I like to think I’m pretty “in the know” when it comes to educational technology. Then I spend time with my brilliant classmates and professors (I lovingly refer to them as “The Great Brain”) and I realize I don’t know nearly as much as I’d like to think. In the last two weeks they have shared with me a treasure trove of tools that I had no idea existed. This quarter we are exploring the ISTE Teacher Standards and in order to take that learning to the next level, in knowledge and practice, we are planning and facilitating Global Collaborative Projects (GCP). The overview of the project follows:
Global collaborative projects help students become connected learners and provide them with authentic opportunities to learn from other people and experiences. These types of projects also provide students with new, diverse perspectives and help prepare them for an international workplace. In this project, you will collaborate with others outside of the Digital Education Leadership program to design and implement a global learning experience utilizing digital tools.
As I did some brainstorming for this project, the Great Brain told me about Mystery Skype. How did I not know this existed? If you’re … Read More
Last semester I examined the ISTE Student Standards through the Digital Education Leadership program at Seattle Pacific University, this semester I will start my exploration of the ISTE Teacher Standards. In an effort to learn the difference between the various sets of ISTE Standards (student, teacher, coach, administrator and computer science educator), I scoured the International Society for Technology in Education (ISTE) website to find the following description: “The family of ISTE Standards works in concert to support students, educators and leaders with clear guidelines for the skills, knowledge and approaches they need to succeed in the digital age” (“ISTE Standards,” 2015). I was excited to find this short video produced by ISTE that gives a short overview of the purpose behind the standards and why they are important to successfully implementing technology into education.
While I am still processing the difference between the many sets of standards, I am approaching my exploration this semester from the perspective of a librarian who is there to serve both students and teachers in order to take their learning and teaching to the next level. This week, I was given the following question and asked to explore it in a way … Read More
This quarter in the Digital Education Leadership program through Seattle Pacific University, I have been working together with my classmates to explore the ASSURE Model, an instructional model used to design lessons that effectively incorporate the use of technology to enhance student learning. This model identifies six steps in the planning process and those steps form the acronym, ASSURE:
What Does This Look Like?
My classmates and I created a face-to-face session for educators who are interested in incorporating technology into their classroom but are looking for basic management techniques to help them be comfortable and successful. The design of this lesson took place over an entire quarter, working on one of four phases and then seeking feedback from the professors before moving forward. This format allowed us to gain outside perspective, make revisions to the lesson plan and then use that feedback as we transitioned into the following steps of the ASSURE Model.
Here you will find our plans for the project, including the handouts that will be provided to session participants:
I recently sat down with my Head of School to discuss her thoughts on the role of educational technology at our school. Our school puts a great emphasis on a top-down, bottom-up approach towards incorporating technology into the classroom and this conversation illuminated a great deal for us both. Below I share my process, thoughts and findings…
Based on the link I shared with you earlier this week, can you tell me what you think the term “Digital Citizenship” means? (Provide a copy of the ISTE Citizenship in the Digital Age, if needed).
What role do you think technology plays in today’s classroom?
Can you tell me your perspective on where we’ve come from, where we are, and where we’re going, in regards to digital citizenship and educational technology? Are you comfortable with the rate at which we are progressing?
What challenges do you find that we’re currently facing with educational technology?
Do you have any concerns regarding access to the use of technology? Do all families have equal access? Are there concerns regarding families who are resistant to bringing technology into their home? If so, do you have a plan of action you would like to see
Create opportunities for project-based learning experiences that incorporate connections that flatten the walls of the classroom.
In my mission statement, I write that I hope to “[Create] authentic experiences that foster a sense of joy for learning” and in the 21st century classroom, one way to make that happen is to encourage project-based learning. Melissa Jacobs-Israel, School Library Journal contributor describes project-based learning as an opportunity where “[students] are learning how to develop intriguing questions for further discovery and research, investigate a topic, construct new meanings, develop opinions and supporting arguments, apply new understandings, create final products, and reflect on what they learned” (Jacobs-Israel, 2013). There could be no better place for this to occur, than in the library. In fact, journalist Suzie Boss argues that librarians should be at the forefront of project-based learning experiences in their school: “A key player to invite into these collaborative conversations is the school librarian or library media specialist. Their understanding of information literacy and digital citizenship can make a difference across the arc of projects. What’s more, librarians may know about students’ out-of-class interests through their reading choices or online interests” (Boss, 2013).
Through project-based learning, students are provided with authentic experiences … Read More
Provide students and staff with instruction and resources that reflect current information needs and anticipate changes in technology and education.
In 2009, the American Association of School Librarians (AASL) developed a set of guidelines to help “define the future direction of school library programs” (p. 7) and those guidelines were then published in Empowering Learners : Guidelines for School Library Programs. When looking back on my mission statement, I realized there is one passage that I wanted to specifically target and further articulate: “[U]nearth ways to mirror what is happening in the classroom with the outside world” (Todd, 2014). This principle, as written by AASL, exemplifies precisely what I am hoping to convey to my patrons; a library experience that is rich with print and digital information, where both exposure and instruction are equally important.
I recently posted my mission statement on my blog and solicited comments from readers across the globe and one reader provided me with some very insightful feedback: “Could another librarian take your mission statement and would it represent who they are equally well? It’s like the mission statements of libraries or colleges. Many of them sound the same. We all are committed to creating … Read More
Model the effective and appropriate use of print and digital resources to help answer questions and find solutions.
A group of librarians met in 2010 to discuss the future of school librarians and at the core of their discussion was the need to make libraries relevant in the future. These librarians determined, in order to do this, the goal behind their group would be to change the face of librarianship in the 21st century. Their mission, to help librarians around the globe “ensure that students are effective users and producers of information and ideas” (Bartow, 2010). While this may sound like a lofty ambition, one simple action comes to mind that will help me personally make this goal a reality: turn my screen so it is easily accessible to both myself and my patrons. When a student comes in a with a question, I do not simply provide the answer, I invite them to stand next to me and walk them through how to find the solution.
Not only will this allow me to model the behavior I am hoping to see in my students, it also touches on a number of other elements in my mission statement:
As a librarian, it is my personal mission to: model a love of learning and discovery, demonstrate my passion to help students become lifelong learners; expose patrons to a place where children and adults come to collaborate, create, explore resources, and discover new worlds; and unearth ways to mirror what is happening in the classroom with the outside world, creating authentic experiences that foster a sense of joy for learning.
The intended audience of my personal mission statement are those in my school community: students, teachers, parents, and administrators. Much of my practice as a librarian echoes Megan Egbert‘s beliefs as a librarian and a parent, “We should probably embrace what is here and use it to our advantage, rather than fighting with reality. Be involved in what your children are interested in” (Egbert, 2014). I am very transparent with my students, I want them to know that I do not have all the answers and that we are all on the same journey of exploration and discovery.
One of my goals as a librarian is to make myself visible and available to the school community as much as possible, I entered a space that was strictly used for accessing … Read More