Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
technology: What educators need to know and do. New York:
Teachers College Press.
Koechlin, C., Zwaan, S., & Loertscher, D. (2008, October). The time is
now: Transform your school library into a learning commons. Teacher
Librarian, 36(1), 8-14. Retrieved September 26, 2009, from Library,
Information Science & Technology Abstracts database.
As a classroom teacher, I know that meaningful learning is the key to student success. Students have to engage in hands-on learning in order to create connections, and these connections lead to a deeper understanding of the concepts taught and higher levels of thinking. Technology can be the missing link in creating a hands-on learning environment, and proper use of technology can provide students with a plethora of opportunities. As some researchers have noted, “Teaching professionals can paint a better picture, compose a more dynamic symphony, dance a more relevant step, and write a more powerful story” when using technology (Koechlin & Loertscher, 2008). Technology is something that most students have access to in some form, and when we teach students how to use technology in school, we teach them skills that they will be able to use for years to come. Research has shown that technology is an important part of classroom instruction, and even though it is not “reading, writing, or rithmetic” it can be used to support content areas of learning.
Ashburn and Floden commented on a particular project, known as Project TIME, and showed how this project allowed teachers to implement technology while teaching content curriculum (2006). Project TIME allowed teachers to create practical lessons involving immigration laws, and the students used technology to research and evaluate information regarding immigration policies and philosophies. My favorite part of the lessons included in the first chapter related to the concept of authentic work (Ashburn & Floden, 2006). Authentic work means that students are using real materials as part of their research, and they are evaluating these materials for quality and accuracy. They also use their materials to investigate different points of view, and to build questions they have on their topic. So many times students blindly accept the views of the materials they are given, and they think that if something is in print than it must be true. Technology can be used to present students with a variety of materials, and this can cause students to evaluate their own opinions and to organize and alter their beliefs accordingly. Technology provides students with a means to accomplish these higher levels of thinking while learning a specific area of content, yet so often teachers are unable to use technology in this way.
As a future librarian, I want to make myself available to support teachers in technology integration. I know that classroom teachers want to use technology to support their students’ learning, but so often they are discouraged by lack of time, resources, or technological skill. I agree with Koechlin and Loertscher that a library should be a “learning commons”: a place where teachers and students can seek assistance with technology and find opportunities to extend their learning in an engaging and interactive way (2008). A library should be a place of experimentation and enrichment, where teachers can gather new ideas and strategies, and students can build off the concepts they’ve learned in their regular classrooms. I want to use my training in technology to provide support to the staff at my school, so that they can use new technologies effectively in their lessons. I also want to tailor my instruction to match the state standards of the teachers, so that the students will always be engaged in meaningful learning. As a future librarian, I want to assist the teachers and students in my school by incorporating technology as part of my service as a media specialist.
Saturday, September 26, 2009
Friday, September 18, 2009
Wikis and blogs...banned from schools?
Achterman, D. (2006). Making connections with blogs and wikis.
CSLA Journal, 30(1), 29-31. Retrieved September 18,2009, from
Library Lit & Inf Full Text database.
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts and
wikis in the classroom. Eugene, OR: ISTE.
When I first began my courses in library science, I participated in an introductory course in technology. At that time, I was exposed to many forms of technology, including wikis and blogs, and I was inspired by the lists of ways I could use these in my own classroom. I remember excitedly running into our enrichment teacher’s classroom to share a wonderful blog project I wanted to start. I couldn’t believe it when she looked at me and said “it’s a wonderful idea, but there’s no way on earth the technology department would allow the use of wikis or blogs in our schools”. I remember staring at her, dumbfounded, and she sympathetically tried to explain that she had been fighting for these technologies for the past few years; however, with child safety laws and potential viruses her proposals were rejected time and again. Now, participating in another technology course, I still can’t understand why our school system would completely rule out both blogs and wikis, refusing to even look into secure sites or special programs. Especially when there are so many wonderful ways that both wikis and blogs can be used in classrooms.
Blogs and wikis are excellent ways for students to communicate. Students could use blogs to share opinions on a book for reading class, or make recommendations for other possible reads (Achterman, 2006). Blogs can also be used to provide teacher feedback and interaction with students, as well as encourage students to reflect on their own reading. Many students are already familiar with the concept of blogging, and can therefore make a real-world connection by using this form of communication (Achterman, 2006). Wikis are also useful tools in schools. They can allow students to work together on a project, and can provide students with a place to store their notes, graphic organizers, and bibliographies (Achterman, 2006). Wikis can also be used to help students organize their thoughts and materials (Achterman, 2006). They allow students to access documents on a common server and therefore exchange ideas (Hendron, 2008). By editing the sidebars students can create their own links and have separate pages for different pieces of information. Wikis allow easy access for editing and revising purposes as well. While blogs promote personal opinions and reflection, wikis allow students to collaborate to complete a final product, and both would be a way to motivate students and encourage technology usage.
As a teacher, I understand the many concerns related to the Internet, and I can imagine the horrors that our technology office fears in relation to blogs and wikis. I know that it is possible that students would post inappropriate material or that someone could accidentally access a virus that would spread through the school. I understand that many students do not know how to be discreet on the Internet, and therefore could give away too much personal information that could endanger them. However, in my opinion, the role of the teacher is to monitor student learning, and while these things could happen, most sights have checks in place to prevent these types of things from occurring. For example, most Wiki sites requre a password to access information, so that not just anyone can utilize the site (Hendron, 2008). Some sites allow teachers to edit comments and/or delete posts that are deemed “not school appropriate”, while others only allow certain people to access the information posted. To me, it seems irresponsible to discard potential wonderful technologies simply because some things may go wrong, without seriously considering the forms and looking for ways to make them work. Both blogs and wikis have been shown to benefit students, and they should be considered a valid form of technology integration in schools.
CSLA Journal, 30(1), 29-31. Retrieved September 18,2009, from
Library Lit & Inf Full Text database.
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts and
wikis in the classroom. Eugene, OR: ISTE.
When I first began my courses in library science, I participated in an introductory course in technology. At that time, I was exposed to many forms of technology, including wikis and blogs, and I was inspired by the lists of ways I could use these in my own classroom. I remember excitedly running into our enrichment teacher’s classroom to share a wonderful blog project I wanted to start. I couldn’t believe it when she looked at me and said “it’s a wonderful idea, but there’s no way on earth the technology department would allow the use of wikis or blogs in our schools”. I remember staring at her, dumbfounded, and she sympathetically tried to explain that she had been fighting for these technologies for the past few years; however, with child safety laws and potential viruses her proposals were rejected time and again. Now, participating in another technology course, I still can’t understand why our school system would completely rule out both blogs and wikis, refusing to even look into secure sites or special programs. Especially when there are so many wonderful ways that both wikis and blogs can be used in classrooms.
Blogs and wikis are excellent ways for students to communicate. Students could use blogs to share opinions on a book for reading class, or make recommendations for other possible reads (Achterman, 2006). Blogs can also be used to provide teacher feedback and interaction with students, as well as encourage students to reflect on their own reading. Many students are already familiar with the concept of blogging, and can therefore make a real-world connection by using this form of communication (Achterman, 2006). Wikis are also useful tools in schools. They can allow students to work together on a project, and can provide students with a place to store their notes, graphic organizers, and bibliographies (Achterman, 2006). Wikis can also be used to help students organize their thoughts and materials (Achterman, 2006). They allow students to access documents on a common server and therefore exchange ideas (Hendron, 2008). By editing the sidebars students can create their own links and have separate pages for different pieces of information. Wikis allow easy access for editing and revising purposes as well. While blogs promote personal opinions and reflection, wikis allow students to collaborate to complete a final product, and both would be a way to motivate students and encourage technology usage.
As a teacher, I understand the many concerns related to the Internet, and I can imagine the horrors that our technology office fears in relation to blogs and wikis. I know that it is possible that students would post inappropriate material or that someone could accidentally access a virus that would spread through the school. I understand that many students do not know how to be discreet on the Internet, and therefore could give away too much personal information that could endanger them. However, in my opinion, the role of the teacher is to monitor student learning, and while these things could happen, most sights have checks in place to prevent these types of things from occurring. For example, most Wiki sites requre a password to access information, so that not just anyone can utilize the site (Hendron, 2008). Some sites allow teachers to edit comments and/or delete posts that are deemed “not school appropriate”, while others only allow certain people to access the information posted. To me, it seems irresponsible to discard potential wonderful technologies simply because some things may go wrong, without seriously considering the forms and looking for ways to make them work. Both blogs and wikis have been shown to benefit students, and they should be considered a valid form of technology integration in schools.
Technostress!
Genco, P. (2000). Technostress in our schools and lives. Book Report, 19
(2), 42-3. Retrieved September 18, 2009, from Library Lit & Inf Full
Text database.
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new
models of teaching and learning through technology. Arlington, VA:
Educational Research Service.
As I was reading the chapters for this week, one item that really stood out to me was the list provided of steps that instructional leaders (such as principals) should take to ensure that their teachers are able to implement new technology (Johnston & Cooley, 2001). Reading this list made me feel very sad and frustrated, because I have spent the past five years in a system and a school where the philosophy is “every man for himself” and where technology is thrown at teachers with little instruction but high expectations. Seeing ideas on the list such as “reduce teacher’s isolation” or “provide different levels of supervision…based on school needs” brought tears of frustration to my eyes (Johnston & Cooley, 2001, p. 42). As a classroom teacher who works with special education students, I know how exhausting a new technology can be, especially when you feel abandoned with no support. When teachers do not receive support, they become frustrated and they tend to express that frustration in resentment towards technology. “Technostress” is a term that I have heard repeated in many classes, and I think that it is a major concern in education today. Technostress has many causes, and can result in frustration, anger, and even depression (Genco, 2000). Technostress causes people to give up, and creates a sense of failure that can cause people perform their jobs less effectively (Genco, 2000). For example, this year at our school we are piloting a new online grading system, and even though it starts this fall we have not received a single training session on the program. Also this year, my fifth grade team has had multiple fights, meltdowns, and a series of “so-and-so isn’t speaking to so-and-so”, and I think that this is due in part to the amount of technostress that we are all experiencing. Many times I have heard teachers yelling at their PowerPoint slides, or crying over issues with e-mails and podcasts, and I can’t help but feel that all this anxiety is pointless and unnecessary. When people are made to feel stupid and “out-of-touch”, they become defensive and distressed and both of these emotions seek outlets in many areas. It’s hard to picture people losing it over a computer screen, and yet it happens time and time again. So my question is: how do we fight technostress?
Peter Genco has many practical tips for battling technostress, and I think that administrators in particular should pay attention to them. For example, he says that realistic expectations can help people deal with their stress, because they don’t feel that they have to master everything at once (2000). He also mentions good communication and technical support as a means of reducing frustration and offering encouragement (Genco, 2000). However, the idea that stood out to me the most was the comment that “administrators need to take leadership roles in the use of technology in schools” (Genco, 2000). Even the best teachers need to know that they have the backing of their administration and the support in place in order to implement a new program, and technology is no exception. In my opinion, administrators need to be educated about technostress, because I think anxiety is holding teachers back from experiencing the joys and freedom that new technology can bring. If principals and other school leaders want teachers to embrace new technology, than they need to realize that this can’t be accomplished without their understanding and support.
(2), 42-3. Retrieved September 18, 2009, from Library Lit & Inf Full
Text database.
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new
models of teaching and learning through technology. Arlington, VA:
Educational Research Service.
As I was reading the chapters for this week, one item that really stood out to me was the list provided of steps that instructional leaders (such as principals) should take to ensure that their teachers are able to implement new technology (Johnston & Cooley, 2001). Reading this list made me feel very sad and frustrated, because I have spent the past five years in a system and a school where the philosophy is “every man for himself” and where technology is thrown at teachers with little instruction but high expectations. Seeing ideas on the list such as “reduce teacher’s isolation” or “provide different levels of supervision…based on school needs” brought tears of frustration to my eyes (Johnston & Cooley, 2001, p. 42). As a classroom teacher who works with special education students, I know how exhausting a new technology can be, especially when you feel abandoned with no support. When teachers do not receive support, they become frustrated and they tend to express that frustration in resentment towards technology. “Technostress” is a term that I have heard repeated in many classes, and I think that it is a major concern in education today. Technostress has many causes, and can result in frustration, anger, and even depression (Genco, 2000). Technostress causes people to give up, and creates a sense of failure that can cause people perform their jobs less effectively (Genco, 2000). For example, this year at our school we are piloting a new online grading system, and even though it starts this fall we have not received a single training session on the program. Also this year, my fifth grade team has had multiple fights, meltdowns, and a series of “so-and-so isn’t speaking to so-and-so”, and I think that this is due in part to the amount of technostress that we are all experiencing. Many times I have heard teachers yelling at their PowerPoint slides, or crying over issues with e-mails and podcasts, and I can’t help but feel that all this anxiety is pointless and unnecessary. When people are made to feel stupid and “out-of-touch”, they become defensive and distressed and both of these emotions seek outlets in many areas. It’s hard to picture people losing it over a computer screen, and yet it happens time and time again. So my question is: how do we fight technostress?
Peter Genco has many practical tips for battling technostress, and I think that administrators in particular should pay attention to them. For example, he says that realistic expectations can help people deal with their stress, because they don’t feel that they have to master everything at once (2000). He also mentions good communication and technical support as a means of reducing frustration and offering encouragement (Genco, 2000). However, the idea that stood out to me the most was the comment that “administrators need to take leadership roles in the use of technology in schools” (Genco, 2000). Even the best teachers need to know that they have the backing of their administration and the support in place in order to implement a new program, and technology is no exception. In my opinion, administrators need to be educated about technostress, because I think anxiety is holding teachers back from experiencing the joys and freedom that new technology can bring. If principals and other school leaders want teachers to embrace new technology, than they need to realize that this can’t be accomplished without their understanding and support.
Friday, September 11, 2009
Webquests and constructivism
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new
models of teaching and learning through technology. Arlington, VA:
Educational Research Service.
When reading chapter one for this week, I started thinking about the resources teachers have to enable them to make learning meaningful for their students. As the authors said, kids today are “growing up digital” and technology allows us many means to engage students and provide them with opportunities to show their learning in creative ways (Johnston & Cooley, 2001, pg. 11). In particular, I began thinking about webquests, and ways that teachers could use them to engage students and promote student proficiency in technology. Webquests are online research projects that assign students a problem or question to answer, and then provide them with resources to locate the information they need. Students are also asked to work together to create a final project which can be graded. Webquests promote research skills and utilize different forms of technology, and they allow students to practice using technology in a meaningful way.
I have used webquests previously as a classroom teacher, and I love the structure that they follow because they support the constructivist model for education. For example, in a webquest students are assigned roles that they need to fulfill when working collaboratively, and both collaboration and student roles were mentioned in the indicators for engaged learning (Johnston & Cooley, 2001, pgs. 17-18). Webquests also focus on a specific problem that the students are asked to solve or answer, and when they finish completing the necessary research they have to create a project that shows their learning. Constructivist teaching supports project based assessments and informal assessments over tests that stress rote memorization, and the performance-based assessments give students an opportunity to show that they can memorize and then apply information in a creative way. Performance-based assessments is a key factor in engaged learning strategies, and is an effective way for teachers to evaluate a student’s knowledge on a specific topic and their ability to effectively use technology to locate information (Johnston & Cooley, 2001, pgs. 16-17). Webquests meet many of the indicators for engaged student learning, and they are a wonderful way to integrate other subject areas into one learning experience.
I was able to attend an inservice last spring on webquests related to science instruction, and I think that training provided me with resources that I could use in my own media center. As a classroom teacher I know that most of our days are spent teaching the mandated curriculum, and little time is left for supplementary activities. However, in my county media specialists are encouraged to match their lessons to the curriculum and to find ways to integrate science and social studies into their programs, and webquests would allow me to do this. For example, I could have my fifth grade classes do a webquest on ways to stop global warming, or I could have my first graders do a webquest on rhyming patterns. Obviously, various levels of support would be needed, but I think that not only would using webquests to support the curriculum motivate the students, but I also think teachers would enjoy them as well. I know as a classroom teacher that I appreciate any extra help I can get, and knowing that my students were getting extension opportunities outside of my instruction would be a blessing to me! Webquests could be a means of providing a cross-over from the classroom to the library, and students and teachers can benefit when a media specialist uses webquests.
models of teaching and learning through technology. Arlington, VA:
Educational Research Service.
When reading chapter one for this week, I started thinking about the resources teachers have to enable them to make learning meaningful for their students. As the authors said, kids today are “growing up digital” and technology allows us many means to engage students and provide them with opportunities to show their learning in creative ways (Johnston & Cooley, 2001, pg. 11). In particular, I began thinking about webquests, and ways that teachers could use them to engage students and promote student proficiency in technology. Webquests are online research projects that assign students a problem or question to answer, and then provide them with resources to locate the information they need. Students are also asked to work together to create a final project which can be graded. Webquests promote research skills and utilize different forms of technology, and they allow students to practice using technology in a meaningful way.
I have used webquests previously as a classroom teacher, and I love the structure that they follow because they support the constructivist model for education. For example, in a webquest students are assigned roles that they need to fulfill when working collaboratively, and both collaboration and student roles were mentioned in the indicators for engaged learning (Johnston & Cooley, 2001, pgs. 17-18). Webquests also focus on a specific problem that the students are asked to solve or answer, and when they finish completing the necessary research they have to create a project that shows their learning. Constructivist teaching supports project based assessments and informal assessments over tests that stress rote memorization, and the performance-based assessments give students an opportunity to show that they can memorize and then apply information in a creative way. Performance-based assessments is a key factor in engaged learning strategies, and is an effective way for teachers to evaluate a student’s knowledge on a specific topic and their ability to effectively use technology to locate information (Johnston & Cooley, 2001, pgs. 16-17). Webquests meet many of the indicators for engaged student learning, and they are a wonderful way to integrate other subject areas into one learning experience.
I was able to attend an inservice last spring on webquests related to science instruction, and I think that training provided me with resources that I could use in my own media center. As a classroom teacher I know that most of our days are spent teaching the mandated curriculum, and little time is left for supplementary activities. However, in my county media specialists are encouraged to match their lessons to the curriculum and to find ways to integrate science and social studies into their programs, and webquests would allow me to do this. For example, I could have my fifth grade classes do a webquest on ways to stop global warming, or I could have my first graders do a webquest on rhyming patterns. Obviously, various levels of support would be needed, but I think that not only would using webquests to support the curriculum motivate the students, but I also think teachers would enjoy them as well. I know as a classroom teacher that I appreciate any extra help I can get, and knowing that my students were getting extension opportunities outside of my instruction would be a blessing to me! Webquests could be a means of providing a cross-over from the classroom to the library, and students and teachers can benefit when a media specialist uses webquests.
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