Technology Training in Schools

The faculty at my school seems to be somewhat comfortable with using technology in the form of PowerPoint presentations, websites such as Brain Pop, brain breaks in the form of Go Noodle, and other activities like Kahoot /etc. In the article from the journal entitled Technology, Coaching, and Community a problem was stated. The document states the problem is, “Many teachers do not know how to design and support technology-rich learning environments.”  I agree with the contributing authors. We are very good at doing the basics, but we have a difficult time implementing the more difficult technology involved tasks.

Just recently we have been asked to use the sharing device that is connected to our Microsoft accounts. What began as a seemingly daunting task, with the help of the media specialist and Instructional Technology Specialist, the fourth and fifth grade teachers were able to get a true feel of the tool. As teachers we sometimes act a lot like our students. We complain about what we feel is busy work or takes extra time. We have so much to accomplish through the day, so we need to get over ourselves and accept the fact that at times we will have to stay at work a little longer in the afternoons to ensure that we are truly catering to the needs (physical, academic, and yes, technical) of our students throughout the school day.

This is my second year at my current school and its focus has primarily been on improving school morale and community relations, therefore there has been very little staff development concerning technology. Fortunately, we have a very flexible Instructional Technology Specialist and he is always willing to help. The downside is he is the only IT specialist in our district, so although he is willing to come out to the school, lots of times he has to screen shot directions to correct any issues we may have. This poses another problem for teachers that are kinesthetic and visual learners.

One common strategy that I read repeatedly in the ISTE Standards for Coaches is modeling is extremely important when implementing approached that support productive technology staff development. According to the document, standards suggest that teachers should be coached in implementation of technology-enhanced learning experiences, and model technology tools and resources to methodically collect and examine student achievement data, understand results, and communicate findings to improve instructional practice and maximize student learning. This is vital because our TKES evaluation calls for the same exact thing. We are expected to use technology in our classroom in an effective manner and improve test scores in the process.

As aforementioned, my district is at a huge disadvantage because we only have one Instruction Technology Specialist that serves the district. There is one teacher in our building that serves as our “go to” guy when a technical problems, which is truly unfair to him. Unfortunately, I am guilty of infringing on his time as well because it’s so much easier to call down to his room and have him talk me through getting my Promethean board and desktop computer to connect (we’ve all had those moments).  Although I am sure technology holds some importance at our school, it is not a focus right now and that is the ultimate barrier to productive technology staff development.

Technology, Coaching, and Community states, “Coaching support for teachers is a powerful means of both modeling and harnessing the potential of technology to improve teaching and learning. Teachers who receive coaching in the use of technology tools to improve student learning, and who learn from and collaborate with peers via professional learning communities, will develop confidence and effectiveness in designing and supporting technology-rich environments that maximize student learning.” The bottom line is, until we (teachers) are more comfortable with technology, we cannot adequately use it in our classrooms. We can’t continue to host BYOT days and hope nothing goes wrong, because most likely it will! We can’t keep our students from researching content based topics at school because they may go onto a site that is not approved, because they will! We have to take charge of the technology in our classrooms instead of running away from it.

The school library media specialist can fulfill the duties of technology coach by conducting information sessions about technology.  These sessions need to be meaningful, not just an overview. Teachers need to leave with at least a basic understanding of the topic and ideas of how to implement within his or her classroom. I also read that teachers need to be offered an environment in which to practice new skills where they can learn. Media specialists can provide those opportunities within the media center.

                As a library media specialist I would like to provide the teachers would opportunities to practice or hone technology skills. I recently learned while reading the GADOE website that teachers are not to leave their students with media specialists so they can have additional individualized planning time. Media center time is supposed to be used to conduct lessons and collaborate with other teachers and the media specialist. I think this time could be served as the perfect opportunity to allow teachers a way to teach a content based lesson that is integrated with technology. As media specialist I would be there for additional support and could even act as a co-teacher.

I would also ask my principal for a portion of each faculty meeting to highlight a website or some technology tool that may be beneficial to classroom teachers. It would be even better if I could have one meeting per month dedicated to a true technology based professional development.  I could possibly feature a teacher that has implemented a specific tool in his or her classroom and that teacher could talk about the highs and lows of the tool/website and how it has increased engagement in his or her classroom.

My media specialist is a delightful person. She has a very inviting and warm demeanor that sets faculty, staff, and students alike at ease. She recently held last week’s staff development. However, the staff development was not about technology, but lesson planning. Even so, before her presentation began, she used a few minutes to discuss the sharing option we have associated with our Microsoft accounts. She emphasized the importance of collaboration and how this tool would be very helpful. After she answered our questions she went on to the true purpose of the afternoon’s professional development.  She was very patient with all questions and provided time for teachers to collaborate with one another. Her information was exact and to the point. We did not feel overwhelmed because the information was divulged in a very concise and meaningful way.

When speaking with her about staff developments she is admittedly nervous from time to time, but tries to keep in my mind that just a few years ago she was sitting in the same seats we sit in as teachers during staff developments. She uses her experience as a classroom teacher to ease us into what we look at as “one more thing on our plate” and always offers suggestions and a welcome hand. In regards to technology, my LMS is able to perform the basic skills necessary to keep certain technological tools up and running. When dealing with huge projects, she follows the proper protocol to ensure we continue to feel successful using technology in our building.

Put me in Coach, I'm ready to play! Blog 6

While media specialists may not have the title “Technology Coach” and the pay that goes along with it, it is clear after reading the ISTE standards that media specialists already do the majority of these tasks on a day to day basis.

       Visionary Leadership – Sara is constantly working with our new Principal to plan, develop and implement a shared vision for technology in our building.

       Teaching, Learning & Assessments – Crescent is working tirelessly to help teachers use technology to collect and analyze student data.

       Digital Age Learning Environments – In most schools now, the media specialist is the first stop for teachers or students with technology issues, most of the time the media specialist has no previous training on the device, software, etc. It is all on the job training!

       Professional Development and Program Evaluation – The media specialist usually knows about technology needs before anyone else in the building.

       Digital Citizenship – The media specialist is the expert on digital tools and resources for staff and students.

       Content knowledge & Professional Growth – Our media specialist is constantly looking for new ways to teach students and staff and is constantly learning herself!

At my mentor’s school, the media specialist along with a few tech-wise teachers hold their own professional development days where they teach each other about Google Classroom or how they could use Makerspaces in their English classroom. These same teachers are also willing to help those that may need a little extra handholding when new technologies come along. While technology in a school is great, the Principal must also be on board and be a huge backer of having technology and casting the vision for the rest of the school. I have been in many schools in our system and it is obvious which ones have Principals that believe in the power of technology and those that do not hold those same beliefs.

As a media specialist, I will go to bat for my teachers and their technology needs/wants in the classroom. If Mrs. Smith comes to me with an idea, I will do the research to see if it is a plausible technology for our building. If not, I will look to find other ways to do what she would like to do in the classroom. Teachers and media specialists need to feel like they are on the same team and have the same vision for how technology can play a part in the lives of our students.

E. Lockhart: Social Networking and SLMCs - We’ve come a long way baby!

This post was written by Ericka Lockhart...

Social Networking and SLMCs - We’ve come a long way baby!

Yes, we have come a long way, but even as far as we have come, is this the best we can offer our students? Facebook, Twitter, SnapChat and numerous other social media outlets have so much to offer, yet are unavailable to them. Blocks on youtube and itunes for video and music exclude them further. After reading through all the articles from 2008 two things became very apparent to me. One, we have definitely come a very long way from the use of technology 2008. Today, for most students, technology is almost 2nd nature. We use it in our homes, in our cars, in our businesses, on our phones, and even in our schools. The second thing that was painfully obvious is that then and now, technology is not being used to its greatest potential. It was interesting to see how much technology was being used seven years ago in the school setting. However, I can testify to the fact that there was not a great use of technology and social media on my side of town back in 2008. We simply did not have the hardware, software, or even a strong enough network connection to allow us to benefit greatly from the technology around us. As the years have rolled by, availability and ease of use has improved for us.

The school library media center should be “the place to be” in regards to all media related materials. Most times it is the last place that students go for insight to social media. The center may have dated materials or have too many limits in place. In the article from AASL’s second longitudinal survey reveals schools’ acceptance of social networking tools, they sited in 2008 that texting, chatting, virtual worlds and popular social networking sites like MySpace are the tools least utilized in elementary, middle and high school curricula.(AASL 2008) Thankfully most of these are in use in our schools and libraries. LMC are trying to fill in the gap with excellent tools such as blogging where students and teachers can share ideas and collaborate to gather information. Texting and chatting are used often to keep up with school news and events. Virtual worlds for field trips and experiments are used everyday. 

Even with all of these improvements, it is unfortunate that the majority of social media use is done after school hours. There are so many restrictions on its use in the school that many times students and teachers alike become discouraged by limitations to its access. We all know that it is difficult to police and safeguard our students with total open access to the World Wide Web and these concerns compel us as parents and educators to advocate for walls that protect our students from dangers seen and unseen. The issue with this is that these tight restrictions shut out valuable learning experiences and immeasurable potential growth. Social media access to sites such as Facebook and Twitter can allow students to create, collaborate, share, and research just about any topic you can imagine. I have personally gotten an opportunity to gain access to and share historical information about my own family history, through social media. Three years ago a distant relative, using facebook, connected the dots of our family tree after utilizing family documents and other information she had researched. I was one of those many dots and it has opened my life to a rich family history that none of my immediate family knew existed. On another occasion recently, a page named Vintage African American Photography showcased a photo of a picture of what they listed as an “unknown woman circa 1910”. That picture was a photo of my 5x’s great grandmother, Mariah Wise Parker. The fact that Facebook had provided the tools for us to be found we were able to identify the photo for the group and share her history with them. All of this being said, there is no limit to how much invaluable information our students could collect with social media access!  By blocking most or all social media resources in schools, we rob students of the opportunity to experience “best use” of these resources. ( Storts-Brinks, 2015)

    In my current school system all of these social media resources are blocked from student access and I get it, total open access leaves our children vulnerable to various dangers. predators, bullying, and pornagraphy. It amazes me though with the rapid pace of advances that there is no way to protect them and still allow them the benefits of sharing and collaboration around the world. I do feel like there is hope in the near future. Public libraries have made the shift to the world of social media. I even checked for my local public library and they are out there in the land of Facebook and Twitter gaining followers and highlighting events within their program that attract readers and nonreaders alike.  In my opinion School Library Media programs will be able to catch up with the social media movement as soon as there is a safe way to expose our students to it. 

American Association of School Librarians. AASL's second longitudinal survey reveals schools’ acceptance of social networking tools. American Library Association, 2008

Unblocking Opportunity: Social Media Access in Schools."  Karen Storts-Brinks. School Library Monthly. 31, 7, 30-31, May 2015. Retrieved September 21, 2015.

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Blog #4:School News: Lights, Camera, Action!

I enjoyed the news presented by the students at Eisenhower. It was very kid-friendly. It seemed as if they took their jobs seriously as they “mocked” what they have seen on news shows shown on cable television. I also liked the headline news segment and the interviews the students conducted with the teachers. I can tell the students collaborate on a regular basis.

Orenco Elementary also had a nice news broadcast. I watched the latest episode where original cast members made an appearance on the show. I think it’s great that they came back to interact with the new hosts. The graphics were awesome and music was also a good addition to the show as well. As a teacher, I can appreciate the students incorporating some mini-lessons within the broadcast. That is such a great way to keep the students engaged in an informal way.

         I am fortunate to teach at an elementary school that has live news broadcasts. Fifth grade students are given an opportunity to apply for a position on the WRAM Crew.  This group prepares and presents the school news program each day.  To be considered for this challenging, educational opportunity, students fill out a job application and provide two teacher references. Students are rotated every nine weeks. They are expected to give up their recess time to prepare for the next morning’s show. The show is produced by the students and they are helped by the Media Specialist or the clerk.

It is streamed through a program called MediaCast. The content of the WRAM consists of the Pledge of Allegiance, the school’s pledge, lunch choices, birthdays, weather, happenings within the school, and community events with our partners in education. This year the counselor was able to have a segment where students running for student council were given an opportunity to persuade the students in the school to vote for them. Another interesting segment of the show is when the students give a short summary for the person of the day. The person’s picture is shown during the moment of silence and is referred back to later in the broadcast. Various teachers and sometimes the principal will make an appearance on the show as well. The WRAM Show has been in place for years and most likely will be a staple in our school culture for years to come.

Media Center Webpages- Beneficial or Nah (not)?

Media Center Web pages

Beneficial or Nah?

As the current parent liaison for one of the most diverse high schools in world, I am always challenged to provide resources for not only the parents but sometimes the students as well. I do so but sending our monthly newsletters, postcards, calling posts and etc.  One thing we don't have is a MC Web page. As I have "quickly" researched, I noticed they are actually a great resource, for those who like to use the Internet. One thing that would be important at this particular school is keeping it basic. We have over 47 languages in the school so if we were to create a web page, it would have to be easy to navigate and read. I think if we would model our MC Web page after one of an elementary school, then there should be no problem especially if it is uniformed with the rest of the schools in the district, which do not have web pages either.

Our school district webmaster or IT leader has made all of our school websites uniformed for easy navigation purposes. So, no matter which school in the entire school district you visit, all of our web pages are the same, minus the school logo and colors of course. Everything else is all in the same place. So, I am thinking we should all have MC Web pages as well. So that we could be a better resource to our community, parents, stakeholders and students. Many people are unaware of the library catalogs and databases that are available and until I began working out of the media center, so was I. I would say MC web pages are beneficial due to the fact of a web page always being available even when the Media Center itself might not be.

Wikis - Love 'em or leave 'em?

I think before we delve into wikis and whether we like them or not, it is important to give a quick overview into what a wiki is. A wiki is basically a website that anyone with access can edit and publish. It is as simple as that and it is almost as simple to create and publish a wiki of your own. This morning, I signed up and published one in a matter of minutes. You can find it here : http://doyouwiki.wikifoundry.com. The creator of this technology named it after a Hawaiian word for “quick” and it is the quickest way for communication to take place… no more emails to plan a lesson that gets lost in the shuffle with the media specialist!

The idea of using wikis in the media center is intriguing. A media specialist could create a wiki with pages for each grade level represented and have teachers post upcoming lessons and the media specialist could respond with resources available online or in the media center. With all teachers having access to the wiki, another teacher could comment on things that worked or didn’t work in his/her classroom. One drawback I did see on the Apalachee High School Media Center's Wiki is that some of the information was out of date. If a media specialist posts links for teachers to use in their lesson plans, the media specialist should be responsible for checking the link periodically to make sure it is still available. I can only imagine the problems outdated links could cause while having 23 1st graders staring you down while you are trying to find the link to a book talk online … talk about pressure! I also noticed that out of date links were an issue on the Best Practices Wiki (for and by librarians). If the wiki can be kept up to date and relevant, I think they have a place in education. I also think a running list of “What Are You Reading” could be a fun addition to a staff run Media Center wiki. Most teachers are readers and what a great way to share your new favorites with your teacher friends? Could maybe even be the start of a Book Club!

Wikis in the classroom – I think the teacher really has to know her class and know that they could handle the responsibility. Picture this….. a collaborative book report on “To Kill A Mockingbird” for your class of 8^th graders. The teacher starts off the report with a few sentences and it is the responsibility of the class to complete it. Because each student has to register and all changes and additions to the wiki are recorded, the teacher would know who contributed and who didn’t. As a student, I would have flipped over the opportunity to do something “fun” like this. A living, breathing wiki for an assignment like this could make learning more fun and encourage students to think outside the box and build on their classmates thoughts and ideas. A wiki could also be used for students working on a class project together – real time updates while working from home or at the library – no need to spend hours on a Saturday at the library, when you can collaborate from home! I do think that a teacher would have to oversee wikis in these cases. I like the Charter that the ladies at Apalachee High School used for its wiki. I believe all students need ground rules and need to understand them.

“Don't take it personally when your work is edited. You may not agree with every change. It is fair to ask why a change was made and to expect concrete reasons.”

“Should you be the one editing, it is polite to go to the discussion tab to leave a note explaining why a change was made. It is poor form to delete a post; try to adjust the work instead of erasing it entirely.”

In order for a wiki to become a place for collaboration, instead of a filing cabinet for information, it needs to be active. All parties involved need to understand why they are using the wiki and the importance of posting information there. While a wiki filing cabinet is not necessarily a bad thing, the information won’t be up to date and probably won’t be useful to many people.

I will admit, when I first started thinking about wikis for this assignment, I had a negative reaction... wikis? Really? Why would I want to post something online that someone else could change as soon as I posted it? Well... what if they have a better way of saying what I tried to say originally? Overall, I think the idea of wikis in education is a great one. Collaboration at its finest!