modern world. Peluso says that educational policymakers and curriculum writers are beginning to include the use of these types of devices in curriculum and to enhance learning, particularly in math and science. Teachers are also starting to change their thinking from devices being only for games and distractions to being tools that can be used in the classroom.
Peluso's final point suggests that it is important to distinguish between using handheld device technology effectively and simply using it for the sake of having and, for instance, being able to say iPads are being used in the classroom. Making the devices available in and of itself is not enough to have effective use of technology. While many young people use technology with ease, access to handheld devices is not equitable or universal, and students still have to be taught to use them effectively and correctly. Peluso advocates for making students a part of the learning process even so far as to include them in curriculum design with the use of handheld devices. She suggests having conversations with the students where they can provide feedback to how they think they can learn using particular apps and how technologies can be incorporated into their learning environment.
I would use iPads (or similar devices) in my library by first, at the beginning of every school year, having a tutorial with each class on features of the iPad they would be using and what is and is not appropriate while using the device. These lessons would increase in complexity with each increasing grade level. I would research ahead of time useful apps for each grade level to enhance education, reading, research, and topical units. However, having that background information in mind, I would include students in the conversation, finding out what they already know and how they think the iPad would be useful for their own learning, particularly with older grades. I would then use my knowledge and student feedback to plan my library lessons and use of the iPads. They could be helpful for conducting research and not having to be sitting at a computer but able to move around the library or even the school building. They could also be used to have students interactively participate in a lesson, depending on how many tablets were available. I have seen my librarian give lessons in the library on nonfiction research, internet safety, current events, dental health, and many other topics. Students could be even more engaged if they were actively involved in the technology rather than just watching the librarian go through the information on a projector by using apps, finding information, and doing activities themselves on the iPad. Students could also browse books available for checkout, or for purchase at a book fair, with ease.
Peluso, D.C.C. (2012). The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices? British Journal of Educational Technology, 43(4), E125-E127.
Peluso's next argument states that ignoring or excluding the use of handheld devices in the classroom is pointless and counterproductive. Young people are already in the heart of the use of these types of technology, and with handheld devices being so much a part of modern society and today's workplace, so keeping them out of the classroom only hinders students and shuts out what could be the most important element of learning to set students up for success in the modern world. Peluso says that educational policymakers and curriculum writers are beginning to include the use of these types of devices in curriculum and to enhance learning, particularly in math and science. Teachers are also starting to change their thinking from devices being only for games and distractions to being tools that can be used in the classroom.
Peluso's final point suggests that it is important to distinguish between using handheld device technology effectively and simply using it for the sake of having and, for instance, being able to say iPads are being used in the classroom. Making the devices available in and of itself is not enough to have effective use of technology. While many young people use technology with ease, access to handheld devices is not equitable or universal, and students still have to be taught to use them effectively and correctly. Peluso advocates for making students a part of the learning process even so far as to include them in curriculum design with the use of handheld devices. She suggests having conversations with the students where they can provide feedback to how they think they can learn using particular apps and how technologies can be incorporated into their learning environment.
I would use iPads (or similar devices) in my library by first, at the beginning of every school year, having a tutorial with each class on features of the iPad they would be using and what is and is not appropriate while using the device. These lessons would increase in complexity with each increasing grade level. I would research ahead of time useful apps for each grade level to enhance education, reading, research, and topical units. However, having that background information in mind, I would include students in the conversation, finding out what they already know and how they think the iPad would be useful for their own learning, particularly with older grades. I would then use my knowledge and student feedback to plan my library lessons and use of the iPads. They could be helpful for conducting research and not having to be sitting at a computer but able to move around the library or even the school building. They could also be used to have students interactively participate in a lesson, depending on how many tablets were available. I have seen my librarian give lessons in the library on nonfiction research, internet safety, current events, dental health, and many other topics. Students could be even more engaged if they were actively involved in the technology rather than just watching the librarian go through the information on a projector by using apps, finding information, and doing activities themselves on the iPad. Students could also browse books available for checkout, or for purchase at a book fair, with ease.
Peluso, D.C.C. (2012). The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices? British Journal of Educational Technology, 43(4), E125-E127.
Tuesday, June 9, 2015
Blog Post #1
I have really tried over the past year (my second year of teaching in a traditional classroom) to improve my use of technology in the classroom. One of my strengths is actually using the new technology available to me as an educator and taking the steps to learn about it. That may sound simple, but a lot of teachers don't do that. I have a Promethean smart board in my room that enables me to create interactive lessons, games, activities, show videos, project images, etc., but there is still a lot more I could learn about different ways to use it. The board is the primary way I create an authentic, technology enriched learning environment, as the "ISTE Standards" describe (n.d.). I guess I would categorize my Promethean board as both a strength and weakness. It is a strength in the ways mentioned above, but my weakness is that I struggle to find ways for the students to use it on their own and be more self sufficient at using it. Most of the time, when I use it, it's for a whole group lesson or activity, and I would like to transition to using it more for small groups and centers or learning stations as well.
Another strength I have is my use of Plickers for whole group participation with technology. I learned about Plickers by attending the Fort Worth ISD technology conference this past year (which I attended as part of my desire to learn more about technology and increase my use of it) and I have so far used them extensively in math. I like Plickers because it enables everyone to be involved without fear of others knowing if they got a wrong answer or the danger of students seeing each other's answer before they have worked out the problem themselves. The Plickers help to clarify students' thinking and understanding in a matter of seconds, or minutes with a more lengthy problem. They also create a form of real world application with their use of QR codes, scanning, real time, etc. So far, I haven't tried them in any other subject, but as I am moving to a tested grade level (self contained) next year, I'm sure I will implement them in reading and science as well.
This year in my classroom, I had one working classroom computer (other than my laptop), which made it very difficult to get students on the computer other than during our scheduled computer lab time. This was definitely a weakness. Even now as I type this, I'm thinking about ways I could have more efficiently used our computer lab time, even though the district requires we spend much of our time on certain programs.
I would like to learn how to better manage technology projects (or projects that could involve the use of technology) for students. I would like to learn how to enhance my own presentations to make my lessons more meaningful and captivating. I would also like to learn how to make better, more efficient use of the technology I do have.
Another strength I have is my use of Plickers for whole group participation with technology. I learned about Plickers by attending the Fort Worth ISD technology conference this past year (which I attended as part of my desire to learn more about technology and increase my use of it) and I have so far used them extensively in math. I like Plickers because it enables everyone to be involved without fear of others knowing if they got a wrong answer or the danger of students seeing each other's answer before they have worked out the problem themselves. The Plickers help to clarify students' thinking and understanding in a matter of seconds, or minutes with a more lengthy problem. They also create a form of real world application with their use of QR codes, scanning, real time, etc. So far, I haven't tried them in any other subject, but as I am moving to a tested grade level (self contained) next year, I'm sure I will implement them in reading and science as well.
This year in my classroom, I had one working classroom computer (other than my laptop), which made it very difficult to get students on the computer other than during our scheduled computer lab time. This was definitely a weakness. Even now as I type this, I'm thinking about ways I could have more efficiently used our computer lab time, even though the district requires we spend much of our time on certain programs.
I would like to learn how to better manage technology projects (or projects that could involve the use of technology) for students. I would like to learn how to enhance my own presentations to make my lessons more meaningful and captivating. I would also like to learn how to make better, more efficient use of the technology I do have.
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