Horizon Report

Education has met its match. While trends in education change rapidly, technology evolves even faster. Just when schools seem to catch on to the latest technology movements, something new has already been launched and coveted by teachers everywhere. The New Media Consortium’s Horizon Report: 2012 K-12 Edition is a way for school districts to “look ahead” to see what technology is emerging, and start thinking about how these tools can be used in teaching, learning, and creating inquiry within their schools. “Technology skills are critical to success in almost every arena, and those who are most facile with technology will advance while those without access or skills will not,” (NMC Horizon Report: 2012 K-12 Edition, 2012, p. 8). As we think about putting our students’ learning at the forefront, teaching them how to communicate, collaborate, and share with others is important for them to be successful citizens in the 21^st Century.

According to New Media Consortium (2012) report, “sense-making and the ability to assess the credibility of information are paramount,” (p. 7). These responsibilities can be directly tied to the librarian and his/her role within the school library. Librarians, in collaboration with classroom teachers, must engage students in real-life inquiry based learning experiences where students need to locate, evaluate, analyze, and synthesize information from multiple sources. Without these skills, students will struggle in an information-rich society. The New Media Consortium suggests that when students make meaningful connections between what they are learning in the classroom and the world around them, engagement increases, as well as preparedness for living in that world, (p. 10).

Augmented reality intrigued me, not just as a future teacher-librarian, but as a classroom teacher as well. According to Patricia Brown (2015), “Augmented reality is a way to bring a new dimension to learning. By unlocking the every day world, one can dig deeper and engage learners in a new and interesting way,” (para. 3). Students are now creating layers upon layers of information to the content they are learning, and making the information interactive and purposeful for others to view.

The potential for using augmented reality in the library is great. Students can create digital trailers of their favorite books, and share it with the rest of the school by a simple scan of the jacket or QR code. For students sharing knowledge upon completion of research, presentations can be interactive and museum-like where others are walking around with devices scanning images or codes that link to videos, digital print materials, virtual field trips, etc. Augmented reality can really transform the library and classroom into a one-of-a-kind experience where students feel connected to the content they are learning. Students are highly engaged, and take charge of their own learning.

With any technology, there are disadvantages. Augmented reality apps can be costly, so districts will want to make sure they have funds to maintain the technology. Another disadvantage if used to replace traditional learning styles is that students can become too dependent upon the digital information, and do not develop skills such as speaking, listening, and interacting with others. I also see that time could be a problem. Teachers and librarians will need to collaborate to make sure students have enough time to create their projects using augmented reality.

After reading this report and learning about augmented reality, I am looking forward to incorporating this technology into my own classroom. I can see the benefits outweigh the disadvantages, and believe my students will be more excited about learning.

Here is the link to my e-portfolio:
https://sites.google.com/site/ervelectronicportfolio/

References:

Brown, P. (2015, November 2). How to transform your classroom with augmented reality. EdSurge. Retrieved from https://www.edsurge.com/news/2015-11-02-how-to-transform-your-classroom-with-augmented-reality

Johnson, L., Adams, S., and Cummins, M. (2012). NMC Horizon Report: 2012 K-12 Edition. Austin: TX: The New Media Consortium.

Cyberbullying and Netiquette

With the prevalence of technology in our students’ everyday lives, cyberbullying is on the rise. According to Aoyama and Talbert (210), 15% to 57% of students have experienced cyberbullying, (p. 186). That statistic is startling. Unfortunately, cyberbullying is not going away any time soon. Aoyama and Talbert (2010) wrote, “teachers, administrators, and parents are not well-prepared to handle cyberbullying. When it comes to technology, it is possible that younger generations are much better versed than adults,” (p. 185). Students may be tech-savvy; however, schools and libraries can be proactive by teaching students how to be digital citizens and using precaution. In order to protect all of our students, it requires a collaborative effort between administration, teachers, librarians, and parents.

Cyberbullying poses challenges for teachers and librarians. Despite Aoyama and Talbert’s (2010) claim, “…cyberbullying is more likely to happen outside of the school,” (p. 192), administrators, teachers, and librarians need to be aware of how students are using electronic devices, social media, and other Web 2.0 tools because cyberbullying can happen anywhere. These same technologies that students are using to harm others can be used in schools so students learn how to use them appropriately. It is critical that teachers and librarians learn the various technologies students are using, and that the develop lessons that incorporate these tools so that students can be taught how to use them purposefully and responsibly. Many schools lend out laptops or tablets to every student to use for assignments, class discussions, or research. Students now have more opportunities to engage in unethical and irresponsible behavior. Librarians can work with district officials to block certain sites that are irrelevant to student learning. Instead of employing Facebook to share information with others, teachers and librarians can use password-protected learning management systems such as Edmodo where the leader must approve discussion responses before anyone else in the closed class can view them. When presenting a new technology to students, I think it is important for librarians to share the purpose of the tool, how to use it appropriately, and what could happen if it is used for purposes other than those intended. For example, students need to learn how ad companies use a user’s search history to create pop-ups, or how Facebook can share photos posted on a person’s site with anyone. Students are unaware of these types of “hidden” things, and do not know the implications they can have.

There are different expectations at home and school for technology use, making it difficult for school personnel to monitor how students use technology outside of school. This poses another problem for librarians. Librarians can monitor students using technology in their libraries; however, once the students go home, rules no longer have to be followed unless enforced by a parent or guardian. To make parents aware of the dangers of technology, librarians can provide information on digital citizenship and safety by holding an evening workshop, writing a newsletter that is sent home, or speaking at curriculum night. Parents may be unaware of the dangers, or what their children are using technologies for.

Administrators, teachers, and librarians recognize the need to teach students about digital citizenship; however, they are at a loss for how to teach it. According to Nicole Krueger (2014), author of 9 Resources for Teaching Digital Citizenship, “In classrooms where digital citizenship is taught effectively, the teachers often share two things in common: They model ethical technology use for their students on a daily basis, and they naturally incorporate conversations about it whenever technology is part of their lesson plan.” Teachers and librarians can help students understand netiquette is by modeling the behaviors themselves. When using technology with students, teachers and librarians need to model safe, responsible, and ethical practices so their students see the value in “doing the right thing.” Also, rather than teaching digital citizenship in an isolated unit, teachers and librarians should weave it throughout the school year in lessons where information and technology are used. The more times students hear the message, the more likely they are to remember it and apply it. In addition, librarians can educate parents about the hidden dangers of technology, and encourage that they oversee what their children are doing on the devices they are given.

Also, teachers and librarians can help students by teaching lessons on empathy. According to Aoyama and Talbert (2010), “Perpetrators are often less restrained in their attacks on the victim because they cannot observe the consequences or pains the victim suffers,” (p. 190). The authors further explain, “In real life face-to-face settings, our behaviors are modulated by the emotional reactions of others; however, because perpetrators face no social/peer disapproval and the threat of punishment in cyber-space, their behaviors can be more extreme than they normally would be,” (Aoyama and Talbert, 2010, p. 190). As technology use increases in school and at home, students are no longer learning how to read social cues because opportunities to communicate face-to-face are eliminated. Teacher and librarians can read children’s literature such as The Invisible Boy by Trudy Ludwig, Mr. Peabody’s Apples by Madonna, or Be Good to Eddie Lee by Virginia Fleming. These books lead to powerful discussions about bullying, and help students understand the impact these behaviors have on others.

In my elementary school, the librarian teaches students about the importance of being an ethical and responsible digital citizen. Our librarian models appropriate use of technology, and holds students to the same standard. Lessons with technology provide students opportunities to demonstrate that they can use it safely, responsibly, and respectfully. The local police department also comes out to talk to students and parents about Internet safety.

References:

Aoyama, I. & Talbert, T. L. (2010). Chapter 12 Cyberbullying internationally increasing: New challenges in the technology generation. Adolescent Online Social Communication and Behavior: Relationship Formation on the Internet. Hershey, PA: IGI Global. DOI:10.4018/978-1-605660926-7.ch012

Krueger, N. (2014, December 23). 9 Resources for Teaching Digital Citizenship. Retrieved from https://www.iste.org/explore/articleDetail?articleid=242&category=ISTE-Connects-blog

Social Media in the Library

According to the International Society for Technology in Education (2016) or ISTE, Standard Seven states, “Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally,” (Global Collaborator section). Social media, such as Facebook and Twitter, is listed as an example of digital tools described in this standard. So, to ignore the use of social media in the classroom or library would mean that teachers and librarians are disregarding a standard that prepares our students for the 21^st Century.

I believe student use of social media has a place in the classroom and library; however, it should be used with caution and under the direct supervision of an adult. Classroom teachers and librarians can use social media to teach students about digital citizenship, or “norms of appropriate, responsible, ethical behavior with regards to technology use,” (Herff Jones Achievement Series, 2011, p. 8). Knowing that students already have access to social media at home, Susan Brooks Young sees the benefits of teaching ethical use in schools by comparing it to teaching teens to drive. She quotes, “You would never just give that child a set of keys,” (Herff Jones Acievement Series, 2011, p. 4). Students need to be explicitly taught digital citizenship if we expect them to use technology appropriately.

Rather than using Facebook or Twitter to connect with students and parents, I feel more comfortable using a secure learning management system (LMS) such as Edmodo or Canvas that is password-protected. As educators, we have the responsibility of protecting our students. These learning management systems not only require approval from the teacher before posts are seen by others, but also do not permit sharing with others outside the password-protected site. Teachers and librarians can engage learners by posting assignments, quizzes, polls, and discussion questions. Students are able to collaborate with peers from the comforts of their own home, as well as get immediate support from the teacher on assignments.

Bookopolis and Biblionasium are two safe places where elementary students, ages seven and up, can begin their journey with social media in the library. Students can review and share their favorite books with others. Because these sites require a parent’s e-mail address, parents can track their child’s activity and posts. Librarians can use these sites to promote a love of reading, as well as teach students about how to make responsible, ethical, and safe posts.

While I do believe that social media should be used in classrooms and libraries, my endorsement does not go without concerns. Herff Jones Achievement Series (2011) quotes Cindy Long stating, “The key is finding a way to take advantage of the learning opportunities social media provides while striking the proper balance between protecting kids and preserving professional boundaries,” (p. 6). Educators need to be transparent when it comes to communicating with students, especially on social media where conversations could be sent privately. In order to protect themselves, educators should require administration and parents to follow the social media sites so conversations are visible. Also, cyber-bullying has become an issue with the use of social media. Students are using it as a platform to publically embarrass others. Through close supervision and monitoring by educators on classroom sites, this behavior can be avoided. Unfortunately, educators cannot control what students post their personal Facebook or Twitter accounts, but many districts are moving towards policies that can punish students that bully others on any social media platform with proper evidence.

While there are many concerns that come with social media, I believe with explicit instruction and direct supervision, it can be used effectively and appropriately to connect students, teachers, librarians, and parents.

References

Herff Jones Achievement Series. (2011). The educational promise of social media.

International Society for Technology in Education (2016). ISTE standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

Education Techitorium Link

Education Techitorium: Tools for Students, Teachers, and Librarians

Here is a link to our presentation for technology tools for students, teachers, and librarians. You can access links to reviews, additional readings, and other similar technologies. Enjoy!

Quest to Be 21st Century Learners

With the Next Generation Science Standards making their way to the scene in 2017-2018 and the Standards for the 21^st Century Learner, there is a strong emphasis being placed on inquiry-based learning in the classroom. Web Quests, or inquiry-based lessons where students interact with online tools to gather information, are one way to bring inquiry learning into the classroom.

WildWeather (click on link) is an excellent resource for students, grades K-2. This introductory web quest is highly engaging, and offers young students a variety of online tools at different levels for a wide range of abilities. Since it is geared towards primary students, the inquiry is very simplistic and straightforward so students become comfortable with the process of using online tools to gather information. In this web quest, students COLLABORATE, CREATE, SHARE, and EVALUATE their learning! Some Web 2.0 tools are suggested for sharing information with others.

Here are some highlights of Wild Weather:

·    High Interest: Young students, grade K-2, will be learning about weather patterns in the world around them. Many students find severe weather fascinating, so their curiosity leads to inquiry.

·    Simple: This web quest is geared towards primary students. The inquiry question is straightforward, and the directions are clear.

·    User-Friendly: The structure of the web quest is laid out sequentially on one page. Students click on the image for the severe weather type they choose, and all of the online resources are listed together. Usernames and passwords are provided so students do not have to interrupt learning to ask for them.

·    Choice: Students get a choice in their inquiry-based learning. There are four different types of severe weather listed: tornadoes, blizzards, hurricanes, and thunderstorms. The students also get to select the final product to share their inquiry with the rest of the class.

·    Organization: The web quest is organized logically and sequentially. All information students needs about the web quest including the task, process, and evaluation rubric are on one page. This makes navigation through the web quest easy, and primary students will not get lost through the journey.

·    Variety of resources: Students do not just use online print resources, but videos are also included for students to view and listen to. Additional online resources schools have access to can be added to the lists.

·    Collaboration: After the initial process of gathering information independently, students work in small groups according to the severe weather type selected, and they share what they have learned through a guided discussion with questions provided. Questions are open-ended, and allow for debate among students.

·    Creation: Students use their creativity to share the information they learned in a unique way. Students can create a PowerPoint or Google Slides presentation, a brochure, or a blog. Teachers or librarians can add other tools such as PicCollage, Explain Everything, Little Bird Tales digital storytelling, or other new technology tools for students to creatively share the information they learn with others.

·    Sharing: Student groups will share the final product with the rest of the class.  Each member of the group is encouraged to present some part of the information or final product.

·    Evaluation: The rubric is simple. Students evaluate the information gathered, the final product, and their participation within the small group.

If this web quest does not meet the needs of your students, all parts can be modified. For example, some primary students may have a difficult time reading the online articles from Weather Wiz Kids, Scholastic, and Science Kids. The teacher or librarian can plan to have an intermediate class, grade 3-5, partner with the students to help read the information aloud. Another idea would be for the information to be prerecorded on an iPad so that students can listen to it while having the webpage open to follow along.

This web quest is an excellent starting point for inquiry-based learning in the primary grades. With the youngest students, the inquiry process needs to be simple, straightforward, and clear so they are successful using the process and tools. This is just the beginning of their quest to be life-21^st Century learners and life-long information seekers!

References:
Giradi, M. (2016, June 26). Wild Weather Web Quest. Retrieved from 
http://goshenschoolsny.org/Schools/SAS/TeacherPgs/mwest/Weather%20Webquest.cfm