Tuesday, December 1, 2009
Diversity in the media center
With the population explosion that we have had at my school, it is important that all students feel included and wanted when they come to the media center. It is important that no matter what learning style or disability that they have access to every possible resource available. As media specialists, we must know our student population so that we can include materials about their cultures. As we do this, the students are able to learn more about their cultures as well as share the information with their classmates. Having the materials available allows the students to have success in learning as well as maintaining a sense of self when connecting to the materials.
Monday, November 30, 2009
Diversity and the Media Center
Diversity has many meanings. First there is diversity in our cultures. Then there is diversity in our learning styles. In our schools we have both. It is our responsibility as media specialist or future media specialist to make sure that we have provided both for our students. We want our students to feel that they can come into the media center and find what they are looking for in the various forms that will suit their needs. If we all learned the same way or lived the same way then we would live in a very boring world. That is why there is so much diversity in the many different avenues in life. In a media center if a child needs large print books, books on CD, computer programs that enhance their reading, or just plain books we should provide that for them. If a student comes with different cultural diversities then we should provided them with those types of media resources also. Everyone is different so we need to look around our school community and make sure that we provide the needs of our students.
Monday, November 23, 2009
Digital Storytelling and Ebooks
I introduced my students to digital storytelling last week with http://www.storylineonline.com/. It is a website where members of the Screen Actor's Guild read a book. The actors introduce, read, and show the pictures to the students. The students are introduced to books we may not have in the media center, but are able to get at the public library. I also had shown Fifth grade how to create their own digital story with photos from their visit to STARLAB at Dobbins Air Force Base. The Fifth graders then wanted to use Photostory to create projects for the end of the year. They took pictures of their favorite teachers, classrooms, friends, and other places at school. The students then out the pictures in the order of importance to them. We then added music to them Because the music was already included, we were able to stay within copyright laws. Once they completed the project, we saved it to a CD and the students were able to show their parents at the end of the year.
While we do not have E-books at our school, persay, we do have online research resources. We have encyclopedias, websites, and other online resources for our students. The county has started introducing ebooks to the high schools with the hope of sending it to middile schools and elementary schools. They will be beneficial to the students who want to read a book but the hard copy is checked out. The checkout time for an ebook is usually twenty-four hours where the students are able to read the books and then returning them for someone else to read. With the introduction of e-books into the media centers, the students will be able to read their favorite books when they want without having to wait on it to be returned.
While we do not have E-books at our school, persay, we do have online research resources. We have encyclopedias, websites, and other online resources for our students. The county has started introducing ebooks to the high schools with the hope of sending it to middile schools and elementary schools. They will be beneficial to the students who want to read a book but the hard copy is checked out. The checkout time for an ebook is usually twenty-four hours where the students are able to read the books and then returning them for someone else to read. With the introduction of e-books into the media centers, the students will be able to read their favorite books when they want without having to wait on it to be returned.
Digital Storytelling and Ebooks
As educators, we are always looking for ways to make the curriculum we have taught to our students "stick". Before our last face to face class session, I had never heard of students creating digital storytelling projects. Even after a long day of working and driving all the way to Carrolton, I was drawn in by the digital storytelling examples that were shared during class. These projects must have been very memorable for the students who created them. What a fun way to learn!! Yes, there are many obstacles to overcome when doing a project like this with students. In a real classroom setting, many students may have a hard time with a project like this. You have to model for them how to complete the story board, and many students will not be familiar with Moviemaker. Like us, they have never been exposed to this type of learning. I believe that after you have gone through one digital storytelling project, it will be much easier for students to do it a second time on a different topic.
When I think of digital storytelling, I think of the Amazon's Kindle. Just this week, I have been training high school students on how to use GALILEO. I opened up my lesson reading an article about how Saturday mail may be discontinued. The article stated that mail volumes are declining. We had a discussion about why mail volumes are declining in the digital age and what implication this may have on libraries. This got the students thinking about why digital information and search tools such as GALILEO are important. It is very important that students know how to use digital information tools as they enter college.
In the high school media center electronic reference materials can be considered an "ebook". GALILEO offers the same type of information available in an encyclopedia, but the information is electronic. Our media center has never purchased an "ebook". The reason is that there is not a very high demand for these electronic materials. Just this year; however, I had a teacher request an electronic teaching resource. She was asking for a GALE poetry reference material. I looked into purchasing the ebook for her, but I found that the reference e books cost $1,900, not something I have in the budget at the time. Now that I know this is a material will be utilized by the teacher, I will look into purchasing the digital reference materials next year. I am planning on asking the teacher to train other teachers on how to use the GALE electronic poetry resources, so they will be used by other teachers as well.
As we talk about digital story telling and ebooks, it is important to remember that there are free materials out there on the web for teachers to try. It would be a good idea to train teachers on where to find these free electronic resources in hopes that these materials will be used to enhance learning in the classroom.
When I think of digital storytelling, I think of the Amazon's Kindle. Just this week, I have been training high school students on how to use GALILEO. I opened up my lesson reading an article about how Saturday mail may be discontinued. The article stated that mail volumes are declining. We had a discussion about why mail volumes are declining in the digital age and what implication this may have on libraries. This got the students thinking about why digital information and search tools such as GALILEO are important. It is very important that students know how to use digital information tools as they enter college.
In the high school media center electronic reference materials can be considered an "ebook". GALILEO offers the same type of information available in an encyclopedia, but the information is electronic. Our media center has never purchased an "ebook". The reason is that there is not a very high demand for these electronic materials. Just this year; however, I had a teacher request an electronic teaching resource. She was asking for a GALE poetry reference material. I looked into purchasing the ebook for her, but I found that the reference e books cost $1,900, not something I have in the budget at the time. Now that I know this is a material will be utilized by the teacher, I will look into purchasing the digital reference materials next year. I am planning on asking the teacher to train other teachers on how to use the GALE electronic poetry resources, so they will be used by other teachers as well.
As we talk about digital story telling and ebooks, it is important to remember that there are free materials out there on the web for teachers to try. It would be a good idea to train teachers on where to find these free electronic resources in hopes that these materials will be used to enhance learning in the classroom.
Sunday, November 22, 2009
Digital Storytelling and eBooks
Well this is yet another technology that I had not heard of until this class. I can see where this could be a great resource for teachers introducing standards in a very different way from what the students are normally use to. I work in a primary school (Pre-2) so I am not sure that the student would be able to tackle this enormous task on their own. This would be something that would probably be teacher driven. The students would be able to learn a great deal but I do not think that they could accomplish this without intensive involvement from the teacher. At this age and even elementary and middle school the media specialist and the teacher would probably need to prepare the files for pictures, sounds, and video clips for the students because of all the copyrights and citing task that accompany the task of digital storytelling. This has proven to be an enormous undertaking for me.
In the book Library 2.0 and Beyond it is stated that there are seven elements to digital storytelling. They are: the point of view, a dramatic question, the emotional content, the gift of the creator's voice, the power of the soundtrack, the ecomony, and the pacing. This would be a great experience for students to use their creative and individual styles to create something that would be very informational and interesting. Because the digital storytelling is not a very long story it gives the creator just enough time to hook the audience. The objective is to give enough information to leave the audience wanting to know more about the subject. If used by teachers this would give the students enough information for them to WANT to learn more about a topic that they might normally think boring or why do I need to know this. I think that this is a great technology that could become something great for the teachers and the students.
I have check with different schools, from primary to middle schools, in our county and no one uses eBooks. They do use online encyclopedias, encyclopedias and atlases on CD's, Britannica Elementary through Galileo, and some books on CD's that they use the printed book to follow along. The media specialist at our middle school said that she has considered purchasing them but the students have a hard enough time keeping up with the regular books so she is not sure that this would be a good investment. She said that she would like to know more about how others would circulate the eBooks in their schools.
In the book Library 2.0 and Beyond it is stated that there are seven elements to digital storytelling. They are: the point of view, a dramatic question, the emotional content, the gift of the creator's voice, the power of the soundtrack, the ecomony, and the pacing. This would be a great experience for students to use their creative and individual styles to create something that would be very informational and interesting. Because the digital storytelling is not a very long story it gives the creator just enough time to hook the audience. The objective is to give enough information to leave the audience wanting to know more about the subject. If used by teachers this would give the students enough information for them to WANT to learn more about a topic that they might normally think boring or why do I need to know this. I think that this is a great technology that could become something great for the teachers and the students.
I have check with different schools, from primary to middle schools, in our county and no one uses eBooks. They do use online encyclopedias, encyclopedias and atlases on CD's, Britannica Elementary through Galileo, and some books on CD's that they use the printed book to follow along. The media specialist at our middle school said that she has considered purchasing them but the students have a hard enough time keeping up with the regular books so she is not sure that this would be a good investment. She said that she would like to know more about how others would circulate the eBooks in their schools.
Monday, November 16, 2009
Technology Training
Like DeeAnn's school, funding for Staff development is used for things other than technology. We are a Title I school and our focus is reading and math. While most of our teachers are "technology literate," some avoid using it as much as possible. Technology is used in the training that is currently taking place. It is used as an additional resource rather than standing solely on its own and showing what it can be used for in teaching the students.
When we received our SmartBoards two years ago, we received a brief training on how to use it, create lessons, etc. The incentive for attending the training was having the software downloaded to our laptops and greater access to them. We received FASTMATH software which improves students' knowledge basic math facts. Our academic coach and I went to the training and then redelivered the information to the staff. There was no incentive given for doing the training, it was mandatory. While it was understood that we would be using it on a regular basis and the teachers needed to know how the software worked and read the reports, they were already inundated with other training and information they were required to do to receive the PLUs they were given.
My goal at the end of this year is to talk with our principal and technology specialist about incorporating technology training for our staff into their staff development plan. When I taught our 3rd, 4th, and 5th grade students the new things that they can do with Destiny, the teachers learned with them. While the students were the initial audience, I found that their teachers also took part because they found that they could create lists of books and materials that they would be able to use in the future. Once the lists were created, the teachers would be able to pull the resources for the units they are teaching without having to repeatedly search for them every year when the unit came.
I would like to show the teachers how to incorporate the virtual library that Cobb County has as well. They know it exists, but could use a refresher course since new resources has been added in the last two years. It is something they can share with their students and the students can then share with their parents at home.
When we received our SmartBoards two years ago, we received a brief training on how to use it, create lessons, etc. The incentive for attending the training was having the software downloaded to our laptops and greater access to them. We received FASTMATH software which improves students' knowledge basic math facts. Our academic coach and I went to the training and then redelivered the information to the staff. There was no incentive given for doing the training, it was mandatory. While it was understood that we would be using it on a regular basis and the teachers needed to know how the software worked and read the reports, they were already inundated with other training and information they were required to do to receive the PLUs they were given.
My goal at the end of this year is to talk with our principal and technology specialist about incorporating technology training for our staff into their staff development plan. When I taught our 3rd, 4th, and 5th grade students the new things that they can do with Destiny, the teachers learned with them. While the students were the initial audience, I found that their teachers also took part because they found that they could create lists of books and materials that they would be able to use in the future. Once the lists were created, the teachers would be able to pull the resources for the units they are teaching without having to repeatedly search for them every year when the unit came.
I would like to show the teachers how to incorporate the virtual library that Cobb County has as well. They know it exists, but could use a refresher course since new resources has been added in the last two years. It is something they can share with their students and the students can then share with their parents at home.
Friday, November 13, 2009
Technology Training
In the school where I teach we have a wide range of technology expertise. A few are very technology savvy and a few do not use technology hardly at all. Most of the staff have an average level of technology skills. Professional development in our school is provided mainly during faculty meeting or in team/grade level meeting. The teachers are provided with PLU's as an incentive to participate in the trainings. The opportunity to provide technology training is limited because of lack of time and funding. We are a Reading First School so much of the professional development is surrounding the areas that the state requires of the Literacy Coaches. After all of this staff development when the word technology professional development is mentioned many teacher will respond "not another training."
I talked to my mentor and she told me that the different staff development that she has provided or would like to provide would include: web page development, how to use the resources provided in the media center like the laminator, poster maker, projectors, online card catalog, and how to fill out tech request forms. These are just some of the basic trainings that the media specialist is faced with on a regular bases.
The media specialist's DO's and DON'T's list. In the DO's list she would want to always provide the participants a computer to sit at while doing trainings that required using the computer. In training that the participants have to sit and just listen are not at all productive. If the training is learning a new technology the participants need to be able to actually do hands on practice. Also provide the participants with a simple handout with the direction so that when they are away from the training they can practice. In the DON'T list the main thing is not to require the participants to just sit and listen.
Our media specialist says that her experience with staff development is sometimes good in the fact that some teachers really are interested in learning new technology skills. The bad experiences would be with teachers that are resistant to change because of lack of technology skills and they feel very uncomfortable with learning new things.
I talked to my mentor and she told me that the different staff development that she has provided or would like to provide would include: web page development, how to use the resources provided in the media center like the laminator, poster maker, projectors, online card catalog, and how to fill out tech request forms. These are just some of the basic trainings that the media specialist is faced with on a regular bases.
The media specialist's DO's and DON'T's list. In the DO's list she would want to always provide the participants a computer to sit at while doing trainings that required using the computer. In training that the participants have to sit and just listen are not at all productive. If the training is learning a new technology the participants need to be able to actually do hands on practice. Also provide the participants with a simple handout with the direction so that when they are away from the training they can practice. In the DON'T list the main thing is not to require the participants to just sit and listen.
Our media specialist says that her experience with staff development is sometimes good in the fact that some teachers really are interested in learning new technology skills. The bad experiences would be with teachers that are resistant to change because of lack of technology skills and they feel very uncomfortable with learning new things.
Monday, November 9, 2009
Closed Circuit System/Video Distribution
Well like all the other technologies, we do not have this one either. I really feel that we are very much in the background with our technology. I had to check with some of the other schools in the county and one of them responded back to me. Several years ago the school had a connections class that offered video production. They would do the morning news over the closed circuit system. That was disbanded and the equipment was removed as well. They do use Channel One in the afternoons but other than that they use it for movies. An example would be the social studies classes that would need to see Gone With The Wind but there is only one copy so they could show it and all the classes could watch. The media specialist can play it in the media center, tell the teacher what channel and all can see. At one time they use to have Dish Network but that to has been dropped so Georgia Public Broadcasting can not be seen either.
At our school the teachers can access United Streaming through the computers with access codes and play movies that relate to some sort of standard for the students to watch. The computers are connected to the TV with an Avery Key device.
I looked through the GPB website and there are alot of interesting things that would be available for the teachers to access. I like the way that you can find standards for the things that are provided on the site.
Maybe one of these days our district will offer some of the technologies that we have learned about in the course.
At our school the teachers can access United Streaming through the computers with access codes and play movies that relate to some sort of standard for the students to watch. The computers are connected to the TV with an Avery Key device.
I looked through the GPB website and there are alot of interesting things that would be available for the teachers to access. I like the way that you can find standards for the things that are provided on the site.
Maybe one of these days our district will offer some of the technologies that we have learned about in the course.
School Broadcasting and GPB Resources
At Paulding County High School, we use Channel One as our school distribution system. This means of broadcasting information to the school can be wonderful, but also presents some challenges. One problem with Channel One in our school is that we have an entire building without Channel One TVs, so it is difficult to ensure information is getting to the entire school. The following are ways we have used Channel One:
1. Every night the Channel One News is downloaded into the box through a cable, and we can broadcast the news to classrooms at any point during the day. Some classrooms utilize this and others do not. Since we do not have a homeroom class period daily, many first period teachers do not have the time to show their classes the news broadcast. Educational videos are also downloaded into the box every month. We email out a list of these videos. If the teachers would like them to be recorded, we download them onto a DVD for them and catalog them into the system.
2. We use the inputs on the broadcasting system to display powerpoint presentations. These presentations are broadcasted to the classrooms, lunchrooms, etc. Power point presentations are usually on an automatic loop. A weekly news is broadcasted at Paulding County High School. We have used power point to broadcast new book purchases for the media center. Basically, we put the cover of one new book title per power point page and place on the loop.
3. Some special events are broadcasted through Channel One. This year, I broadcasted the presidential address to students through Channel One. I was presented with a number of challenges when broadcasting this event because I was afraid that live streaming would be slow through the web. (We found this to be the case with the presidential inauguration last year). I thought it would be more reliable to tape the broadcast, but found out there is no cable TV anywhere in the school. We eventually did work it out through the internet. (You can hook up a computer to the broadcasting box.)
4. Another way we use the Channel One system is for our school wide time. I have a digital clock with a video camera on the clock. I plug in the video RCA cable from the video camera to the channel one system. The audio comes from a boombox into the channel one box. This way, any teacher with a Channel One TV can turn to channel 3 and see the time. If they turn the sound up they will hear classical music. They can play this throughout the day for their students.
Regarding Georgia Public Broadcasting Resources, the main way teachers use these resources is through United Streaming. I hold pass code information in my office, and teachers may get the passcode from me anytime. Looking at the website, I see there are wonderful resources available through GPB, and a training on this resource would be beneficial for teachers.
1. Every night the Channel One News is downloaded into the box through a cable, and we can broadcast the news to classrooms at any point during the day. Some classrooms utilize this and others do not. Since we do not have a homeroom class period daily, many first period teachers do not have the time to show their classes the news broadcast. Educational videos are also downloaded into the box every month. We email out a list of these videos. If the teachers would like them to be recorded, we download them onto a DVD for them and catalog them into the system.
2. We use the inputs on the broadcasting system to display powerpoint presentations. These presentations are broadcasted to the classrooms, lunchrooms, etc. Power point presentations are usually on an automatic loop. A weekly news is broadcasted at Paulding County High School. We have used power point to broadcast new book purchases for the media center. Basically, we put the cover of one new book title per power point page and place on the loop.
3. Some special events are broadcasted through Channel One. This year, I broadcasted the presidential address to students through Channel One. I was presented with a number of challenges when broadcasting this event because I was afraid that live streaming would be slow through the web. (We found this to be the case with the presidential inauguration last year). I thought it would be more reliable to tape the broadcast, but found out there is no cable TV anywhere in the school. We eventually did work it out through the internet. (You can hook up a computer to the broadcasting box.)
4. Another way we use the Channel One system is for our school wide time. I have a digital clock with a video camera on the clock. I plug in the video RCA cable from the video camera to the channel one system. The audio comes from a boombox into the channel one box. This way, any teacher with a Channel One TV can turn to channel 3 and see the time. If they turn the sound up they will hear classical music. They can play this throughout the day for their students.
Regarding Georgia Public Broadcasting Resources, the main way teachers use these resources is through United Streaming. I hold pass code information in my office, and teachers may get the passcode from me anytime. Looking at the website, I see there are wonderful resources available through GPB, and a training on this resource would be beneficial for teachers.
Saturday, November 7, 2009
Distribution Systems and Georgia Public Broadcasting
The distribution system at Mableton is a closed circuit type. We are able to get very few channels through the head end unit. Unfortunately, the closed circuit is only accessible in the building and not connected to the portables. We use the distribution system to view the school news, a few channels such as Disney, the Weather Channel and CNN, and other school wide broadcasts. There is a computer connected to it as well where we also use it to show the PowerPoint that has information about school policies, staff members, and upcoming events. As the media specialist, I update it once a month so that the parents and visitors who view it are able to plan ahead for the upcoming events. The TV in the foyer of our school is set to the closed circuit channel and remains on at all times for updates.
Teachers have limited input as to what is on the Distribution System. I know there are some things I can do to override and add a few more channels for our access, but I haven't had a chance to look through the information we received from our new provider. They are able to make suggestions as to what we air over the closed circuit channel, but they are not able to suggest additional channels or contorl what is sent over the system. It would be nice if they could access channels that they know are beneficial to the students and their learning from their classrooms, but unfortunately we have not been given that access as of yet.
We use many of the resources from Georgia Public Broadcasting. We use the website to access many of the games from the shows, like Sesame Street and Between the Lions. We also use the United Streaming videos to give students additional ways to look at the information they are learning. I use it in the media center to teach lessons on elements of a story and how to do research. We also locate images and speeches from people we are studying about so that the students are able to hear the voices or put a face with the name they hear about.
We are able to use our Closed Circuit to view videos and other items school wide. It would be beneficial for the portable classrooms to have access to it so that the classes would not have to move to a location inside the building so that they are able to view it. However, many times we are able to send much of it to the portables after the classes in the building view it. Hopefully, when we have our new building everyone will be able to view everything and no one will feel slighted because of their location.
Teachers have limited input as to what is on the Distribution System. I know there are some things I can do to override and add a few more channels for our access, but I haven't had a chance to look through the information we received from our new provider. They are able to make suggestions as to what we air over the closed circuit channel, but they are not able to suggest additional channels or contorl what is sent over the system. It would be nice if they could access channels that they know are beneficial to the students and their learning from their classrooms, but unfortunately we have not been given that access as of yet.
We use many of the resources from Georgia Public Broadcasting. We use the website to access many of the games from the shows, like Sesame Street and Between the Lions. We also use the United Streaming videos to give students additional ways to look at the information they are learning. I use it in the media center to teach lessons on elements of a story and how to do research. We also locate images and speeches from people we are studying about so that the students are able to hear the voices or put a face with the name they hear about.
We are able to use our Closed Circuit to view videos and other items school wide. It would be beneficial for the portable classrooms to have access to it so that the classes would not have to move to a location inside the building so that they are able to view it. However, many times we are able to send much of it to the portables after the classes in the building view it. Hopefully, when we have our new building everyone will be able to view everything and no one will feel slighted because of their location.
Saturday, October 31, 2009
School TV News
There are many facets to creating a daily tv news program in schools. From my experience, which is very little, having properly working tools and equipment is the first major consideration. Secondly, who and through what measures will students be chosen for participation. Finally, an equally important condsideration is how to best utilize time without taking students from their academic classes.
A school can't have a news program without the proper equipment. As I am researching other school's methods of creating a newscast, I am surprised at the amount of money that is required for equipment. Some schools like Aviara Oaks Middle spend up to $12000 for their equipment and studio. Where in the world do they obtain that kind of funding? We struggle just to get decent books on our shelves. There must be a creative and less costly solution, right? The research continues....I stumbled upon some more realistic ideas from a school in Henry County. Here they have a list of Suggested Equipment for a School TV News Porgram. Compared with today's technology, it looks a little 'old school' but, I think that we have most of the suggested equipment in my media center. We have a camcorder, VCR's, and background stands. We still need a wireles mic and I think that $150 is more realistic for my school than the thousands that are spent in some.
So, it looks like our school is almost ready to produce TV News. How does the media specialist go about choosing the participants? At Pleasant Grove Elementary in Henry County, students from the Gifted Program are allowed to participate. In an elementary setting that may work best for scheduling since most students are pulled out of general ed classes a couple of times per week. However, in middle school, I would want a cast that represented the entire student population. Many of our students that do not do well in their academic classes are gifted in many other areas, especially when it comes to using their hands or allowed to work with technology and/or equipment. Ideas for castmembers and crewmembers should be well-thought out and considered. Once all positions have been determined, the media specialist should begin interviewing interested students.
Some things to consider and question are:
Is the student: Responsible, Energetic, Compassionate and a 'Go Getter'
Do those considered for anchors possess the following: Interpersonal Skills, Speaking Skills and Writing Skills
Do those considered for crewmembers possess the following: Responsibility, Trustworthiness, and will they take pride and ownership in protecting the equipment
Will students be able to get to school early?
Will other activities cause conflicts with morning duties?
How frequently are students absent?
Currently, my school does not have a tv news program. I am interested in speaking with the media specialist about the possibility. We will definitely be starting from a humble beginning.
But, schools like Southern Columbia, which have a fantastic school tv news program had to start somewhere!
A school can't have a news program without the proper equipment. As I am researching other school's methods of creating a newscast, I am surprised at the amount of money that is required for equipment. Some schools like Aviara Oaks Middle spend up to $12000 for their equipment and studio. Where in the world do they obtain that kind of funding? We struggle just to get decent books on our shelves. There must be a creative and less costly solution, right? The research continues....I stumbled upon some more realistic ideas from a school in Henry County. Here they have a list of Suggested Equipment for a School TV News Porgram. Compared with today's technology, it looks a little 'old school' but, I think that we have most of the suggested equipment in my media center. We have a camcorder, VCR's, and background stands. We still need a wireles mic and I think that $150 is more realistic for my school than the thousands that are spent in some.
So, it looks like our school is almost ready to produce TV News. How does the media specialist go about choosing the participants? At Pleasant Grove Elementary in Henry County, students from the Gifted Program are allowed to participate. In an elementary setting that may work best for scheduling since most students are pulled out of general ed classes a couple of times per week. However, in middle school, I would want a cast that represented the entire student population. Many of our students that do not do well in their academic classes are gifted in many other areas, especially when it comes to using their hands or allowed to work with technology and/or equipment. Ideas for castmembers and crewmembers should be well-thought out and considered. Once all positions have been determined, the media specialist should begin interviewing interested students.
Some things to consider and question are:
Is the student: Responsible, Energetic, Compassionate and a 'Go Getter'
Do those considered for anchors possess the following: Interpersonal Skills, Speaking Skills and Writing Skills
Do those considered for crewmembers possess the following: Responsibility, Trustworthiness, and will they take pride and ownership in protecting the equipment
Will students be able to get to school early?
Will other activities cause conflicts with morning duties?
How frequently are students absent?
Currently, my school does not have a tv news program. I am interested in speaking with the media specialist about the possibility. We will definitely be starting from a humble beginning.
But, schools like Southern Columbia, which have a fantastic school tv news program had to start somewhere!
Sunday, October 25, 2009
Social Networking Sites in Schools
As we work to meet the learning needs of a changing generation of learners, technology becomes increasingly important and even essential in the education of students. Social networking sites such as Flickr, Library Thing, Delicious, etc. can be valuable tools when creating activities for students. Flickr has a wonderful tagging fuction that allows you to associate pictures with specific parts of the world. This would be a wonderful way to teach students history and geography in a way that is meaningful to them. Delicious can be used to create a resource list of websites for students that may guide them in a project. I have personally considered creating a Facebook page for the Jr. Civitan club, a club that I sponsor at my school. Since so many high school students have facebook accounts, this would be a very effective way of communicating dates and upcoming events. Unfortunately, many educators are not allowed to use these sites at school because they are blocked or forbidden from use in the school environment.
It is in my opinion that if we want to reach all learners (not just the motivated, high achievers) we are going to have to employ more creative strategies such as using social networking sites. In my county, most social networking sites are blocked by the county, inluding Library Thing. Library Thing could be a valuable resource for me as a media specialist. For example, if a teacher is looking for a novel about Native Americans, but he cannot remember the name, I can use tagging in Library Thing to help me the book he is looking for. I have heard that some libraries are using Library Thing as their primary online catalog to save money on an OPAC system. I also love that on Library Thing, you can create a list of books that you have read, you are currently reading, or have plans to read. Teachers could have students keep track of their books for the 25 book campaign on Library Thing. Students could also search for new books they are interested in with this site.
I think the answer to internet filtering, social networking sites, and education is common sense. Teachers, don't let your students go into the computer lab and go to a social networking site with little direction on what to do. If you are going to use these sites, create a plan. Think about how you will avoid issues before hand and provide high structure in the lesson. I think this will allow us to use social networking sites with less potential for online danger.
It is in my opinion that if we want to reach all learners (not just the motivated, high achievers) we are going to have to employ more creative strategies such as using social networking sites. In my county, most social networking sites are blocked by the county, inluding Library Thing. Library Thing could be a valuable resource for me as a media specialist. For example, if a teacher is looking for a novel about Native Americans, but he cannot remember the name, I can use tagging in Library Thing to help me the book he is looking for. I have heard that some libraries are using Library Thing as their primary online catalog to save money on an OPAC system. I also love that on Library Thing, you can create a list of books that you have read, you are currently reading, or have plans to read. Teachers could have students keep track of their books for the 25 book campaign on Library Thing. Students could also search for new books they are interested in with this site.
I think the answer to internet filtering, social networking sites, and education is common sense. Teachers, don't let your students go into the computer lab and go to a social networking site with little direction on what to do. If you are going to use these sites, create a plan. Think about how you will avoid issues before hand and provide high structure in the lesson. I think this will allow us to use social networking sites with less potential for online danger.
Thursday, October 22, 2009
Is There a Place for Social Networking in Public Education?
In a day and age where test scores drive the curriculum, educators must carefully balance the amount of time spent on true teachable moments and what the data dictates for classroom instruction. Is there a way to incorporate the manner and medium in which our students best learn, through technology, or should educators practice skill and drill techniques that worked in the past?
More often than not, I hear, "When I was in school, we ....." Those 35 and older can fill in the blank. I agree that children are children, but today's children have grown up with technology. Even in a low-socioeconomic setting, children have cell phones, PSP's, MP3 players, computers and Ipods. It is our responsibility, as educatoors, to stay current with technology and how we can best utilize it in the classroom.
Personally, in my experience with middle grade students, getting children 'hooked' has been most difficult. I know that if I had been more tech savvy, my lessons and instruction would have been more engaging and appealing to my students. Social networking offers endless opportunties for the use of technology and what the kids view as 'fun' learning.
We know that we get better results when we are able to tap into what our students already know and are able to build from there. As a general education teacher, it has been difficult to meet the needs of all my diverse learners. But, what if we were able to utilize the tech tools available and allow students to show us, rather than attempt to exise what they know?
What if students were allowed to use Flickr as a way of sharing what they know about particular places they have visited or as a medium for sharing their personal narrative that are directly linked to the GPS? Or, what if they were allowed access to Delicious for research in their Reading class? What if we wanted to be eco-friendly, tech savvy and encourage healthy competition among our readers by allowing them to use LibraryThing as a medium for recording and responding to texts they have read? It all sounds great, right?
One of the biggest problems that I have experienced while trying to incorporate new technology as I become exposed and attempt to apply within my classroom is district and IT policies. A couple of weeks ago, I showed some of the Wikis that I had come across to my students. I told them of my plans to create one for our classes. They were extremely excited about my proposition; they were most impressed with the uses of Podcasts and YouTube. I shared my thoughts with our IT department and was told that IF we were able to access and use the technology and websites that all of our data/information would be destroyed each night and that it could not be saved to my hard drive. One can imagine how disappointed the students would be if all of their hard work was destroyed.
In my district, I think that we have a long way to go before we are best utilizing our technological capabilities. I have looked at other school districts and their websites, Wiki's and blogs in more 'liberal' states that truly allow students some freedoms and opportunities in their educational and learning paths. When I allow my students to view these, they get excited about learning. What more could we want?
p.s. - Yesterday, I almost fainted when students begged to take a quiz! Really! I recently introduced BrainPop to my students and have been using it as an activating strategy. The lessons are about 2-3 minutes in length and then offer a quiz. So the first day, I showed the introductory segment on my Promethean Board and allowed students to come up to the board with the InterActive Pen to conduct the quiz questions. The following day, I showed another introductory segment and told them that we did not have time for the quiz. The response was unbelievable....they WANTED to take the quiz! Inevitably, I changed my lessons for the rest of my classes.
More often than not, I hear, "When I was in school, we ....." Those 35 and older can fill in the blank. I agree that children are children, but today's children have grown up with technology. Even in a low-socioeconomic setting, children have cell phones, PSP's, MP3 players, computers and Ipods. It is our responsibility, as educatoors, to stay current with technology and how we can best utilize it in the classroom.
Personally, in my experience with middle grade students, getting children 'hooked' has been most difficult. I know that if I had been more tech savvy, my lessons and instruction would have been more engaging and appealing to my students. Social networking offers endless opportunties for the use of technology and what the kids view as 'fun' learning.
We know that we get better results when we are able to tap into what our students already know and are able to build from there. As a general education teacher, it has been difficult to meet the needs of all my diverse learners. But, what if we were able to utilize the tech tools available and allow students to show us, rather than attempt to exise what they know?
What if students were allowed to use Flickr as a way of sharing what they know about particular places they have visited or as a medium for sharing their personal narrative that are directly linked to the GPS? Or, what if they were allowed access to Delicious for research in their Reading class? What if we wanted to be eco-friendly, tech savvy and encourage healthy competition among our readers by allowing them to use LibraryThing as a medium for recording and responding to texts they have read? It all sounds great, right?
One of the biggest problems that I have experienced while trying to incorporate new technology as I become exposed and attempt to apply within my classroom is district and IT policies. A couple of weeks ago, I showed some of the Wikis that I had come across to my students. I told them of my plans to create one for our classes. They were extremely excited about my proposition; they were most impressed with the uses of Podcasts and YouTube. I shared my thoughts with our IT department and was told that IF we were able to access and use the technology and websites that all of our data/information would be destroyed each night and that it could not be saved to my hard drive. One can imagine how disappointed the students would be if all of their hard work was destroyed.
In my district, I think that we have a long way to go before we are best utilizing our technological capabilities. I have looked at other school districts and their websites, Wiki's and blogs in more 'liberal' states that truly allow students some freedoms and opportunities in their educational and learning paths. When I allow my students to view these, they get excited about learning. What more could we want?
p.s. - Yesterday, I almost fainted when students begged to take a quiz! Really! I recently introduced BrainPop to my students and have been using it as an activating strategy. The lessons are about 2-3 minutes in length and then offer a quiz. So the first day, I showed the introductory segment on my Promethean Board and allowed students to come up to the board with the InterActive Pen to conduct the quiz questions. The following day, I showed another introductory segment and told them that we did not have time for the quiz. The response was unbelievable....they WANTED to take the quiz! Inevitably, I changed my lessons for the rest of my classes.
Wednesday, October 14, 2009
Media Center Web Pages
Well after looking at several web pages I am torn between a web page as the traditional style and a wiki. The main reason that I would lean more towards a wiki is the fact that things can be added by others instead of everything being the media specialist job. When I say others I really mean the teachers when they find great information that others teachers would like to use.
I found some really great stuff on the other web pages that I look at but some just had to much. I think that a web page, whether traditional or wiki, should be user friendly and simple. This is where I think that a wiki would be easier to use. A wiki could have links to many different topics without all the clutter. Some of the things that I think would be essential on a web page or wiki for the media center would be:
Contact information
Hours
Calendar
Library News and Upcoming events
Policies and Procedures of the media center
How to use equipment and technologies
Pathfinders of assignments, project, or research that teacher have assigned for students
Pathfinders for teachers as resources to teacher lessons and the material available
Catalog
Book list and awards
AR information
Research and citation information
This is just a few things that I think would be helpful to teachers and students. Make the web page or wiki interesting and inviting for the users. You want the students and teachers to use your web page for information that they deem necessary. This is probably one of the most visited pages on a school web site.
Another thing that I was very excited about was the tutorial on the Creekview High School web page that had to do with the GALILEO tool bar. Many of you may have known about this before but I really thought this was wonderful so installed it on my computer and tried it out and it was so much easier to get into GALILEO. This was what I learned today. It is always good to learn something new everyday. I wish I had seen this earlier because I have used GALILEO alot and it is always so frustrating to use.
I found some really great stuff on the other web pages that I look at but some just had to much. I think that a web page, whether traditional or wiki, should be user friendly and simple. This is where I think that a wiki would be easier to use. A wiki could have links to many different topics without all the clutter. Some of the things that I think would be essential on a web page or wiki for the media center would be:
Contact information
Hours
Calendar
Library News and Upcoming events
Policies and Procedures of the media center
How to use equipment and technologies
Pathfinders of assignments, project, or research that teacher have assigned for students
Pathfinders for teachers as resources to teacher lessons and the material available
Catalog
Book list and awards
AR information
Research and citation information
This is just a few things that I think would be helpful to teachers and students. Make the web page or wiki interesting and inviting for the users. You want the students and teachers to use your web page for information that they deem necessary. This is probably one of the most visited pages on a school web site.
Another thing that I was very excited about was the tutorial on the Creekview High School web page that had to do with the GALILEO tool bar. Many of you may have known about this before but I really thought this was wonderful so installed it on my computer and tried it out and it was so much easier to get into GALILEO. This was what I learned today. It is always good to learn something new everyday. I wish I had seen this earlier because I have used GALILEO alot and it is always so frustrating to use.
Sunday, October 11, 2009
Wiki Pages
When I first began to understand and explore the concept of a Wiki, I wondered how in the world media centers and schools can use a tool that allowed users to freely edit information. After investigating some media center Wikis, I noticed that the main page of the wiki is protected, and the discussion boards were password protected. So, there is a level of control on a school sponsored or media center Wiki. I would define the media center Wikis as media center websites where users are allowed to post or upload information in a discussion format. I am going to assume that media specialists are approving the posts generated by outside users.
One advantage of a Wiki is that they require little or no training related to posting information. Once you are familiar with how a Wiki work, it is easy to add or edit information. I disadvantage of a Wiki is that you have the potential for mischief. As I was reading in the information about wikis, I was asking myself "Could someone go in and delete all of our equipment operation assignment postings?" Well sure they could! Good thing we also submit our assignments to the assignment drop box! I believe that Wikis can be used most effectively when you have a community of individuals that need to communicate with each other in a variety of formats. Everyone needs to check the information available and update as needed frequently so the site doesn't become a "storage cabinet"
I see two practical uses of a Wikis that I could use as a high school media specialist. 1) I believe that I could create a Wiki space that contains information about the media center and allows discussion postings if the information is protected and all discussion postings are approved. 2) I believe that Wikis could be used in a high school classroom environment where students uploaded projects or information to the wiki. The wiki could serve as an online learning portfolio where you can find evidence of students' mastery of skills or concepts.
One advantage of a Wiki is that they require little or no training related to posting information. Once you are familiar with how a Wiki work, it is easy to add or edit information. I disadvantage of a Wiki is that you have the potential for mischief. As I was reading in the information about wikis, I was asking myself "Could someone go in and delete all of our equipment operation assignment postings?" Well sure they could! Good thing we also submit our assignments to the assignment drop box! I believe that Wikis can be used most effectively when you have a community of individuals that need to communicate with each other in a variety of formats. Everyone needs to check the information available and update as needed frequently so the site doesn't become a "storage cabinet"
I see two practical uses of a Wikis that I could use as a high school media specialist. 1) I believe that I could create a Wiki space that contains information about the media center and allows discussion postings if the information is protected and all discussion postings are approved. 2) I believe that Wikis could be used in a high school classroom environment where students uploaded projects or information to the wiki. The wiki could serve as an online learning portfolio where you can find evidence of students' mastery of skills or concepts.
WIKI
In education, we encourage collaboration among colleagues and students. 2 or more minds are greater than 1, right? Wikis provide an avenue in which collaboration is essential.
In education there are endless opportunities for use of wikis by both students, teachers and media specialists. In the middle grades, wikis could be a great place for students to collaborate and communicate about on-going projects, homework assignments or extra-curricular activities. Since the content can be changed, wikis provide an excellent place for students to voice their opinions and provide constructive criticism.
There are a few things to consider prior to setting up a wiki for student collaboration:
I found some great wikis online that offer tons of ideas for classrooms, media centers and schools. Mr. Klingman has a fantastic wiki with great ideas for a Social Studies class.
I also came across an informative resource that discusses how to overlap the features of a blog, a wiki and a moodle. BPS
This is a resource that I will definitely save for future guidance and ideas for my media center.
In education there are endless opportunities for use of wikis by both students, teachers and media specialists. In the middle grades, wikis could be a great place for students to collaborate and communicate about on-going projects, homework assignments or extra-curricular activities. Since the content can be changed, wikis provide an excellent place for students to voice their opinions and provide constructive criticism.
There are a few things to consider prior to setting up a wiki for student collaboration:
I found some great wikis online that offer tons of ideas for classrooms, media centers and schools. Mr. Klingman has a fantastic wiki with great ideas for a Social Studies class.
I also came across an informative resource that discusses how to overlap the features of a blog, a wiki and a moodle. BPS
This is a resource that I will definitely save for future guidance and ideas for my media center.
Saturday, October 10, 2009
Wikis
As I read through our assigned readings, I thought about the Wiki the media specialists use in Cobb County. When I was introduced to it, it was the first time I had used one. I found that it was a great tool for us to share ideas and lessons without inundating our email space. Like other Wikis, we have an index with topic areas that we can click on and add our own thoughts, ideas, and lesson plans.
As I searched through the Wikis of other schools, I thought about how that would benefit my media center in an elementary school. They looked much like the media webpage I have now with links to research tools for the students to use. The additional information I noticed was that it had links to the grade level topics. While I could use a wiki to include the same topics, my question was if it would be beneficial to change from using a webpage and begin using a wiki. The pros would be the teachers could add information for the students in their classes, the students would be able to complete assignments that require group work without taking up as much class time, and give the students more independent learning. The cons would include the access of computers for students who do not have one at home, who would be the moderator to maintain a safe environment for the students and teachers, and if it would actually be used.
While wikis are great for middle and high school students, I'm still not sure they would benefit the elementary level. Can anyone give me any pointers on how I would be able to get my teachers on board with doing one for our school?
Sunday, October 4, 2009
Podcasting
While reading the assigned readings, I was thinking about my school and how we could improve our newscast. Our technology specialist already uses a Moviemaker to record our newscast and converting it to a podcast shouldn't be that much more. It would allow all the students to view the newscast rather than a select few. Our portables do not have access to our closed circuit channels. Therefore, our Second graders do not get to see what they have to look forward to in Fourth Grade.
As I think about my response to a teacher who is requesting a podcast, I think of the reasons why it would be beneficial to students. First, it would allow the students who are absent the ability to learn what they missed for the day. Second, it would help the students who are nervous about speaking in front of the class the opportunity to work on their public speaking skills while not standing in front of their peers. I also would inquire as to how the teacher is planning to use the podcast. Knowing this information will help me to know the best way to help them. Depending on what the teacher is wanting to do will dictate what kind of additional technology we would need.
The largest concern I would have is obtaining the parents' permission for their students to be on the podcast. While many of our parents would not have a problem, there are a few that would be concerned with the accessibility. If we could guarantee a "safe" podcast posting, more of the parents would be on board. There is more research for me to do to ensure that the students involved remain safe even if the podcast is only viewed through the school via the Intranet rather than the Internet.
As I think about my response to a teacher who is requesting a podcast, I think of the reasons why it would be beneficial to students. First, it would allow the students who are absent the ability to learn what they missed for the day. Second, it would help the students who are nervous about speaking in front of the class the opportunity to work on their public speaking skills while not standing in front of their peers. I also would inquire as to how the teacher is planning to use the podcast. Knowing this information will help me to know the best way to help them. Depending on what the teacher is wanting to do will dictate what kind of additional technology we would need.
The largest concern I would have is obtaining the parents' permission for their students to be on the podcast. While many of our parents would not have a problem, there are a few that would be concerned with the accessibility. If we could guarantee a "safe" podcast posting, more of the parents would be on board. There is more research for me to do to ensure that the students involved remain safe even if the podcast is only viewed through the school via the Intranet rather than the Internet.
Wednesday, September 30, 2009
Podcasting
In preparation for the assignment, I did some research after reading the required selection's from the text, websites and podcasts. Wow! Teachers and students are doing some really neat and tech savvy work.
Prior to assisting a teacher setup a podcast for students or themselves, I would, first, want to work on setting up a workspace where they can be uploaded. I would want to 'play' around with it before I instructed others.
I found a great resource in another teacher's website. His name is Mr. Cosand and he and his students are podcasting, blogging and 'Wikiing' in Medford, Oregon. Their team name is the DreamExtreme.
Here, I found 5th grade students inspiring and encouraging me to do more with my students (I also saw it as a challenge and inspiration, as I am so easily terrified of technology and 'messing' something up). I am going to use his website as a reference resource for my near-future endeavors.
Today, I started research with my students. I pulled up the DreamExtreme's website on the projector and we spent 30 minutes checking out what other kids are doing. They were excited about the possibility of creating a blog, podcast and Wiki. They were even more excited about the possibility of connecting and collaborating with students across the country. Once they saw students presenting their assignments vocally through podcasts and visually through YouTube, they were hooked!
I still have tons of work to do with our IT department to find ways that we can can be just as tech savvy as other schools and students. I had some difficulties gaining access to some podcasts; so, I know there are many questions for my IT department. Here are a few areas of concern:
Space for podcasting?
Where to post to get the most visibility (audio)?
Can we afford a hosting site?
Permission from parents for voice recording?
Equipment necessary?
Is there enough time in 1 (50) minute class period every 2 weeks for producing quality work (we only have access to the computer lab twice a month)?
I have leverage, now. The kids have bought in, so I am in!
Prior to assisting a teacher setup a podcast for students or themselves, I would, first, want to work on setting up a workspace where they can be uploaded. I would want to 'play' around with it before I instructed others.
I found a great resource in another teacher's website. His name is Mr. Cosand and he and his students are podcasting, blogging and 'Wikiing' in Medford, Oregon. Their team name is the DreamExtreme.
Here, I found 5th grade students inspiring and encouraging me to do more with my students (I also saw it as a challenge and inspiration, as I am so easily terrified of technology and 'messing' something up). I am going to use his website as a reference resource for my near-future endeavors.
Today, I started research with my students. I pulled up the DreamExtreme's website on the projector and we spent 30 minutes checking out what other kids are doing. They were excited about the possibility of creating a blog, podcast and Wiki. They were even more excited about the possibility of connecting and collaborating with students across the country. Once they saw students presenting their assignments vocally through podcasts and visually through YouTube, they were hooked!
I still have tons of work to do with our IT department to find ways that we can can be just as tech savvy as other schools and students. I had some difficulties gaining access to some podcasts; so, I know there are many questions for my IT department. Here are a few areas of concern:
Space for podcasting?
Where to post to get the most visibility (audio)?
Can we afford a hosting site?
Permission from parents for voice recording?
Equipment necessary?
Is there enough time in 1 (50) minute class period every 2 weeks for producing quality work (we only have access to the computer lab twice a month)?
I have leverage, now. The kids have bought in, so I am in!
Tuesday, September 29, 2009
Some Thoughts About Intellectual Freedom
A couple of weeks ago I spent the day with my mentor. She is at another school within the same district. Her library is beautiful and filled from wall to wall with books. Kids are reading, checking out books, and waiting for some preferred titles.
I know that we checked out at least 400 titles in one day. I asked her why she thought her reading program was so successful. Along with incentives and healthy competition, her response was simply that they put books in their kids hands. They have what kids want. There were students checking out books on 2nd grade levels and 10th grade levels.
As we were discussing 'hot off the press' books, the topic of 'Urban Lit' or 'Street Lit' came up. We looked through this Summer's edition of a professional development magazine and it was spotlighting this trend in literature. She has several selections in this genre and can't keep it on the shelf...she also has an administration that supports her professional judgment.
I approached the media specialist in my media center with both the published article and some selections for a 'wish list'. Her response was that it was not middle school material; it was written for high school students. One of my concerns is that we have students within our population that should be in high school, students that are mature enough to read the selections and students that want to read them. I was frustrated with her response that I made a copy of the article and placed in my Principal's box with a 'wish list'.
Here is a link to an article in the School Library Journal:
I know that we checked out at least 400 titles in one day. I asked her why she thought her reading program was so successful. Along with incentives and healthy competition, her response was simply that they put books in their kids hands. They have what kids want. There were students checking out books on 2nd grade levels and 10th grade levels.
As we were discussing 'hot off the press' books, the topic of 'Urban Lit' or 'Street Lit' came up. We looked through this Summer's edition of a professional development magazine and it was spotlighting this trend in literature. She has several selections in this genre and can't keep it on the shelf...she also has an administration that supports her professional judgment.
I approached the media specialist in my media center with both the published article and some selections for a 'wish list'. Her response was that it was not middle school material; it was written for high school students. One of my concerns is that we have students within our population that should be in high school, students that are mature enough to read the selections and students that want to read them. I was frustrated with her response that I made a copy of the article and placed in my Principal's box with a 'wish list'.
Here is a link to an article in the School Library Journal:
Stewart Wins a Concert With Soulja Boy
Last December, Stewart Middle competed in V103's Toy's in da'hood. Our school was 1 that waon a concert with Atlanta's Soulja Boy.
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