Week 8: The New Media Consortium's Horizon Report

The New Media Consortium (NMC) produces a report each year entitled “The Horizon Report.” In it, they identify key trends in education related to technology and how it will be applied to the K-12 setting in the next five years. The NMC identifies challenges and sorts them into three categories: solvable, difficult, and wicked challenges that impede the progress of technology in education. They also predict the technologies that will be integrated into education in the next five years and sort these into three categories as well (in the next year, two-to-three years, and in four-to-five years).

In the 2015 Horizon Report, makerspaces are defined as a trend that will be adopted in the next year. Makerspaces fold in several themes and trends in technology, including STEM/STEAM initiatives, personalized learning, and challenge-based or problem-solving curriculum. As the report comments, “Schools are turning to makerspaces to facilitate activities that inspire confidence in young learners, and help them acquire entrepreneurial skills that are immediately applicable in the real world” (Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A., 2015, p. 39). Because of this, makerspaces have the potential to develop critical thinking and 21^st Century skills that our library’s mission statement outlines and is always looking to improve upon. Makerspaces allow for individuality and can get students who may not respond to traditional learning to engage and try something new. However, developing a makerspace in the elementary school library is also an enormous challenge. Unlike the middle school or high school (or public library), an elementary makerspace has a younger set of creators that are still learning problem solving skills, and also how to be self-directed.  This is a particularly interesting trend as I work next year to adopt a modified version of makerspace next year in our library. 

I have so many questions as I look to incorporate the makerspace idea into the library. What materials do I secure? How do I frame my lessons? What are my expectations for students in terms of completion or assessment? My initial thinking is that I start with project choices so that students can see some of the possibilities with the materials and kits I introduce. As I have been given the gift of working with students for at least 50 minutes each week, makerspace will only be a part of the balance of instruction within that timeframe.  I also need to make sure I still attend to literacy and inquiry skills.  Ideally, I would combine these three pillars and interweave them as much as possible, as well as digital citizenship. My plans for makerspace include a unit on coding/programming/robotics, construction/engineering, and electronics/circuitry.  My hope is that by giving students a variety of exposure, they will discover something (or more than one something) that engages them and makes them want to pursue interests.

Finally, I hope to give the students time to work on their Genius Hour/passion projects. 

Makerspace can be filed under what the NMC calls the “Solvable Challenge: those we understand and know how to solve” (Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A., 2015, p. 22) in that it creates authentic learning opportunities for students that they are invested in. Students can be introduced to materials and challenges, but ultimately, they need to find a problem that they would like to solve. In the makerspace world, that might look like using their knowledge of circuits to create a new game, or it could be creating something like a Rube Goldberg machine.  As a librarian, I want my space to be a place where students can come in and feel comfortable taking risks and trying something new.  The report also states, “Whether the goal is to improve retention, foster natural passions and interests, or expose learners to real work situations, authentic learning strategies bring students a greater understanding of their abilities and purpose in life beyond the classroom” (Johnson, et al., 2015, p. 22). By connecting makerspaces to real-world situations and challenges, our library space will work to bring more authentic learning to students to get them more interested in possible career paths, as well as opportunities to use critical thinking skills. Though it will be a challenge, it’s great to see that the New Media Consortium backs makerspaces as a trend in the immediate future.  I can’t wait to add my voice to the conversation.

Currently listening to: Explosions in the Sky's radio station on Spotify. Explosions in the Sky is a band for when you don't want words distracting you but you still want something that is not orchestral music. Think Enya, but more solo guitar and less voice. It's great background music to relax to.

References:

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.

Week Seven: Cyberbullying

I am so glad that I did not grow up in an era where cyber-bullying was prevalent.  Though my household got our first computer when I was a freshman in high school, the contact I had online was friendly as we were all learning how to navigate chat rooms.  Compared to the dystopian hellscape that seems to dominate communication on much of the Internet these days, my teenage years on the Internet were pretty tame. In chapter 12 of Adolescent Online Social Communication and Behavior: Relationship Formation (Zheng & Burrow-Sanchez, 2010) entitled, "Cyberbullying Internationally Increasing: New Challenges in the Technology Generation" research on cyber-bullying, along with anti-bullying instruction models, are presented to inform educators to make them aware of challenges in the online world and to urge them to be more proactive.

As with any introduction to technology that is connected to the Internet, school librarians must be ready to infuse digital citizenship at every opportunity. In my school district (at the elementary level) we are required to teach digital citizenship skills at third, fourth, and fifth grades.  Librarians cover topics including keeping personal information private, digital citizenship, cyber-bullying, and Netiquette. The fifth graders also get a visit from the Naperville Police Department about being safe online in both fourth and fifth grade. However, the more I work in the library, the more I believe that this is just the basics and we should be teaching much more. Students these days are basically born with devices in their hands.  It may be cute that the two-year old can unlock the iPad and access their favorite app, but as soon as they can comprehend, they need to be introduced to proper behavior and safety online, lest they become yet another YouTube troll. Ayoma and Talbert (2010) reveal some startling statistics about cyber-bullying, such as “…however, several studies have shown that approximately 15% to 57% of school age students in the U.S. have experienced some types of cyber harassment” (Ayoma and Talbert, 2010, p. 186).  Students need to know what to do in case something occurs and make sure they are taking steps to not be part of the problem, either.

Librarians also need to communicate more with the parents in their schools about the dangers of cyber-bullying. According to Ayoma and Talbert (2010) parents are struggling to create a safe environment for student because they do not understand the dangers of cyberbullying. Ayoma and Talbert cite Shariff (2008) by reporting, “Shariff (2008) also reports that 32% of parents in her survey thought online bullying could not hurt children because ‘it is just words in cyberspace.’” (Ayoma & Talber, 2010, p. 192). School librarians must show all stakeholders the consequences of such thinking and that that they can be an asset. The authors comment, “Even for adults who are aware of danger, the majority of them are not confident to instruct appropriate use of mobiles and the Internet to their children (Ayoma & Talbert, p. 192).  As technology evolves and our parents feel left behind, librarians can provide information to assist them and alleviate some apprehension. This can apply to classroom teachers as well. It cannot only be the librarian’s responsibility to teach digital citizenship; students need to hear about it from all of their teachers, as well as their family members.

One of the most comprehensive sites found online about digital citizenship education is from Common Sense Media (https://www.commonsensemedia.org/educators/digital-citizenship). This site provides a full scope and sequence for educators to implement lessons from kindergarten through twelfth grade. It goes ways beyond the requirements of our district and has activities for students, Nearpod lessons already developed, and a full array of digital citizenship skills interwoven. They are aligned to the Common Core State Standards and also have “Family Tip Sheets” to send home with every lesson. As I increase my instructional time with students next year and we continue towards become and one student, one device district, digital citizenship will be a cornerstone part of instruction in the library.  Students need to feel safe and confident in their abilities to navigate the Internet without becoming targets or bullies themselves. They need to learn that just like in real life, words and actions have consequences.  The more the librarians can do to bridge those concepts between ‘real life’ and online, the better citizens we are going to raise overall.

References:

Aoyama, I. & Talbert, T. L. (2010). Chapter 12 Cyberbullying internationally increasing: New challenges in the technology generation. Adolescent Online Social Communication and Behavior: Relationship Formation on the Internet. Hershey, PA: IGI Global. DOI:10.4018/978-1-605660926-7.ch012.

K-12 Digital Citizenship Curriculum. (2016). Common Sense Media. Retrieved from https://www.commonsensemedia.org/educators/digital-citizenship.

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Currently listening to: Jason Isbell via Spotify. Secret confession time—though I don’t love country music, I can be found listening to alt-country/singer-songwriter fusion A LOT on Spotify. (I also enjoy bluegrass, but that’s a different story for a different day)  Jason Isbell takes all the good of country music and makes his singer-songwriter folksiness even better. His Spotify radio includes people like Dawes, John Prine, and Ryan Adams.  He’s earnest and soulful without being over the top. Check him out today!

Social Media: The Times, They are a Changin'...

Many web developers often create what are called "sandboxes" when they are working to create new updates to a website and see what it looks like without it being live to consumers.  This allows them to test for bugs, make corrections, and ensure that the consumer experience will be as intended. When we teach students about social media and learning to communicate online, the sandbox approach is a good way to start. Students need to practice social media skills before they are truly "live" in the real world.  The article, "The Educational Promise of Social Media" (Herff Jones, 2011), discuss how to integrate social media into the classroom and argues that open social media platforms, such as Twitter, Facebook, and  YouTube are beneficial for the classroom.  As an elementary school librarian, I would argue that there are plenty of "sandboxes" that students can get an authentic social media experience without having to be exposed to what I like to call the comment section of the Internet, the dumpster fire of humanity.

Currently, our school district has set guidelines about how teachers are allowed to interact with students.  You can review it by clicking here. It was also published in 2011, is tiered and more flexible as students get older.  The matrix at the end of the document is very useful as a quick reference for what the acceptable policy is. It could probably use some revisions with the advent of more smartphones and students who have been using tech since they were able to sit up.  

Our school district employs several learning management system platforms.  The older one, Canvas (the same we use for our Olivet classes) allows students to post and respond to each other in a protected environment.  Student comments are monitored and educators can set up notifications to be received in a daily digest or as each comment or action is posted. We also have access to Google Apps for Education, which includes Google Classrooms.  This is also a protected environment where students can learn and practice digital citizenship without causing concerns about sharing personal information to the greater online community. Even though I feel comfortable working with students on social platforms, I truly believe that at the elementary level there needs to be protections in place for the students to make mistakes and learn from them. As far as using back-channeling goes in the classroom, we've had several discussions in our technology class about the different possibilities we can use, including using Pear Deck, Nearpod, and Today's Meet.  These also give introverted students a chance to interact with the class similar to Twitter, but can provide even more anonymity, which can in turn bolster confidence to participate.  It is still controlled by the teacher and can be used as a model for how to use social media effectively.

On the other hand, I have had excellent success with Twitter as a professional learning network.  I think Twitter is a great format for making connections with other teachers and classrooms. Just like the article recommends, I have separate Twitter accounts: one personal, one for my professional learning and networking, and one to share what we're doing in the LRC with families. Because most of my students don't have Twitter, I find myself connection with other schools and libraries, along with some interested parents. 

Finally, technology and communication are evolving rapidly.  Students are moving past Facebook and Twitter to use apps like Snapchat, Instagram, and WhatsApp to make connections and discuss everything parents and teachers would prefer they didn't. As a teacher and as school district, it's our mandate to teach digital citizenship.  It is not necessary to teach in those specific environments, but draw comparisons to them so that students can transfer the skills they learning while working in our sandboxes.  As technology continues to evolve, teachers must be aware and look for opportunities to introduce social media concepts to students in a safe way.  I look forward to learning about how we can use social media ideas to connect to students learning and keep them engaged!

Currently listening to: 93.1, WXRT, Chicago's Finest Rock.  Sometimes, it's great to just put the radio on and discover new music. XRT plays a great mix of music from the 1960's through today's progressive rock hits. It's the soundtrack of my life. :)

Reference:
Herff Jones Achievement Series. (2011). The educational promise of social media.

Technitorium Link

Cohort!

If you're interested in seeing our Google Slides presentation because you loved the ideas so much, you can access it here. Thanks!

Week Five: Tornado in the Library!

Week Five: Webquests: Hi, my Name is Melvil Dewey!

As I began to search for Webquests, I decided to look for something I can use in my library now, as in THIS fall when I return to the library.  Regardless of how well I've worked with the students last year, everyone is going to need a tune-up in using the library.  One of the biggest challenges I noticed in my first year was getting students to feel comfortable navigating the library on their own. Often they could search on the computer, but not really understand where to go from there. This was particularly true at for the nonfiction section.  Despite new signage, an engaging story of Melvil Dewey, and practice, my students still did not really "get" how to find resources on their own.  I've been pondering how I want to approach this problem as I get a second crack at it. 

Enter Webquests.  Though they are not as popular as they were 12-15 years ago, they still have a place as a tool that teachers and students can use in a guided activity to focus on investigating a topic, process, or skill. As I set out to find a great Webquest, I decided to look for something that could be used in the library, involved students creating something to share with others, and had students working together.  After looking around http://zunal.com for a bit, I found it.  The Webquest that's going to help my students build self-direction skills and confidence for finding all the materials in our library: Tornado in the Library!

Tornado in the Library! follows a simple premise; the books in the library have been scattered, and the library is recovering from some paper cuts as a storm set the library (and only the library, thankfully) into disarray. Written towards the students, this Webquest asks students to create a PowerPoint (and I would modify for Google Slides) to show how to put the library back together using the Dewey Decimal system. Student need to find out about the system and there are several still-working links that provide enough background information for students to create their presentation. 

There are many reasons why this Webquest is a great choice for elementary school librarians.  First, it is a simple enough task that students wouldn't feel bogged down in the details, but it's also complex enough for variety in the presentation.  Students are working collaboratively, but also have specific roles within their teams. They must discuss with each other what information is relevant to which role and how to make it all work together cohesively. The lesson is targeted for third through fifth graders. Third graders would benefit from this because they are on the cusp of beginning to understand the structure of the library and can manipulate websites as well. This Webquest would also be great practice for other skills. Students get to practice using Google Slides, which they would not have too much experience with yet. Students also need to be able to read, comprehend, and synthesize the information they find on the websites so that everyone will understand. The voice and the approach of the Webquest engages students and gives them a purpose for what they are doing. Moreover, it transforms the sometimes dry and passive learning of the Dewey decimal system into a dynamic activity that students should be able to remember for a long time.

Ultimately, this lesson has a solid place in the library.  With some small modifications (changing to Google Slides to increase collaboration, updating some of the links, and creating a note-taking space for information and logging of sites visited), it could become an even more dynamic way to help students understand how and why the library is organized the way it is. Students have the opportunity to build knowledge through this Webquest while also practicing useful skills. As I implement this lesson this fall, I'm excited to see how much it helps the students navigate the library and build their confidence when researching using print resources.  This is a goal of all librarians, and Tornado in the Library! will help them work towards achieving it!

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Currently listening to:  Nathaniel Rateliff and the Night Sweats.  Their debut album has gotten me hooked as I love their combination of blues, rock, and pop.  The best way I described them to a friend this weekend was a sweaty lovechild of Van Morrison, Spoon, and Fitz and the Tantrums.  They've got charisma and a timeless sound that I hope will be around for a long time to come. 

Week Four: Screencasting!

For our screen cast assignment, I chose to create something that many of my students will use in the fall when we come back to school.  Our Canvas learning management system is something I rely to work with students on digital citizenship skills.  It's also an opportunity for students to practice writing for an authentic audience.  It's great to see what they come up and how they respond to each other.  I have noticed that it takes a bit of practice and encouragement to get them to dive deeper and share more of their thinking. Anything I can do to get them to think through the process will really help their understanding of how conversation works. This is an important introduction (or reminder) of how to navigate the site and also what to think about when they post. In this screen cast, students learn how to access Canvas, post, and reply on the discussion board.  Enjoy!

Currently listening to: Ben Howard, Spotify Sessions (Live). I'm a sucker for an easygoing singer/songwriter. If you take Jason Isbell and Explosions in the Sky and mash them together, you get this great music for working on grad school! :) Check him out today!

Week 3: The 21st Century Classroom, 16 years in.

According to the United States Census Bureau, (2011) there were approximately sixteen million students in high school in 2011. In the article "The CDW-G 21st-Century Classroom Report", (2011)1000 people were interviewed, including 400 students ("CDW-G 2011 21st Century Classroom Report, 2011, p.19).This represents .0025% of the entire high school population. While there are several trends identified as important in this article, the sampling size may be a little too small to make significant conclusions. Regardless, there are a few ideas to be learned from this article, despite the fact that technology in schools, as well as society is moving at breakneck speed.

First of all, the trends of the survey are somewhat consistent with regards to student, faculty, and IT support agreeing on major topics. For example, according to the study (2011) a lack of budget was agreed by all three groups as the biggest educational technology challenge ("CDW-G 2011 21st Century Classroom Report", 2011, p. 8).This is not a surprise as the cost of keeping technology accessible and relevant is a shifting target that makes constant reinvestment necessary.  My own school district (Naperville Community School District 203) is rolling out a one-to-one initiative for all levels of school.  This is a huge investment of money, resources, and manpower. Yet, how will teachers and students use it effectively?  The study comments, "94% of students say they use technology to study or work on class assignments at home, but just 46% of faculty say they regularly assign homework that requires the use of technology" ("CDW-G 2011 21st Century Classroom Report, 2011, p. 11). If the finding of the study are any indication, teachers will not use it to the level of what the students would like. Much like a parent-child relationship, it seems that the students will always know a bit more than the teachers with regards to technology. It is up to teachers to make sure they continue to involve the students and ask them how both stakeholders can use technology to make it not only engaging, but informative and transformative to their education.

Where does this leave librarians?  Libraries have worked hard to be more on the bleeding edge of technology where the rest of building is at the current edge of technology with tried-and-true practices.  School libraries, who service all students in a building, must be familiar with all the technology that exists in the building and also must be willing to be an incubator for innovative ways to teach students. This includes everything from online textbook access, to using the learning management system, to making sure digital resources will be accessible regardless of platform or age of the access device. Libraries have the ability to influence both faculty and students by presenting information to all stakeholders.

It would be very interesting to see how the trends in the report trickle down to the elementary and middle school.  My suspicion is that the interacting with technology might be even less overall.  I do believe that technology is another tool in the repertoire of teaching, and that it should be combined with print resources as well. Overall, both school librarians and teachers need to continue to investigate how we can use technology in the classroom where it assists the student in learning. It cannot be the end point, but rather one of the pathways to guide students to improve their understanding of a concept or topic.  If school are going to improve in the 21st century, they cannot keep looking back at what we have done, but must look to ways to change our approach to education. Technology use is just one way to help shape the future of education.


Currently listening to: The Tony Awards are live as I work on this, so I'm listening to show tunes.  I definitely want to hear more of Bright Star, Shuffle Along, and School of Rock! Much like technology that reinvents itself for new uses, Hamilton has reinvented what it means to interact with history. Regardless of what you think of show tunes, Hamilton is more of a cultural force that just something theatre kids are listening to. Let me know if you want to find out more!

References:
Davis, Jessica and Baumann, Kurt. School Enrollment in the United States: 2011 (2013, September). Retrieved from https://www.census.gov/prod/2013pubs/p20-571.pdf.

The 2011 CDW-G 21st-century classroom report (Rep.). (2011, June 27). Retrieved from CDW-G
website: http://webobjects.cdw.com/webobjects/media/pdf/newsroom/CDWG-21st-Century-Classroom-Report-0611.pdf