This is my part of our Multimedia Presentation on Glogster for a 6th Grade Science Class Project. You will need to turn it up REALLY LOUD and use headphones.
Below is a transcript, or rather, my notes for the presentation:
- Introduction
Today we will be discussing our Multimedia project using Glogster. I will talk about why we chose Glogster, the relation to the AASL standards and our book Meaningful Learning with Technology. Adam will give you the background on the project, demonstrate our Glogster and answer any questions you may have. Briefly, we are using Glogster to create a list of resources for a 6th grade science project. Students will share what they have learned via Photostory.
Sorry I could not be here for all of your presentations. I had a prior work commitment.
Why Glogster
It is easy to use and displays resources in a way that is visually appealing. It appeals to a variety of learners in the following ways:
* visual- visual presentation,
* verbal-linguistic - narration,
*nature- about animals,
* logical learners - steps/process to do research and create presentation.
Relation to AASL standards and Meaningful Learning with Technology
Our Glogster supports the following AASL Standards for the 21st Century Learner:
Standard 1: Inquire, think critically, and gain knowledge.
1.1.2: Use prior and background knowledge as a context for new learning. - Students who have used web resource will be familiar with a Blog/Glog format
1.1.4: Find, evaluate, and select appropriate sources to answer questions. - The Glogster provides links to various internet and library resources that they can use to create their Photostory
1.1.5: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. - Provide appropriate sources for their research, but it is up to them to decide which information best meets their needs
1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. - Information is presented in a visual and graphic manner
1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. - Students will need to understand how to use internet resources and library resources (databases and print books) to complete the research assignment
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
Use information and technology ethically and responsibly.
3.1.1.:Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. - students will share the research they have found via Photostory
3.1.3: Use writing and speaking skills to communicate new understandings effectively.
3.1.4: Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and assess.
According to Meaningful Learning with Technology, this assignment supports investigating with technology and communicating with technology. For investigating with technologies, students will be using the internet to gather information and they will be presenting their information via Photostory, a multimedia software.
Friday, May 14, 2010
Thursday, May 13, 2010
Comment on Integrating Social Media into the Classroom
On the Libraries and Transliteracy blog a recent post called Take the Plunge, Integrating Social Media into the Classroom highlighted four steps that librarians and teachers can take to integrate social media into the classroom. They include, letting down the filters cautiously, adding digital citizenship to the curriculum, watch student conduct and 'the law', and finally, teach with social media.
Students already know about social media - facebook, myspace, etc. We should be using it and teaching them how to use it wisely and appropriately. It is a great tool to reach out to students and to encourage involvement in discussion and education. Many libraries already have Facebook pages and Facebook groups. This supports communicating with technology and integrating technology. It would appeal to kinesthetic, intrapersonal, interpersonal, verbal-linguistic and logical learners. Teachers and librarians need to do more to get schools to allow social networking access and show administrators how social media can be effectively used in education.
Students already know about social media - facebook, myspace, etc. We should be using it and teaching them how to use it wisely and appropriately. It is a great tool to reach out to students and to encourage involvement in discussion and education. Many libraries already have Facebook pages and Facebook groups. This supports communicating with technology and integrating technology. It would appeal to kinesthetic, intrapersonal, interpersonal, verbal-linguistic and logical learners. Teachers and librarians need to do more to get schools to allow social networking access and show administrators how social media can be effectively used in education.
Monday, May 10, 2010
Comment on Reaching Forward 2010: Hyperlinked Services for Young People Slideshow
As I watched this slide show, "Reaching Forward 2010: Hyperlinked Services for Young People" by Michel Stephens, I was thinking of all the ways that school librarians could utilize hyperlinked services in their libraries.
The slide show talked about letting go of control and work with teens to create places (and staff) that are "welcoming, enabling and inspiring to young adults. connecting to students/users/teens in their spaces, be it physical or virtual. This includes allowing games, food & drink and cell phones in the library. It also means creating collaborative physical spaces - round tables, comfy chairs, cool events, plenty of computers. Create a place where teens can give feedback and make sure that librarians/staff are responding to the feedback and really taking into consideration their suggestions.
Another thing that is more geared to public libraries is to "embrace out of school time", where staff and librarians are trained to be "welcoming and supportive of youth". Could school libraries stay open after school, and be available as long as there are other activities happening on school grounds?
Lastly, the presentation discussed creating and engaging students via in-library games, posters, social networking worlds using tools such as flickr, polls, podcasts, delicious, etc.
Final thoughts on "What we can do"
* Don't be afraid to change
* Know it's ok to fail
* Involve your YA's every step of the way
* Be human
* Imagine
It may be difficult to incorporate some of these tools into the school library, especially if social networking sites are banned at school or the internet has filtering software.
The slide show talked about letting go of control and work with teens to create places (and staff) that are "welcoming, enabling and inspiring to young adults. connecting to students/users/teens in their spaces, be it physical or virtual. This includes allowing games, food & drink and cell phones in the library. It also means creating collaborative physical spaces - round tables, comfy chairs, cool events, plenty of computers. Create a place where teens can give feedback and make sure that librarians/staff are responding to the feedback and really taking into consideration their suggestions.
Another thing that is more geared to public libraries is to "embrace out of school time", where staff and librarians are trained to be "welcoming and supportive of youth". Could school libraries stay open after school, and be available as long as there are other activities happening on school grounds?
Lastly, the presentation discussed creating and engaging students via in-library games, posters, social networking worlds using tools such as flickr, polls, podcasts, delicious, etc.
Final thoughts on "What we can do"
* Don't be afraid to change
* Know it's ok to fail
* Involve your YA's every step of the way
* Be human
* Imagine
It may be difficult to incorporate some of these tools into the school library, especially if social networking sites are banned at school or the internet has filtering software.
Monday, May 3, 2010
Commentary on NetFlix Fail, Libraries and the Daring Librarian
The Daring Librarian blogged about her frustration with Netflix and related it to school libraries. The summary is that she wanted to make a suggestion to Netflix, but could not find an email address. As it turns out they don't have one, but you can chat, call or tweet them. She relates this to school libraries by saying that libraries should have several points of contact and they should be easily findable.
Last semester, I took an education class that required students to observe a school library media specialist. Many of the library websites did not have contact information, or if they did, they only had a phone number and you had to really dig for that information. What a turn-off for students, teachers and parents. If I were a student, I wouldn't dig for contact information, I'd just go somewhere else. Maybe this issue goes back to standardized websites and what is and is not allowed on them. But if you want to be reachable by students/parents/teachers and your users, you need to be where they are and have multiple points of contact. That means email, IM/chat, twitter, phone and in-person.
Last semester, I took an education class that required students to observe a school library media specialist. Many of the library websites did not have contact information, or if they did, they only had a phone number and you had to really dig for that information. What a turn-off for students, teachers and parents. If I were a student, I wouldn't dig for contact information, I'd just go somewhere else. Maybe this issue goes back to standardized websites and what is and is not allowed on them. But if you want to be reachable by students/parents/teachers and your users, you need to be where they are and have multiple points of contact. That means email, IM/chat, twitter, phone and in-person.
Tuesday, April 27, 2010
Marketing in Libraries with animation software
Today, we participated in a Webinar with Gwenyth Jones (The Daring Librarian), who spoke about how school librarians can use animation software to connect with students. She demoed Xtranormal and Goanimate. One thing that she said that struck me was that kids really respond to animation, even for public service announcements or little blurbs.
We also played around with Flips. They have limited functionality (zoom), but that is what made them so easy to use. I thought that they were a great little tool that students could use to create documentaries or short movies. It is really easy to pull the flip videos into Imovie or Windows Movie maker to edit and narrate them.
In my sidebar I created a GoAnimate 12 second movie. It was a really cool and fun software to use. I could see using this to create a little advertisement that would appeal to students.
Flips and other animation tools would be great for visual, kinesthetic, musical, interpersonal and intrapersonal learners. They also help students create content and demonstrate their knowledge of a topic.
We also played around with Flips. They have limited functionality (zoom), but that is what made them so easy to use. I thought that they were a great little tool that students could use to create documentaries or short movies. It is really easy to pull the flip videos into Imovie or Windows Movie maker to edit and narrate them.
In my sidebar I created a GoAnimate 12 second movie. It was a really cool and fun software to use. I could see using this to create a little advertisement that would appeal to students.
Flips and other animation tools would be great for visual, kinesthetic, musical, interpersonal and intrapersonal learners. They also help students create content and demonstrate their knowledge of a topic.
Comments on The Traditional Model of School Librarianship
While reading Buffy Hamilton's post about the 'Traditional Model of School Librarianship', two thoughts occurred to me. The first was the realization that I have often wondered how a school librarian would be able to accomplish everything that they should be doing (outreach, information literacy, creating relationships, ordering supplies, cataloging books, running the library) with a small or non-existent staff. It is simply impossible to do everything, or do it well. Which could be one of the reasons why administrators/purse string holders think that libraries are not essential.
My other thought is that the "new" model Ms. Hamilton is talking about is what college and university libraries have been doing for years with the liaison or subject specialist model. Having even two librarians and one support staff person for 1000 students would still be a better model. Being part of a team (both a library team and a instructional team) would help lessen the workload, create better educators and help with the creative process. Is this a model that we, as librarians, could suggest to our administrators. What is an acceptable ratio of students/staff to librarians?
This topic may be outside of the "technology in teaching" topic, but it is an important one to consider. How will we have the time to include new technology into our teaching if we are barely keeping up with everything else? As Ms. Hamilton said, media and technology take time (and can have a huge positive impact on learning), but if we have inadequate staffing levels are we setting ourselves up for failure? Are we fulfilling the idea that libraries/librarians do not have a large impact on teaching and learning?
My other thought is that the "new" model Ms. Hamilton is talking about is what college and university libraries have been doing for years with the liaison or subject specialist model. Having even two librarians and one support staff person for 1000 students would still be a better model. Being part of a team (both a library team and a instructional team) would help lessen the workload, create better educators and help with the creative process. Is this a model that we, as librarians, could suggest to our administrators. What is an acceptable ratio of students/staff to librarians?
This topic may be outside of the "technology in teaching" topic, but it is an important one to consider. How will we have the time to include new technology into our teaching if we are barely keeping up with everything else? As Ms. Hamilton said, media and technology take time (and can have a huge positive impact on learning), but if we have inadequate staffing levels are we setting ourselves up for failure? Are we fulfilling the idea that libraries/librarians do not have a large impact on teaching and learning?
Sunday, April 25, 2010
Commentary on School Library Websites - J Valenza
Today, I was reading Joyce Valenza's post about a tour of school library websites. She writes that it is EXTREMELY important that school libraries have a virtual/web presence. In my current position as a distance education librarian, I cannot agree more. For me as I try to change careers, I find it SO FRUSTRATING to see boring, out-of-date, or worse, poorly created websites. This is a disservice to the students. As the librarian at St. Andrews Episcopal Upper School,Barb Jensen, said it's great to work with teachers to create class specific wikis that showcase "resources that students will use to satisfy requirements and show and evaluate their results".
Joyce also showed examples from Buffy Hamilton who uses multimedia and social networking applications on her site at Creekview High School. There are other librarians out there incorporating RSS feeds, Twitter Feeds and LIBguides, to name a few other technologies.
I think it is important to use any technologies we can to connect the library with students and students with resources. How can students do that with websites that lack lists of resources or are not visually appealing or even well-organized?
Joyce also showed examples from Buffy Hamilton who uses multimedia and social networking applications on her site at Creekview High School. There are other librarians out there incorporating RSS feeds, Twitter Feeds and LIBguides, to name a few other technologies.
I think it is important to use any technologies we can to connect the library with students and students with resources. How can students do that with websites that lack lists of resources or are not visually appealing or even well-organized?
Friday, April 23, 2010
@hand - mobile technologies in academia and medicine
On April 21, I attended a symposium held by the University of Maryland HS/HSL library on the use of handheld devices in academia and medicine. While this conference was geared towards academia and medicine, I kept thinking of how this could be applicable to school library media specialists.
Students are using more devices and at younger ages. They are creating and receiving information in ways that most adults couldn't even dream of. If medical schools and universities are using handheld devices as a way to read students, maybe middle and high schools could be trying to do this as well. While I am not sure *how* this would be done exactly, I am envisioning this as more of a one more point of contact for students. There may be some inexpensive and relatively easy ways to incorporate the hand-held technologies that students are already using.
One way that was suggested was to create a mobile library website. Another, was to create resources designed specifically for viewing on a mobile device. School libraries could also use previously created content. Medline Plus has a mobile web/health information that could be easily used by students (or the general population) for consumer medical research. Showing students how to access reputable information with their phones would be a great way to incorporate information literacy into life long learning (AASL Standard 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry and AASL Standard 4 - Pursue personal and aesthetic growth ).
Students are using more devices and at younger ages. They are creating and receiving information in ways that most adults couldn't even dream of. If medical schools and universities are using handheld devices as a way to read students, maybe middle and high schools could be trying to do this as well. While I am not sure *how* this would be done exactly, I am envisioning this as more of a one more point of contact for students. There may be some inexpensive and relatively easy ways to incorporate the hand-held technologies that students are already using.
One way that was suggested was to create a mobile library website. Another, was to create resources designed specifically for viewing on a mobile device. School libraries could also use previously created content. Medline Plus has a mobile web/health information that could be easily used by students (or the general population) for consumer medical research. Showing students how to access reputable information with their phones would be a great way to incorporate information literacy into life long learning (AASL Standard 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry and AASL Standard 4 - Pursue personal and aesthetic growth ).
Windows Movie Maker
I'll have to agree with my classmates in saying that I enjoyed using Windows Movie Maker. It was easy and intuitive to use and I liked the way that you could toggle between the storyboard and timeline views. It was easy to import video and sound and to add captions to the photos. Another student commented that it lacks advanced editing features. While this may be a drawback, I didn't think it would have a huge impact on the tool, depending, of course, on how one was going to use MovieMaker.
One of the best features of this program for school librarians is its ubiquity - almost all, if not all, Windows PC's come loaded with it. So there is no extra cost involved in procuring it. I think students would like using it to create videos and presentations. It would appear to a variety of learners - experiential, visual, intrapersonal, interpersonal,logical, kinesthetic, logical, etc.
One of the best features of this program for school librarians is its ubiquity - almost all, if not all, Windows PC's come loaded with it. So there is no extra cost involved in procuring it. I think students would like using it to create videos and presentations. It would appear to a variety of learners - experiential, visual, intrapersonal, interpersonal,logical, kinesthetic, logical, etc.
Monday, April 19, 2010
Megan D's audacity on Voicethread
I really liked experimenting with Audacity. However, I found it much less intuitive and harder to use than Captivate, but it's free so... My fading in doesn't work very well and I could not figure out how to start the voice AFTER the music started. (I loaded the music last).
I could see this being useful for kinesthetic, interpersonal and intrapersonal, as well as musical, and of course, audio learners. I'm not sure how much a visual learner would get out of this, in terms of having to use one, but they might enjoy creating one.
Personally, as a student I'd prefer a tool where I had both audio and video available to me.
I could see this being useful for kinesthetic, interpersonal and intrapersonal, as well as musical, and of course, audio learners. I'm not sure how much a visual learner would get out of this, in terms of having to use one, but they might enjoy creating one.
Personally, as a student I'd prefer a tool where I had both audio and video available to me.
Tuesday, April 6, 2010
Tuesday, March 30, 2010
My simple site
Here is the link to my very simple site created with Google Sites. I think that I would like to try experimenting with Wix, too. Google sites just seems to be too simple - there does not seem to be alot of ability to work outside of the frames.
I really liked seeing examples of "good" school library media sites. There are a lot of free programs out there with the potential to create a very interesting and interactive site that would appeal to students, teachers and parents.
I really liked seeing examples of "good" school library media sites. There are a lot of free programs out there with the potential to create a very interesting and interactive site that would appeal to students, teachers and parents.
FotoFlexer
I really liked this photo editing software -it looks like it has enough functionality to do basic and some mid-level editing. Best of all - it's free. The one on the left is the original and the one on the right is the edited version.
Tuesday, March 23, 2010
Wednesday, March 10, 2010
Student Presentations
Last nights class was a lot of fun. It was really interesting to see all the different technologies and to see what the presenters thought was most useful in that software. In this post, I have highlighted the ones that appealed to me most, and the ones that I think I could start using immediately.
Blabberize won the contest for software that could be useful, but also the biggest time waster. I was also really interested in Screen Toaster, as an alternative to Adobe Captivate, and I could see myself using that in my current position, too.
The three book tracking programs - Shelfari, goodreads and bookglutton were all very similar, but had some distinct differences, i.e. one you can use real-time chat in, another you can read entire books. Assuming you were allowed to, you could save your district money by having students read books online instead of purchasing them.
The last technology that really struck me was soshiku. I think it would be great to suggest to students so that they can keep track of their assignments online.
The technologies were a lot to think about, but it's great to see what is out there and how it can be used.
Blabberize won the contest for software that could be useful, but also the biggest time waster. I was also really interested in Screen Toaster, as an alternative to Adobe Captivate, and I could see myself using that in my current position, too.
The three book tracking programs - Shelfari, goodreads and bookglutton were all very similar, but had some distinct differences, i.e. one you can use real-time chat in, another you can read entire books. Assuming you were allowed to, you could save your district money by having students read books online instead of purchasing them.
The last technology that really struck me was soshiku. I think it would be great to suggest to students so that they can keep track of their assignments online.
The technologies were a lot to think about, but it's great to see what is out there and how it can be used.
Thursday, March 4, 2010
Noodle Tools, Slidshare and Inspiration
I've heard of Noodle Tools, but never seen it in action. Many of the local community colleges have it, too. So students who have used it in college would be a step ahead. I really like the idea of being able to use the notecard and outline functions, in addition to just keeping track of and citing your sources. The only problem that I wrestle with is what about students who do not have internet access or computers at home?
I've also seen Slideshare used professionally, but I had never thought of using it as a school library media specialist's tool. I have a feeling that there are many tools and programs out there that I would have this reaction to. This would be a great tool to use for an "alternate" assignment or in UDL.
Lastly, one of my college acquaintances uses Kidspiration in her first grade class. I thought it and Inspiration were really interesting programs. In addition to concept mapping, I would also use the software to come up with keywords and concepts for searches.
I've also seen Slideshare used professionally, but I had never thought of using it as a school library media specialist's tool. I have a feeling that there are many tools and programs out there that I would have this reaction to. This would be a great tool to use for an "alternate" assignment or in UDL.
Lastly, one of my college acquaintances uses Kidspiration in her first grade class. I thought it and Inspiration were really interesting programs. In addition to concept mapping, I would also use the software to come up with keywords and concepts for searches.
Wednesday, February 24, 2010
Using Free Digital textbooks in K-12 FREE Live Chat
There will be a live chat on March 9, @ 2PM EST on the "benefits and challenges of using free digital textbooks in K-12 Classrooms" as experienced by California teachers.
http://www.edweek.org/ew/events/chats/2010/03/09/
http://www.edweek.org/ew/events/chats/2010/03/09/
Tuesday, February 23, 2010
Technologies that support verbal and linguistic learners
In our 2/23/ class, I found some of the technologies to support verbal-linguistic learners really interesting. Part of this is because I am, on some level, a verbal-linguistic learner, and use a lot of these technologies myself.
I am particularly fond on message boards and asynchronous discussions. They help me (and would be useful for students) to really think about what they are going to say and how they react to a given issue. It gives students time to reflect on the materials presented in class.
Although we used Second Life as a vehicle to discuss digital libraries, I think that virtual worlds would be an interesting way for students to learn and it applies to different learning styles. Students get to experience the information hands-on, they read and hear the information and they see the information.
I am particularly fond on message boards and asynchronous discussions. They help me (and would be useful for students) to really think about what they are going to say and how they react to a given issue. It gives students time to reflect on the materials presented in class.
Although we used Second Life as a vehicle to discuss digital libraries, I think that virtual worlds would be an interesting way for students to learn and it applies to different learning styles. Students get to experience the information hands-on, they read and hear the information and they see the information.
Wednesday, February 17, 2010
Pathfinder's and Google Books
I've never really thought of using Google books on a Pathfinder. At the university level, we teach our students that Google books are available, but students may not have access to the entire book. I am of two minds about this. On one hand, it really does have the potential to expand your collection without the support of a budget. On the other hand, how much are we really expanding collections if we only have access to parts of a book. Also, what are we teaching our kids, by telling them it is o.k. to only have access to partial information? Will they ignore a relevant pathfinder source that is in print in favor of one on the web?
Other sources that I think could be utilized in lieu of, or in conjunction with, Google Books could be Project Gutenburg (albeit older books), Library of Congress (also historical), state library consortium's access to digital books (Maryland Digital Library), and possibly college or university libraries. I'm not anti-Google books, but I think we also need to take a close look at the drawbacks of using them and explain those to our students.
Other sources that I think could be utilized in lieu of, or in conjunction with, Google Books could be Project Gutenburg (albeit older books), Library of Congress (also historical), state library consortium's access to digital books (Maryland Digital Library), and possibly college or university libraries. I'm not anti-Google books, but I think we also need to take a close look at the drawbacks of using them and explain those to our students.
Tuesday, February 2, 2010
ISTE NETS-S and AASL
ISTE NET -S Wordle It appears that the ISTE NET-S Standards focus on Students using and learning digital technology and information.
For the AASL, the word 'information' occurs more frequently. So it seems like AASL focuses on using information, knowledge and personal learning. I am surprised that 'students' does not appear more often. Then again, the AASL standards and bullet points, so the exclusion of the word 'students' may not be significant.
Wordle would be a good tool to (possibly) pull out key or important concepts. It also has potential for students to use it to identify keywords and synonyms.
Multiple Intelligences
The main problem I have with these types of tests is that I have taken them so many times that I know how to "tip" them in my favor. So I cannot tell if I am answering honestly, or if I am trying to sway the outcome.
That being said, I'm not sure I am a necessarily "Nature Smart". Sure, I like spending time with my dog and I can name some trees, but that's about it. I was not surprised to find out that I am a Visual/Spatial Learner. Honestly, I don't think my Interpersonal skills are that bad. I mean I like to go out but it depends on the activity and my mood...
Wednesday, January 27, 2010
Thoughts & expectations on first class
I really enjoyed the first class. It looks like we are going to be learning about a lot of exciting technologies and ways to "meaningfully" incorporate them into instruction. A theme that I am sure will be overarching through School Library Media Classes is the standards and objectives drive the use of technology - Technology should not be used for technology's sake. I'm already aware of some of the technologies that are being used for university level distance ed students, but it will be fun to find out more...
Last semester I took a 6 credit class - Introduction to Professional Teaching and Learning, where we did intensive work with designing lessons around standards and objectives. I think working with the School Library Media Standards in the Voluntary State Curriculum and AASL's Standards for the 21st Century Learner will serve me well in LBSC 642. At the time, however, I was rebelling about all of the lesson planning and educational theory that the class contained. Yeah, I know it was an education class, but I did expect it to be so intense (most of my MLIS classes were not that intense). At any rate, I think it's given me a good foundation.
Last semester I took a 6 credit class - Introduction to Professional Teaching and Learning, where we did intensive work with designing lessons around standards and objectives. I think working with the School Library Media Standards in the Voluntary State Curriculum and AASL's Standards for the 21st Century Learner will serve me well in LBSC 642. At the time, however, I was rebelling about all of the lesson planning and educational theory that the class contained. Yeah, I know it was an education class, but I did expect it to be so intense (most of my MLIS classes were not that intense). At any rate, I think it's given me a good foundation.
Tuesday, January 26, 2010
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