Post 3a: Additional thoughts about this week's readings....

 

Even though I also consider myself to be tech-savvy, (like the students) just because I have a social media accounts and the latest gadgets does not mean that I can affectively apply those technologies to better equip my students educationally.  Smith (2010) states that though some teachers do consider themselves to be “digital natives” and are confident in their subject matter pedagogy and content there is still a disconnect when applying technology in the classroom setting (p. 619). 

 

This year, our school has made a shift from using Google classroom (for organizing and streaming information to students) to Canvas.  My initial navigation and learning of Google classroom were a bit of a struggle but after a while I taught myself (along with the help of YouTube University).  This year, our district has decided to use Canvas as a learning management system.  I am feeling uncomfortable with it, even now.  I have taken about 5 hours of coursework, but I am still a novice user.  It is hard to balance learning both the new management system and remote teaching.  Professional development for Canvas would have been easier over the summer and would have allowed me to familiarize myself with its inner workings a bit more.  “Additional professional development should be paced throughout the school year, so teachers have time to digest what they learn and try out new skills in the classroom. We found that teachers in schools that tried to cram too many different topics into a short time span were frustrated and overwhelmed” (Overbay, Mollette, & Vasu, 2011, p. 58). 

 

 Slowly but surely, I will learn to be more proficient with Canvas.  Smith (2012) notes that sometimes teachers are responsible for teaching students online; however, the teacher may not be proficient or have a full understanding of how to use the technology (p. 619).  With learning any new technology, continuous professional development (not just an initial workshop) and practical ways in which I can apply the technology immediately into my teach is always beneficial.  “Ongoing professional development is necessary to help teachers learn how to use new technologies, but this must go beyond just using technology, expanding to learning the instructional strategies needed to integrate technology into their teaching, including practical applications” (Smith, 2012, p. 20).   

 

“Distributed-leadership theory has emerged as a possible solution, in that it promotes a situation where multiple people work together, pooling their abilities and expertise” (Smith, 2012, p. 6).  No librarian should be alone.  To be successful it takes everyone to make an effort and to pool our abilities, collectively, to make a difference in the lives of our students and the community.   

 

References

Johnston, M. P. (2012). Connecting teacher librarians for technology integration leadership. School Libraries Worldwide, 18(1), 18-33.

Johnson, M. P. (2012).  School librarians as technology integration leaders: Enablers and barriers to leadership enactment. School Library Research, 1-33. 

Overbay, A, Mollette, M & Vasu, E.S. (2011).  A technology plan: Administrators should keep five lessons in mind as they implement new technology initiatives. Educational Leadership, 56-59. 

Smith, D. (2010). Making the case for the leadership role of school librarians in technology

integration. Library Hi Tech, 28(4), 617-631. 

Post #3 - Technology (Flipgrid) and the Teacher-Librarian

 

Greetings Marvelous Mathematician Masters,   

I hope that this correspondence finds you well and that you are excited to begin a new week!  These first two weeks have been an adjustment as we all strive to provide our students with a world-class, quality education either remotely or in-person.  Are you in search of ways to efficiently integrate technology into your standards-based teaching without devoting hours of time listening to professional development session without being given practical suggestions on how to use it in your own classroom?  Many times, I find it difficult to find technology tools that cater to the needs of the mathematically minded (that are also engaging to students) but have no fear…. because Flipgrid is here! 

What is Flipgrid and how do I implement it in my math classroom, now?  Flipgrid is a free website that allows a teacher/user to facilitate discussions with his/her students.  Teachers can post a topic or question and students can respond with their own unique videos.  Worried about student safety?  Flipgrid generates a “join code and/or link” in which the teacher shares with students only.  Also, teachers control how students join and Flipgrid guarantees that your videos are safe and will never be distributed to 3^rd party sellers.   

How can you use this tool tomorrow, in your math class? Mr. Fahey’s Tech suggests 13 ways to enhance math lessons with Flip Grid!  My favorites are using Flipgird to share real-world math experiences, number talks, and find the mistake.  Check out this blog of creative and interactive ways to engage your mathematics scholars with Flipgrid at https://faheystech.blogspot.com/2017/06/flipgridmath.html.  Johnson (2012) states, “Technology is transforming not only access to information but also the skills needed to interact and utilize it as well” (p. 20).  You can also use Fripgrid with students in other classrooms (in your school, another school/district, or even abroad), to connect your students’ mathematical journey with other student scholars.  Additionally, we could host a "math bowl" using Flipgrid.  “It has become critical for the teacher librarian to partner with teachers to address the needs of the 21st century learner to equip them with the necessary skills needed in order to thrive and participate in a digital culture” (Johnson, 2016, p. 20).  

As always, I am always here to help and support you in anyway.  Please feel free to drop by the library at any time or contact me via email.  Thanks for all you do, and I look forward to seeing all of the amazing connections our scholar mathematicians make in their learning journey. 

Sincerely, 

Richelle Sexton 

References 

Fahey, S. J. (2017, June 11). 13 ways to enhance math lessons with Flipgrid. Mr.Fahey's

Tech. https://faheystech.blogspot.com/2017/06/flipgridmath.html

Johnston, M. P. (2012). Connecting teacher librarians for technology integration 

                        leadership. School Libraries Worldwide, 18(1), 18-33.

Post #2: Technology, Fake News, and Mindfulness....

 

 

Blog Post #2:  Technology, Fake News, and Mindfulness

I just finished my first week of teaching remotely, as a classroom teacher.  It was quite a challenge for me, as well as for the other teachers, students, and their parents.  Many times, we assume that just because our students were “born with a tablet in hand” that they are “technologically savvy”. Correlation does not imply causation.  Being born with access to technology and the ability to use it for entertainment (websites, games, etc.) does not necessary mean that students have the technological skills to be able to use their devices for educational purposes, effectively.  In order for technology to be useful to students, he/she must put in the work and successfully intertwine effective communication, critical thinking, and knowledge of the subject area.  In short, students cannot be given a computer and expect learning to magically occur.  It takes a well-rounded student and even still the student may need guidance and collaboration with peers and the teacher/facilitator, to be successful.    

After reading over the P21 Framework, I am indecisive about my feelings about the skills, knowledge, and expertise that we are deeming all students have to be successful.  These are definitely attributes and skills that I would love for my child to possess: being a critical thinker/problem solver, being able to communicate effectively, having a strong academic background, having an understanding of global and national events and an educated opinion about them, being able to use technology efficiently, and being a great leader.  This list goes on.  I imagine a little kid, dressed in a business suit (like Kid President).   

Source:  (WBUR.org)

    All of these attributes are wonderful to posses but what if a student does not?  Everyone will not be an effective communicator or work well with others. As teacher-librarians, we can do our best to help our students to grow into the best version of themselves that they can be.  I understand that we must have high expectations for our students but what if those expectations do not fit? There is no one mold that works for all students.  If somehow, we could merge these high expectations with helping our students to find their unique talents and gifts, we have a win-win situation. 

The Liturgist Podcast: Fake News & Media Literacy (2017) was packed with so much thought-provoking information (I will share this podcast with family and friends).  I still cannot get their hilarious “rap” out of my head!  In all, the podcast affirms that you must pay attention and closely analyze all information and not take the information at face-value because of feelings or emotions.  This makes me think back to reports where the SC DHEC has stated that the spread of the Corona virus was decreasing in South Carolina.  Someone brought it to my attention that of course the numbers would appear to decrease without testing occurring frequently.  We looked to see if any testing had been done that week and we could not find testing sites in the area.  Growing up, I was taught that what the teacher said was believed to be factual information.  No one know everything and even teachers make mistakes.  It is imperative that we also teach our students to critically evaluate the information that they choose to partake, especially in this instant digital age. 

There were so many interesting points in this podcast, but what stuck with me were a few points by Clay Johnson.  Mr. Johnson (2017) stated the importance of being abreast of what your local politicians and elected officials are doing and suggests that his listeners be more active and involved.  These officials will make decisions that directly impact you and your community.  He ends by stating that no matter your political affiliation, we have a responsibility to serve and help our neighbors.  We must give our students (and the community) the tools needed to be effective users of technology.  It has motivated me, as a future librarian, to be more cognizant and pro-active in the “on-goings” of my community.  I want to fill my "librarian diet" with less junk (that may be pushed through social media) and do more fact checking and reading of more credible works. 

 

 

Post #1:  AASL and ISTE

        While reviewing the AASL (American Association of School Librarians) and ISTE (International Society for Technology in Education) standards, it reminds me of the scene in Ferris Bueller 's Day Off, when the history teacher is presenting a lecture to the class and all of his students stare blankly at him.  It is a hilarious scene in this film, but this becomes a serious issue in reality.  Long gone are the days where the school librarian simply sits at a circulation desk to check materials in and out.  Students can no longer be educated in settings where they can passively sit and be spoon fed information to be regurgitated later, with a paper-based assessment.   If these students had been given choices in their learning and allowed to explore the topic presented using a myriad of resources, would this lesson have looked differently?   

                                      

       Similarities in the AASL and ISTE standards are the ideas of empowerment and student choice.  In O'Conner's 2019 article, Now Serving an Appealing Menu of Digital Literacy Tools & Resources, her students are tasked to tell about their favorite book and to research questions about the author.  O'Conner chooses a variety of digital literacy tools and resources in which her students can choose from.  She allows the students to choose the tools that are a "best fit" for them. These address both the ISTE standard of empowering the learner and can be categorized in the Create/Curate AASL standard.  What if Bueller's teacher had implemented the AASL and ISTE standards together?  We would not have that priceless and "teachable moment" movie scene.  

       The AASL and ISTE have standards that focus on student learning and best practices in teaching.  Both organizations also have standards not only for learners but for other school professionals.  O'Connor's district streamlined the AASL, ISTE, and district standards into “Student I Can Statements and Evidence of Assessment Opportunities” posters.  "The posters also serve to guide our interactions with colleagues, our school communities, and other stakeholders" (O'Connor, 2019, p. 18).  Both standards seem to consider that "a whole village" (educators/teacher-librarians/teachers, coaches, students, and stakeholders) is required to effectively educate our children.  Both the AASL and ISTE have standards that focus on student learning and best practices in teaching.  Both organizations also have standards for learners and other school professionals. 

        Additionally, one of the core foundations of both the ISTE and the AASL is for students to be responsible digital citizens.  With O'Connor's tasks students were expected to comment on others' work in a respectable way.  Her lessons inspire students to can be kind, ethical, and safe in the digital world.    

        One difference between the AASL and ISTE standards are that the AASL standards have been carefully crafted for use by the school's librarian and encompasses best practices that can be used to develop a strong curriculum, no matter the discipline, in any k-12 school setting.  In short, the AASL Standards Integrated Framework is an umbrella of standards specifically written with the learner, the school librarian, and the school libraries in mind.  Also, in the AASL learner standards, literacy is carefully intertwined, but the standards can be used with any discipline.  The AASL standards are centered around the holistic growth of the student and their individual needs.  The ISTE is solely focused on how to best integrate and promote technology within an education setting.  Unlike the AASL standards, the ISTE has a set of standards for coaches to implement.  

        In all, the AASL and ISTE standards can work together, as a cohesive unit, to provide teacher-librarians the tools needed to offer students quality learning experiences, enhanced with technology and collaboration, and the utilization of best practices. 

References

American Association of School Librarians. (2018). National school library standards for learners, school librarians, and school libraries. ALA Editions, an imprint of the American Library Association.  

O'Conner, M. L. C. (2019). Now serving an appealing menu of digital literacy tools & resources. Knowledge Quest, 47(5), 16-21.