Excerpt from Howard Gardner's New Book of Educational Technology

Barseghian, T. (2014, January 27). How can we maximize the potential of learning apps? KQED Mind/Shift. Retrieved from http://blogs.kqed.org/mindshift/2014/01/how-can-we-maximize-the-potential-of-learning-apps/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

I generally find the Mind/Shift Blog to be full of ideas that are both rich and practical; this post was ne exception. I follow Howard Gardner’s work closely—he is best known for his work on Multiple Intelligences and currently works at Harvard’s Project Zero, an incredible educational organization.  His most recent book—co authored with Katie Davis—is titled The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World.  I read two reviews earlier this winter in which the reviewers found Gardner’s tone a little preachy and vague, pitting “youth” against “adults” and creating a false dichotomy between a generation reliant on electronic devices and a generation accustomed to communicating differently. Surprised that Gardner would draw such a sharp distinction, I hesitated to rush to put the book on hold at my public library. However, after reading the excerpt Tina Barghasian selected, I may go back and read the book, but slwoly0- and with an eye to my 75-year-old father’s increasing tech-savviness.

In the excerpt reprinted, Gardner and Davis warn against the majority of educational apps that they say serve an outdated model of “factory-style” automation, rapidly and sleekly delivering digestible educational content with a rewards system that they compare to behaviorist B.F. Skinner’s. However, they also point to the promise of emerging web 2.0 technologies as far richer and more engaging. They claim that “as we transition from web 1.0 to web 2.0 and beyond, there is no reason anymore simply to respond to stimuli fashioned by others, no matter how scintillating and inviting they may be. Rather, any person in possession of a smart device can begin to sketch, publish, take notes, network, create works of reflection, art, science — in short, each person can be his or her own creator of knowledge.” (Gardner and Davis, 2013). They use Scratch as an example of a potentially wonderful app for fostering ingenuity and engagement, yet also warn that, like a hammer, even an engaging app can be misused—in this case, for hacking. This excerpt concludes with a reminder that mindful, attentive adults need to be attending to children’s engaged learning rather than offering mindless consumption in the name of education. The authors choose a Sesame Street word finding app as an example of a tool that could potentially be a path to greater engagement with words in the world for young children, or a mere electronic babysitter.

I was hooked—again—by Gardner’s thinking and will be reading the whole book this summer. 

Librarians as Professional Developers

Abilock, D., Fontichiaro, K., and Harada, V., eds. (2012). Growing Schools: Librarians as Professional Developers. Santa Barbara, CA: Libraries Unlimited.  ISBN 978-1-61069-041-6. 390 pages.

This book combines the visionary and the day-to-day in schools, offering advice to teacher librarians that is at once inspiring and practical. Full of big ideas and practical recommendations, it is a must-read for Teacher Librarians; arguably, it is a must-own.  The editors draw upon their considerable experience and expertise in school libraries and, more importantly, in school communities to position teacher librarians as crucial to quality professional development since they directly impact all stakeholders within a school.

The editors do an especially good job of explaining common pitfalls and the realities of the needs of adult learners.  They focus on communication basics, underlining the importance of strong interpersonal skills. In exactly the same way these skills are critical in reference interviews, they are equally if not more important in teacher librarians’ conversations with faculty and administrators within a school.  They extend a metaphor of a garden and show specific and varied examples of how teacher librarians have used a wide set of entry points and instructional tools in order to further not only professional development, but school-wide learning.  I found the case studies to be the most helpful part of this book, as best practices models are key for any teacher librarian, whether new or experienced. 

Tribes: We Need You To Lead Us

Jolene Kemos

Godin, S. (2008). Tribes: We need you to lead us. New York: Penguin Group.

Descriptive Summary: 

Tribes is a motivating, if somewhat unorganized, attempt to light a fire under…well…everyone…to affect change in the status quo!  In a mere 147 pages, Godin defines stagnant and ineffective organizational structures/approaches and, through personal experiences, company and leadership profiles, paints an inspiring portrait of the layman’s unprecedented potential for leadership.

Evaluation:

As we continue to evolve library structures and services to meet the needs of, and involve our users, bold leadership is required. Godin's work is a shot in the arm to get us going. In the face of seemingly insurmountable obstacles, particularly in public schools, this is a much needed call to action. Godin has very little patience for complacency or cynicism. He constructs a strong argument for grassroots efforts and rejection of the status quo. My favorite metaphor in the book is the call to be a "unicorn in a balloon factory." Small movement can create huge impact!

Steps to Create a Virtual Learning Space

Anna Taylor
Buerkett, R. (2014). Where to Start? CREATING VIRTUAL LIBRARY SPACES. Knowledge Quest, 42(4), E23-E27.

We now know having a virtual space within the library is a key component in communication, information, and collaboration. But what is the best way to get one up an rolling? Rebecca Buerkett, an elementary school librarian in New York, has provided 6 Steps to make this dream a reality.

STEP 1: Choose a Virtual Platform
Will you be using your school's existing platform? It may be easier since you do not have to create one from scratch. Just make sure the website is able to handle web enhancements like Widgets.
If you choose your own, make sure it is included within the school's website.

STEP 2: Decide What Resources to Include
Take a look at other school virtual learning commons and find what works and what doesn't.
What learning platforms are you going to include? Edmodo? Dropbox? A blog?
Create an appealing look and easy access to important links and pages.
Add Widgets like Facebook, Twitter, and GoodReads.

STEP 3: ASSESS
Get a survey around and ask for feedback from students and teachers. Encourage feedback through incentives- for both groups!

STEP 4: Tweak Constantly
Update to mobile capability. Add and delete information as needed. Decide if pages and widgets are being used and replace them with tools that will. Test the whole website to make sure all links and widgets are properly functioning.

STEP 5: Jump In!
Get students involved through tweaking, collaboration, and upkeep. 
Remember: this is a tool for technology and is always a work in progress.

A School Librarian's Journey to Transform Her Library

Anna Taylor
Gilcreast, J. (2014). FROM DRAB TO FAB. Knowledge Quest, 42(4), 38-43.

Jessica Gilcreast just got the position of School Librarian at an urban school in New Hampshire! However, Jessica's joy soon simmers as she enters her new library. Shelves are placed in a way that leaves no open space, books are falling apart and lack diversity, no decor is present, the list goes on. Jessica knows she has a lot of work to do but does something that is very smart; she decides to take everything little by little. 

Throughout the course of six years, Jessica transforms her library into a drab space in the school to a learning commons that meets the wants and needs of both students and teachers. 
Below is a brief over view of Jessica's process:

YEAR 1: 

• Painted a mural
• Weeding 
• Rearranging shelves and furniture
• Build relationships with students, staff, and teachers
• Write a grant for books and a SMART board

YEAR 2:

• More weeding
• Provide professional development opportunities with teachers using new technology
• Create a new tech space for the new SMART board
• Write a grant to add multicultural books into the collection

YEAR 3:

• Take a break and focus on teacher collaboration
• Write a grant for more technology

YEAR 4:

• Create and obtain a connecting computer lab
• Take over the book fair and use the money to purchase more furniture
• Add over 1,000 books to the collection

YEAR 5 & 6:

• Un-Dewey the collection
• Continue making the library an extension to the classroom
• More staff development and integrating technology into the classroom
• Keep up with other libraries and implement new ideas to reflect the needs of the library users

'Personal learning environments' emerging as K-12 trend to watch

Lauren Frederick

Ash, K. (2013, May 22) 'Personal learning environments' focus on the individual, Education Week. Retrieved on October 22 from http://www.edweek.org/ew/articles/2013/05/22/32el-personallearning.h32.html

While I wasn't able to retrieve this whole article from the Education Week website without a subscription, this article links to the New Media Consortium's 2012 K-12 Horizon report which lists Personal Learning Environments (PLEs) as a trend to watch for 2013. There is a lot of information emphasizing the path toward implementing them in all K-12 schools. It is a process that aims to visualize and organize the influx of information and resources that students are confronted with daily.

PLEs focus on self-directed and group-based learning, designed around each user’s goals, with great capacity for flexibility and customization. Students help create their own path to learning. The conceptual basis for PLEs has shifted significantly in the last year,from online ePortfolios and browser based PLEs to a handful of applications being used on smartphones, tablets, etc. Many free tools are making it easy to support individuals social, professional and learning activities.
"While the concept of PLEs is still fairly fluid, it is clear that a PLE is not simply a technology but an approach or process that is individualized by design, and thus different from person to person." They enable students to determine the style and pace at which they learn while exposing them to technologies that they may not otherwise encounter in traditional classroom settings that will help prepare them for university and the workforce.

I would recommend reading the report, especially to help pull together your own PLE. If you have access to the subscription, I recommend reading the whole series that this article is part of, called 'Digital Curricula evolving.'

Honors Classes Part 2

Gualano, Gabriela

Wolpert-Gawron, H. (2013, July 8). More diversity in honors classes: An update. [Web log post]. Retrieved from http://www.edutopia.org/blog/more-diversity-honors-classes-update-heather-wolpert-gawron

After a previous post about unequal demographics in honors classes, Wolpert-Gawron and others at her school decided to increase outreach to all students.  A major reason for fewer Latino students in honors classes was that they simply were not even applying.  All English classes were visited by Wolpert-Gawron early in the year to discuss applying for honors the next year.  Families were called and informed about honors in their native language, and provided parent informational workshops.  Also, AVID teachers explained honors during their classes.  For the upcoming school year 14% of honors students are Latino.  It’s still a small percentage, but it’s a great and significant improvement over previous years.

What a great and encouraging start for this school’s honors programs.  I applaud their efforts for recognizing the huge disparity in honors students, and attempting to bridge the gap.  Though the school recognizes there still is work to be done, they made a huge jump for the upcoming school year.  The school also used a variety of assessment measures to determine honors for the next year.  Report card grades, test scores, teacher recommendations, and a writing test are all considered when determining class placement.  As noted in the article, teachers have different grading styles, writing preferences, and teaching styles.  A variety of assessments better ensures that students have a fair chance of demonstrating their strengths.  Class grades may be average because of a low test grade, or neglecting to turn in homework.  However, the writing sample may be superb.  It will be the student’s responsibility to live up to the expectations in honors, but at least the student will be given the opportunity to try.

The article concentrated on ELA classes.  How did math, science, and history fare?  There are also often number differences based on gender.  Was that a factor at this school, and how did the new method approach it?

Honors Classes

Wolpert-Gawron, H. (2013, March 28). Honors classes: A need for more diversity. [Web log post]. Retrieved from http://www.edutopia.org/blog/more-diversity-honors-classes-heather-wolpert-gawron

Gualano, Gabriela

Wolpert-Gawron works at a diverse middle school where approximately half the students are Latino and the other half Asian.  It would make sense that honors classes would mimic these statistics, but that is far from true.  Instead, honors classes are about 98% Asian and 2% Latino.  The school decided that enough was enough and there needed to be a change.  Students themselves can be their own worst critic as Latino students say honors are for Asians and Asian students say AVID is for Latinos.  Wolpert-Gawron and the school are attempting a solution by increasing outreach to all students in all classes.

It is very interesting that middle school students have strongly established stereotypes about honors and AVID classes.  These views are preventing some students from achieving their true potential as they stick to the classes they are familiar with, and neglect to challenge or support themselves.  Although middle school sounds young, these decisions are often made a few years earlier in elementary school.  Already young children have decided if they are good or not at school.  The school believes the gaps in achievement are not purely ability, but more often morale or misperception of tracking.  In order to change these, the school began emphasizing honors classes more clearly, and specifically explained the application and testing process to students.  Parents and students demand honors classes, but then society complains when there is a gap between achievement.  Hopefully, Wolpert-Gawron and her school will be able to further explore this issue and come up with some kind of solution. 

20% Me Time

Gualano, Gabriela

Juliani, A. J. (2013, June 25). Why “20% time” is good for schools. [Web log post]. Retrieved from http://www.edutopia.org/blog/20-percent-time-a-j-juliani

Google has a policy where their employees are given 20% of their work time to spend on something else other than assigned projects. The article proposes carrying this idea over to schools, and giving students 20% of the day to work on something that fits their interests. The 20% time gives students time to work on their own projects while still meeting standards and grade level skills.

I think this model, if used properly, could go a long way in making school more applicable for students. The idea is also rather revolutionary for schools, and I wonder how it works for various subjects. Thinking back to my own school experience, I would have loved having 20% to myself in history or English, but would have been utterly lost in science or math. I could follow a lecture and memorize information, but I would have hated having to devise my own project and learning outcomes. Without an interest in the topic, I would not have been able to come up with something to learn. Even now I often equate success with an “A” on a test. Success in high school was earning an A on my report card; not creating some project that may or may not be successful. On the other hand, some might argue that by being able to create my own assignments I would gain an interest in these subjects. Perhaps so…the only time I remember being truly invested during science for its own sake and not a grade was in 7th grade. We were supposed to trace hemophilia through Queen Victoria’s family. The genetics and historical implications were endless fascinating! Would more assignments like these piqued my interest more? Giving students 20% of the time also allows them to work at their own pace. Differentiated instruction is a key buzzword, but it is difficult to achieve meaningful DI in practice. 20% would inherently solve DI. Some would speed ahead, while others would be able to take their time until a concept was truly understood. Plus, students who are invested and interested in their work will actually learn something. My biggest concern is for the students who, for whatever reason, do not care about school in any capacity. Will 20% reach them, or will it be just another opportunity to waste time?

Children and Nonfiction

Gualano, Gabriela

Korbey, H. (2013, July 12). How to get kids hooked on nonfiction books this summer. [Web long comment.] Retrieved from http://blogs.kqed.org/mindshift/2013/07/how-to-get-kids-hooked-on-nonfiction-books-this-summer/

Blogger Holly Korbey proposes that nonfiction reading is as important, perhaps more important, than reading fiction. One recent study by Publishers Weekly shows that children read four times as much fiction as nonfiction.  Children’s science writer Vicki Cobb wants to change the imbalance. She strongly believes that children need to be exposed to more high quality nonfiction books with Common Core connections and has created a website, iNK THINK TANK, http://inkthinktank.com/, with recommendations for grades K – 12.

While narrative fiction causes the reader to look inward to self-discovery, nonfiction causes the reader to look outward at the world at large. High quality writing, whether fiction or nonfiction, uses dynamic literary devices that captivate the reader. The website has many recommended books listed by grade level and cover science, biography, poetry art, and other genres.

I agree that a well-written nonfiction books is as fascinating as a fiction book. Nonfiction exposes readers to ideas and investigates these experiences. Although, I am not interested in science I am interested in other nonfiction ares such as biographies, which the website does cover. The CCSS emphasizes nonfiction and by 10th grade more reading for the curriculum will be nonfiction. This type of reading may be more complex and the more exposure children have will ease their introduction to a new area.

Great Teachers Don't Teach

Duncan, Laura

Johnson, B. (2013, June 28).  Great teachers don't teach.  [Web log comment.]  Retrieved from http://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson?utm_source=facebook&utm_medium=post&utm_campaign=blog-greatteacherquote

This article drives home the point that, while there are many important qualities that make an excellent teacher, perhaps the most important quality is a willingness to put the student in the driver's seat.  The author's sites his own learning experiences, describing a class he took in college, in which the students participated in a number of psychological experiences.  Rather than merely being lectured to or simply discussing theories, the students directly participated in psychological theories, and the author argues that this form of learning had the greatest impact on his long-term knowledge.  Thus, he encourages project-based learning, in which students learn and apply skills in a real scenario, rather than simply thinking about them theoretically.

This is a valuable article - it emphasizes the value of participation, engagement and higher order thinking and encourages teachers to move away from a passive teaching approah.

How to Apply Design Thinking in Class, Step by Step

Duncan, Laura

Stevens, A. (2013, June 26).  How to apply design thinking in class, step by step.  [Web log comment].  Retrieved from http://blogs.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

This article walks the reader through the basic process of transforming the classroom environment into a design thinking classroom.  First, the author says that a space needs to be created that invites possibility, creativity, surprise and engagement from the students.  Typically, a gym is often a school's "space of possibility," since there is little imposing material in a gym that dictates its use.  The challenge is making the classroom environment produce the same effect.   The author recommends holding "studio time," in which students are invited to freely create and adjust to the new set of expectations for this more flexible time.  Further, teachers can engage students in creating a new design thinking curriculum, by encouraging them to brainstorm about design careers (e.g. interior design, architecture) and then start thinking like designers.  Students should be invited to contribute how they'd like to develop the new classroom and what tools they'd like to add.  Concept development is an important part of the process.  Teachers should help students through the creative process, giving them up to an hour to think, brainstorm and draft out their ideas.  At the end of studio time, it's important for teachers to engage students in reflection about their work and the experience of studio time.

This article is useful, though not as step by step as it claims, in my opinion.  Since the concept of design thinking and studio time is somewhat abstract and probably fairly unfamiliar to most readers, it would have been helpful if the author had spent more time elaborating on the concepts of design thinking and studio time themselves.  Nonetheless, it's a creative concept and inspires teachers to think outside the box and promote flexibility.

What Does 21st Century Learning Look Like in an Elementary School?

Duncan, Laura

Jukes, I. (2013, June 18).  What does 21st century learning look like in an elementary school? [Web log comment].  Retrieved from http://fluency21.com/blog/2013/06/18/what-does-21st-century-learning-look-like-in-an-elementary-school/?utm_source=Committed+Sardines&utm_campaign=deaddffec8-RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_f244ccc9d2-deaddffec8-188994535

The author notes that tech integration is often focused on high school and middle school settings but is an equally important topic for elementary schools.  The article argues that teachers must emphasize Communication, Collaboration, Creativity and Critical Thinking to students, ensuring that students are actively participating in their education rather than "consuming passively."  Technology has a big role in these goals, as it can connect students to each other and the outside world, to share and participate in the creation of ideas.  Further, the author argues that technology allows students to learn according to their own needs and learning styles, rather than forcing students to all learn via one unchanging route; it allows for the differentiation of instruction.  Thanks to the presence of technology, a fifth goal (in addition to the 4 C's listed above) is to get students producing and consuming content that provides a meaningful connection to the greater world.
The author provides a brief list of resources about teachers who have focused on this last goal, such as teacher blogs.  He encourages the teacher to integrate his/her integration of technology instruction according to the availability of tech tools, the curriculum and the students' needs.  Teachers are encouraged to enact a few small steps that won't break the bank, such as using just a couple tech tools for a couple subjects to get started.  Further, teachers should make use of websites like Google, which provides a wealth of free tech services.

This is an inspiring little article about how to start thinking like a 21st century doer and helping your students to in that mindset, too.  It offers some practical tips about implementing ideas in the classroom and also emphasizes the broader goals that teachers should keep in mind as they set their goals and directions.

Smartphones in the Classroom

Gualano, Gabriela

Korbey, H. (2013, June 25).  Students speak up: Trust us with devices. [Web log post]. Retrieved from http://blogs.kqed.org/mindshift/2013/06/students-speak-up-trust-us-with-devices/

Unprecedented numbers of students have access to a smartphone, and use them daily in class.  During the school day, middle and high school students text, use Facebook or Twitter, and take pictures.  Despite most schools having a cell phone ban during school hours, teens easily hide phones in backpacks and pockets, and turn phones to silent mode.  The article was concerned with middle and high school students, but even elementary-aged children are familiar with tablets, smartphones, and other digital tools.  Although 80 percent of high schools have access to smartphones, schools are hesitant to utilize them in any meaningful way.  Part of this hesitation stems from inequality and the lack of teacher knowledge.  Some schools are aiming to increase professional development with technology and provide students with tablets.

There are definite pros and cons with allowed electronic devices in the classroom.  As noted, though a large majority of students have access to smartphones, there are still significant numbers who do not.  Would projects be assigned in groups, or would there be school provided devices?  Will the school provide wifi and Internet access, or will students rely on their data plans?  More thought than simply bringing in phones to class one day is required. 

The Project Tomorrow survey also showed 7-20% percent of students used technologies to text with teachers.  I would be very hesitant to have students text teachers, especially with various editing and photoshopping capabilities.  I would suggest using Edmodo, or something similar, as a communication tool instead.  Online communication sites are also available on mobile formats.  Apple devices include FaceTime, but there are other options if needed.

Some limitations also include the small screen size of many smartphones.  Reading a newspaper article may not pose much difficulty, but an academic article or textbook may become difficult.  Tablets and laptops would be a better option, or smartphones with larger screens.  Some websites are not mobile-friendly, and would have to be checked before used in the classroom. 

Lastly, there are many teachers who simply do not feel comfortable with technology.  Yes it is a part of life now, but even if a teacher is open to the idea, the knowledge may be lacking.  For some individuals, even attending classes may not be enough for the teacher to feel really knowledgeable or comfortable with the technology.  It also assumes that the teacher has a smartphone or tablet to use to prepare for the lesson and use for examples. 

However, if the teacher is knowledgeable and there is equitable access to the technology, using various devices in classes could be a great learning tool.  Research for projects and assignments could be started under the teacher’s supervision, with instruction on how to determine a source’s credibility.  Teacher’s could provide step-by-step instruction on how to access databases with students following along in class.

Creative and fun assignments could be created with QR codes, geocaching, and other activities.  Phones and tablets are more portable that textbooks, notebooks, and pens, so assignments could be taken outside or around the school. 

There are also simpler assignments teachers could use.  Google Forms, peer-editing, group notes, and student collections of resources for a particular unit of study.  Group work can be easily divided and worked on without having to coordinate schedules or photocopying.  Presentations no longer need to be narrated PowerPoints, but can be screencasts, videos, and more. 

At a simpler level, these devices are timers, stopwatches, music providers, can access online grades, set reminders, check the weather, and notetakers. 

Schools and classes do not need a complete overhaul to a completely digital format, but incorporating technology students already posses would likely be a positive.  If a teacher tries and it fails spectacularly, then examine why it failed, and improve upon it.  Teachers don’t need to use smartphones and tablets every day, but should try it and see how it goes.

Eight Ways of Intelligences

Gualano, Gabriela

Paul, M. A. (2008, June 10). Eight ways of looking at intelligence. [Web log post]. Retrieved from http://blogs.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/

The article explains eight different scenarios or possibilities that help make people smarter.  These eight are situations, beliefs, expertise, attention, emotions, technology, bodies, and relationships. 

Situations: I have very mixed feelings about this section.  One sentence I found particularly confusing.  Paul writes “situation intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body” (p. ).  Perhaps I am misunderstanding the argument.  If Situation intelligence is the only kind, or all other kinds come through situation intelligence, then why are there seven others in this article?  What I found more compelling is the Nature vs. Nurture argument, and I believe both play a role in intelligence. 

The beliefs aspect was one I had previously not considered.  However, I would change beliefs to outlooks.  I associate the word with religious and ideological beliefs, although the article considers more mindsets or outlooks.

I found that many of these intelligences overlapped or were obvious.  Of course paying attention and expertise make you smarter.  An inattentive individual is generally not going to learn as much as someone who is paying attention.  That idea is behind any parent, teacher, adult, or peer who yells out “Pay Attention!”  I would also say that one who is in an expert in some area is rather knowledgeable.  After all, that is the definition of an expert.  Then if someone already has a strong background in a subject, new information is more easily understood and processed.  A fifth grader does not yet have an expertise in mathematics and will not be able to calculate 3D shapes on a graph, but a math professor, an expert, will.  As for the bodies section, I thought it was fairly well-known that sleep is necessary for learning.  Studying before bedtime, getting enough sleep each night, sleeping well before a test, avoiding cramming are all repeated to students. 

Emotions also affect how intelligently one thinks and acts.  Anxious and negative moods take away from working memory capacity.  Teachers who have students do brief exercises or breathing techniques are appealing to their emotions, in hopes that a more relaxed state will produce better achievement.  A positive mood goes a long way in learning.  Though not exactly mentioned, I would imagine that a negative mood also shows resistance to learning and acts as a kind of gate preventing new information. 

Technology is an interesting aspect.  Too often it is used in ways that assist in the short-term such as ‘just Google it.’  When used to their full advantage, technological devices can assist.  The article did not offer any suggestions on how to do this, just that it is possible.

Relationships are the last topic discussed.  People learn from others.  It can be as simple as asking when the test is, or the answer to Question 5, but others are necessary.  Peers can also be more helpful in explaining concepts.  A teacher has the academic knowledge, but may be unable to phrase this knowledge in a way comprehendible to the students.  Peers might share the same language and be better able to help. 

At the end, educators should create situations that foster relationships, positive emotions, utilize technology wisely, and foster engagement to keep attention.

Higher Achievement

Loertscher, D. (2010). Bridging the Excellence Gap. Teacher Librarian.  37 (4).

Fong, Kevin

Bridging the Excellence Gap addresses the achievement problems of children since the implementation of No Child Left Behind. Although there has been progress in closing the achievement gap of lower performing students and their higher achieving brethren; this has come at the expense of more rigorous offerings to promote the academic excellence of all.

In response to No Child Left Behind it is imperative that we strive to push each student beyond their minimum levels of achievement so they may rise above the lower achievement standards of No Child Left Behind.

As teacher librarians it is time to return to addressing the individual need of each student and stop the needless teaching to the test mentality that has permeated education and has lowered achievement levels due to the narrowed focus of curricular offerings.

A critical eye on the teaching infographic

Dr. Loertscher just sent out this link to an infographic about what makes a great teacher.

I read over it and it has some great ideas. The information about the number of teachers increasing was noteworthy, and the the strategies running along the right-hand side are important to think about:
-adjust teaching strategies and lesson plans to cater to their student's needs
-identify ambitious goals to improve the effectiveness of their teaching
-encourage family participation in their programs and advocate learning opportunities outside of school
-focus on student learning & increasing the value of class time
-treat standardized tests as a target for students, not as a metric for lesson plan development

Yep, these are some of the very important qualities that make up a good teacher. Some others are missing:
-the ability to collaborate with colleagues to increase student achievement
-respecting and embracing the many types of diversity found in our classrooms
-choosing to engage with professional development to continuously improve our practice

There are so many others, and obviously this is just a small infographic (although a very wordy one--I don't think it's very good).

There are also some very problematic ideas on here. I am not comfortable with these actions being promoted as qualities of a great teacher--in fact, the national teacher of the year. These type of expectations set up teachers for burning out and leaving the profession. In parentheses I wrote what I have personally seen as the impact of some of these actions.
-giving up lunch periods to help students (not having a break at work and ending up stressed and hungry)
-ensuring that every student has a ride (allowing students to depend on you, rather than helping them find a sustainable way to get to and from school)
-doing her students' laundry when their clothes have been dirty for some time (I've only seen this go on at the gym...but how do you get a kid to give you their dirty clothes?)
-working more than 20 hours per week outside the classroom (not having decompression time, putting a family and friends on hold)
-spending $2,000 to $3,000 on students (giving up potential retirement savings and stressing about money)

I was under pressure from my school and other organizations to sacrifice extraordinary amounts of time, money, and energy for my students. I did it for four years, but then I recognized that it was not sustainable for me. I'm grateful to still be in education as a teacher librarian, and to have time to spend with my family and relaxing. I feel very strongly that we should not be encouraging new teachers to continue working in this type of way. I would rather see someone develop more slowly as a teacher, but make a commitment to it as a career. The things that Ms. Mielwocki does are exactly what leaves classrooms with new teachers year after year after year.

I've chosen to support new teachers in the past and this year I am training to be a new teacher mentor with the Beginning Teacher Support and Advise (BTSA) program. I won't sit by and watch wonderful teachers burn out year after year.

What do you think?

____________________________________________________________

Posted by Allyson Bogie

Retrieved from http://www.topteachingcolleges.net/great-teachers/

How Teens Research in the Digital Age - results from recent Pew research study

Mary Ann Scheuer, cross-posted at Research and Reflections

The Pew Research Center supports a strand of research investigating the impact that the Internet has on American families, communities, work and home, daily life, education, health care, and civic and political life. Their most recent study investigated high school teachers’ views on the impact that Internet and digital devices have had on teens’ research skills. My biggest takeaway from this is the critical importance of continuing to teach digital and information literacy skills to all children.

“Three-quarters of Advanced Placement (AP) and National Writing Project (NWP) teachers say that the Internet and digital search tools have had a "mostly positive" impact on their students' research habits, but 87% say these technologies are creating an ‘easily distracted generation with short attention spans’ and 64% say today's digital technologies ‘do more to distract students than to help them academically.’” (Purcell, et al., 2012)

The survey of 2,000 middle and high school teachers found that while the Internet has made information readily accessible to students, most students have come to expect easy, quick answers and are not prepared to dig deeply and think about information critically. Teachers recognize that the amount of information available to students is overwhelming to most students. There is strong support amongst teacher for including content focusing on digital literacy in every school’s curriculum.

It is interesting to dig into the meat of the study itself, beyond the front page headlines. Most notably, the study found that the Internet has changed the very nature of research itself and what it means for students to “do research.”

 “Teachers and students alike report that for today’s students, ‘research’ means ‘Googling.’  As a result, some teachers report that for their students ‘doing research’ has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.” (Purcell, et al., 2012) 

 It would be very interesting to take some of the survey questions that Purcell and her colleagues developed and administer a local survey of teachers’ opinions of students research skills. It seems that this would bolster the role for the library and the virtual learning center in being an integral part of students’ information seeking practices.

Purcell, K., Rainie, L., Heaps, A., Buchanan, J., Friedrich, L., Jacklin, A., ... Zickuhr, K. (2012). How Teens Do Research in a Digital World. Pew Research Center. Retrieved from http://pewinternet.org/Reports/2012/Student-Research/Summary-of-Findings.aspx

Reflections on the AASL Standards for the 21st Century Learner

Crompton, Marc

American Library Association. (2010). Position Statement on the Common Core College- and Career-Readiness Standards [Brochure]. Author. Retrieved October 10, 2012, from http://www.ala.org/aasl/aaslissues/positionstatements/collegecareerstandards

I feel kind of awkward posting on a required reading like this, but it strikes me that this document is worth discussing.  It is, by far, the most dense of our course readings and I think that there is a lot to consider here.  I couldn't help but thinking, as I re-read it, that this is like a masterwork of art in that every time I come back to it, I get something different.  I may bring different experiences and ideas to reflect in it, but I come out with something unique each time.

The first thing that hits me about the AASL standards are the four key elements: Skills, Dispositions in Action, Responsibilities, and Self-Assessment Strategies.  This is not a document about teaching; this is a document about learning.  It puts the responsibility squarely on the shoulders of the learners.  It doesn't talk about curriculum in terms of what we need to teach; it talks about the kind of person that the learners strive to become.  I would venture to say - and this is not stated in the document - that this applies to ALL learners in the school community, regardless of age or position.

This emphasis on the learner allows those in coaching positions (traditionally, the teachers) to see the students for who they are in order to help them grow to where they should be.  This is an individualistic approach.  It does not say that students need to be collaborative.  It says that one of a learner's responsibilities is to "Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community" and that they "Assess [their] own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints."  While the end point is the same, we recognize that learners arrive at different times and take different paths. 

Finally, it puts the library/media centre/learning commons square in the middle of learning.  Not by forcing it there as some documents seem to, but by simply recognizing that there is no better place in the school to learn than at this physical and virtual hub.  I think that it is easy in this day and age of digitization for us to fear for our personal futures and cling to the past.  We get defensive about our roles and talk a little too desperately about how things "should" be.  If we simply recognize how things are and that the learning commons is the natural centre of any learning community, there is no advocacy, there is only statement of fact.  I read each point in this document thinking about how else learners develop these skills, dispositions, responsibilities and strategies.  It is true that many are supported in a variety of places in a learning community, but there is no place in the school that addresses them all and I would venture to say that there are many (most?) that are addressed best in the learning commons.

This is a logical document to be developed by the AASL but it is one that should be adopted by schools, not just libraries.  Libraries then are the ideal place in the learning community to foster these ideals and drive their development.

Today marks the second anniversary of the release of this document.  I hope that it has been well circulated and adopted throughout the educational community.

OK, there's my two cents worth.  What do YOU think?

Stephen Downes answers questions on Education and Technology

Crompton, Marc

Downes, S. (2012, September 16). : Questions from students at Vancouver Island University. Half an Hour. Retrieved September 16, 2012, from http://halfanhour.blogspot.ca/2012/09/questions-from-students-at-vancouver.html

I will admit that I'm getting easily distracted from the required reading for this course and apologize for posting so often on the blog, but it seems to be the best communication stream for this type of thing in our course.  Part of the reason I'm getting distracted is that I'm following up on interesting links in the text and then interacting with those leads in some way.  This is not one of those links...

I took a brief look at my Twitter feed this morning and stumbled upon the article cited above.  A number of students in an Educational Technology programme at a nearby university wrote to Stephen Downes on the opposite end of Canada and posed some interesting question that dovetail nicely with some of our discussions and readings.  Rather than responding individually to each student, he posted a broader response in his blog, Half an Hour.  The topics discussed include collaboration and competition in education, defining appropriate student behaviour online, impact of cloud computing on learning, equal access to technology and evaluation of web content.  In addition to being a great read on its own, he has provided links to so much other great material including a video keynote he did for a group of educators in Finland on PLEs. 

Be for-warned:

• Downes values content over production value.  If your looking for slick and polished, you'll be disappointing.  If your looking for great ideas, you'll get them in spades.
• His "Canadian" analogy of clearing an ice rink for skating would have been somewhat lost on his audience on Vancouver Island.  Unlike much of Canada, Canada's south-west coast has primarily indoor ice-rinks.  I've lived here all my life and have only seen one winter cold enough for the lakes to freeze enough to be safe to skate on.  Just a little geography/meteorology lesson for those who have never visited "God's country!"  :)