Storytelling

The Owl and the Grasshopper A wise old owl had just told the sun goodnight in the quiet of the morning as he was drifting off to sleep. When out of nowhere the loudest noise arose almost knocked the sleepy owl from his perch. The very sleepy owl asked the grasshopper in his kindest and politest voice to please wait until the sun was seating to perform his music. But the grasshopper not wanting to be told when to sing, only sang louder. Being the wise old owl, he use flatter on the vain grasshopper. The grasshopper only thinking of himself and his own enjoyment. The owl encourage the grasshopper to sing louder so the flowers in the far valley could hear his lovely voice. As the grasshopper sang out the owl interrupted him saying that his voice sounded off key. The wise old owl offer him a drink to see if that would help his voice. As the grasshopper move closer to the owl to get a drink the owl gobbled him up.

Blog Post 4: Technology Leadership Role of School Librarians

The application of technology in the schools is the teacher librarians’ responsibility. Librarians have specific standards to teach. The main focus of the standards is to teach children to be life long thinkers and learners.  Along with the standard of ISTE to create learning in digital world, technology must be integrated into all aspects of education. “As technology permeates teaching and learning, teacher librarians are continually directed from professional standards and guidelines, as well as from theorists and researchers in this area, to assume leadership roles in integrating technology in schools” (Johnston, 2012, pp. 18). Librarians need to be at the forefront of guiding teachers to integrate technology into their lessons. Some of the benefits to having a librarian that is familiar with Web 2.0 tools and know how to integrate them in to a lesson are another head and hands to help prepare the lesson and teach it. The librarian is one of the best resources for teachers. The Standards for the 21^st Century Learners focus on the learner acquiring new knowledge and being able to use it to make informed decisions to apply to new situations, create new information while being ethical. The librarian is in a position to encourage learners to focus on their interests and to become life long learners. Reading is the foundation skill for learning. “Reading goes beyond decoding and comprehension to interpretation and development of a new understanding” (American Association of School Librarians, 2007). If technology is not taught students will be unprepared to meet the demands of the 21^st century.  “Teacher librarians have a vital role to play in making certain that students develop the 21^st century skills that will enable them to use technology as a tool for learning and for participating in a digital culture” (Johnston, 2012, pp. 18). Students that are in school know do not know a time when there was a not personal computer. These students apply their 21^st century skills from an early age.

With Web 2.0 tools students and teachers create engaging lessons and projects to meet the standards.  Reflecting on the Web 2.0 tools there is so many that can be used. Some are easy and have lots of possibilities. Some that were tried are: Thinglink, Padlet, Animoto, TedEd Technology, Pearltrees, Masher, Storify, Storybird, My Storybook, and Comicmaster. This is just a few that were used and reviewed. With each one the students would be engaged and increasing their 21^st century skills.  

American Association of School Librarians. (2007). Standards for the 21st century learner. Chicago, IL: American Association of School Librarians.

International Society for Technology in Education (2008). ISTE Standards Teachers Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

Johnston, M.P., (2012). Connecting Teacher Librarians for Technology Integration Leadership. School Libraries Worldwide, 18(1),  18-33.

Union, C., Union, L., & Green, T. (2015). The Use of eReaders in the Classroom and at Home to Help Third-grade Students Improve their Reading and English/ Language Arts Standardized Test Scores. Techtrends: Linking Research & Practice To Improve Learning

Blog Post 3: Technology Implementation Strategies

The research by Craig Union, Lori Walker Union, Lawrence and Tim Green looks at the effects of eReaders on students standardize test scores. This paper also gave examples of lessons with the Nook. These lessons also can be used with other eReaders. The research went through the five stages of using the eReader with students. The results of the research were very interesting.

Students in the K-5 classroom have grown up with technology. The research looks at weather  “portable technology interventions can significantly improve student performance in K-5 learning environments “(Union, Union, & Green, 2015, 71).

They do not know a time when there was not portable technology. With technology uses students are more engaged and can apply their critical thinking, problem solving, and collaboration skills.

The research looked at third graders from one class that completed lessons on the Nook. They were compared to students in four other classes that did not use the Nook. All five classes were from the same school and took the Georgia Online Assessment System and the Criterion-Referenced Competency Test (CRCT).  The data from Georgia Online Assessment System was used as a baseline since it was given at the end of second grade. After the intervention using the Nook the students data on the CRCT was used to determine growth. The researchers also used logs and antidotal notes of daily events of the use of portable devices at school and home.   To guided the research the researcher look at the following three questions:

1.     Are there differences between the average CRCT reading scores of students who learned with eReaders and those of students in other classes who did not learn with eReaders?

2.     Are there differences between average CRCT English/Language Arts (E/LA) scores of students who learned with eReaders and those of students in other classes who did not learn with eReaders?

3.     In what ways does the behavior of students who used eReaders in the study reflect student responsibility and the physical durability of the eReaders? “(Union, Union, & Green, 2015, 74).

The result showed that the students that used eReaders had better reading scores on the CRCT as opposed to students that did not use eReaders. The same was true for question 2. The students that used eReaders preformed better after the intervention of eReaders on the CRCT E/LA. The last question the researchers look at was the responsibility of children and the durability of the eReader. The results for this question were determined by notes and logs that the researchers completed. There was no damaged or lost of any Nook.

The stages of using the eReaders for the research with students were: Stage 1- how to use the Nook and the functions of the Nook. Stage 2 – students worked on assignments with the Nook and becoming more familiar with the functions. Stage 3 – the Nook was taken home with assignment to complete on the weekend. Stage 4 – the students decide which way they would rather read, on the nook or by book. The last stage of the research the students could use the Nook to read during class and at home with no real assignments.

The use of portable technology is very beneficial to the generation that is in elementary or K-5 now. The conclusion from this research is that students are engage in learning. “When motivated students are engaged in reading, their reading comprehension and achievement as well as their vocabulary improves.” (Union, Union, & Green, 2015, 79).

Union, C., Union, L., & Green, T. (2015). The Use of eReaders in the Classroom and at Home to Help Third-grade Students Improve their Reading and English/ Language Arts Standardized Test Scores. Techtrends: Linking Research & Practice To Improve Learning

Blog Post 2 Handhelp Devices

The three key point of Elizabeth Marcoux article the phone: learning are: 1) students have them, 2) how libraries can use cell phones, 3) drawbacks.

Using cell phones in the classroom enhance students learning. With cell phones becoming more of a mini computer. Cell phones will be the primary devices for many students (Marcoux, 2009. pp. 73).  Students use the “cell phones to access information that leads students to more information, more understanding and compassion”(Marcoux, 2009. pp. 73). This is one of the important questions to consider when using cell phones for learning.  Cell phones have been used for a while as a survey instrument. Cell phones are capable to give quick feedback to guide instruction. With cell phones being able to do more thing then just text or make a call they can become a valuable device. Cell phones can be used as a device to read books or e-publications. “Cell phone will become the primary Internet connection tool by 2020” (Marcoux, 2009. pp. 73).

Librarians and teachers are finding ways to use handheld devices. Librarians and teachers can communicate with students when not face to face. The library web site needs to be mobile device compatible. It also need to be of quality and resources that students turn to first for information.  Students can use the web site to do research without even coming into the library. With cell phone students can ask questions instantly and get a quick response. Students can follow a librarian blog and blog themselves. Students can communicate with the librarian even if it might not be cool to be seen in the library. Cell phones allow people that might not connect be able to connect.

When using cell phones in school there are many hurdles to overcome. One of the major ones is privacy concerns. Commerce will entice consumers to trade privacy for discounts. “Copyright will be a ‘dead duck,’ virtual reality sanctuaries will will provide an escape from cyberspace, and viciousness will prevail over civility” (Marcoux, 2009, pp. 74).

Some thoughts about how I would use cell phones in the library. First your web site must support mobile devices. Then I would use for students to create book trailers. To share reviews about books in a blog. Students could find information and research. Encourage students to create lessons on topics that are important for students to know, such as copyright, fair use and creative commons. Students always have their cell phone with them. Librarians and teachers need to embrace the technology to enhance student learning.

Resources:

Marcoux, E. “Betty.” (2009). the phone: a tool for learning. Teacher Librarian, 36(4), 73–74.

Post 1: Technology Weakness and Strengths

The ISTE standards for teachers consist of 5 standards for teachers to meet. They basically say inspire student learning and creativity, use digital tools to enhance the learning experience, model digital work and learning, promote digital citizenship, and professional growth  As a teacher, my strengths lie in my ability to use, adapt and teach others about technology.  I have been the campus digital learning leader for several years and am very comfortable with most things technology. I help teachers with their technology issues. I have had some Google training on new ways to use Google with my students and sharing information with parents.

My weakness is finding the time and having the forethought to have lesson ready for students. I will think of a great way to use technology in the middle of the lesson or after I have already completed the lesson. My district is just getting on the Google fever. I use the Google products they give us but only minimally.  One of the standards that ISTE have is “inspire student learning and creativity”. Although my students work with technology everyday, I usually have a project for them to complete. I do not have many options for creativity or collaborating on a project together.

My strengths of having a passion for technology will come in handy as the learning curve for technology becomes higher and teachers do not have the time and feel left behind. I like to help teacher and students learn to use technology and enjoy it. As a teacher I am impacting the students in my classroom but as an librarian I will be able to help teachers more.

ISTE Standards for Teachers (2008). International Society for Technology in Education. Retrieve from http://www.iste.org/standards/iste-standards/standards-for-teachers

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