Digital Technology for the School Librarian was one of the most enjoyable courses for me of all my courses in the library science program. I not only had the opportunity to try new technology tools, but I got to practice using tools that I'm already familiar with in new and exciting ways. I am very grateful to have learned about TED talks in this class (I was mesmerized by the one I watched for the Infographics assignment - The Beauty of Data Visualization - https://youtu.be/5Zg-C8AAIGg) and also the PEW Internet site. I think reading articles and viewing presentations from both of these resources will be wonderful ways to keep growing professionally. This course challenged me to think of how each type of technology could be used as a librarian in order to benefit students, and I feel that I have grown significantly in my "tech IQ." The readings that I did this semester also helped me learn more about the theory and trends in educational technology.
The most exciting technologies for me in this course were Twitter, infographics, online book communities, Vine, screencasts, Animoto, and comics. I really learned a lot about each one of these and I am looking forward to continuing learning as I use these with students. I know the students will love creating book trailers in Animoto, and I am sooo excited to use Biblionasium. Screencasts will be a great way for me to introduce content or provide tutorials on various things. The most difficult tool for me was the podcast - I'm a much better writer than speaker so I tend to be anxious when I'm recording. That is why I love the feature on Screencast-o-Matic that lets you pause and back up to fix things! I am keeping several of these tools under my belt for when I am in a library, particularly Facebook and screencasts. I also learned in my journal readings about digital badges for teachers and students, and I am planning to incorporate those as well.
I think all the technologies we learned and discussed are beneficial for students in some way. The hard part is taking time to really think about how to use the technology, connecting it to content, and providing training and access to students. I selected three tools that I really want to try this fall semester: Biblionasium, ToonDoo/Pixton, and screencasts. I think these three tools can make a significant impact as a classroom teacher. If all goes as planned, I can work on incorporating and trying out some additional technology tools in the spring. I am also planning to keep up this blog, as a way to report out how things are going in using these technology tools and also to share any new technology that I learn about. This will also give me a place to reflect.
Even though I'm graduating in 2 days (yay!), I plan on spending one more year in the classroom. I am really looking forward to trying some of these tools with my students this year to see how effective they are with students and learning more about applying them to create meaningful lessons. I think having the opportunity to try incorporating more technology as a classroom teacher will help me in my efforts to collaborate with my colleagues as a librarian in the future. If I know what works well and what kind of guidance (predictable problems?) to offer with these tools, I will be more confident in recommending and training teachers to use them. I am very appreciative of the feedback and comments that my colleagues have left through the semester, and I wish everyone the best of luck in their technology journey!
Thursday, August 6, 2015
PEW Report: How Today's Technology is Shaping Tomorrow's Students
Lenhart, A.
(2013, April 9). How do they even do that?: How today's technology is
shaping tomorrow's students [Slide Presentation]. Retrieved from http://www.pewinternet.org/2013/04/09/how-do-they-even-do-that-how-todays-technology-is-shaping-tomorrows-students/
Part 1 - The technological environment of today's teens
Part 1 of this presentation looks at a student who was 18 when the presentation was created (2013), and the types of technologies that were invented during her life or that significantly impacted her life. "Elizabeth" was born in 1995, and grew up in a technology rich environment, similar to many of our students today. Below is an infographic I created to help highlight important information from this section:
This information demonstrates that our students have experienced technology in their environment since they were born; new technologies and digital tools emerge quickly. These technologies have changed the way teens access and interact with information for learning, entertainment, and socialization. Today, you can pull up nearly anything you want to know within a few seconds by using a smartphone.
Part 2 - Changes to campus life and culture
In this section of the presentation, Lenhart points out that students can use social media to maintain connections with friends and parents. In addition, technology has created the ability to merge data with physical spaces to affect the way we interact with the world around us. I think the most meaningful take away from this information is the reaffirming that social media tools provide librarians and educators with the means to connect with students and parents. Students are already using these tools, so meeting them at their point of access will allow the librarian to create a community that interacts and shares information.
Part 3 - Changes to expectations around learning and learning environments
Here Lenhart discusses the increasing role technology will play in learning. There are some intriguing results from a survey among teachers about technology that they used in the classroom. 97% of teachers admitted to using a projector connected to a computer, while 96% have used a computer lab or workstation in lessons. 73% have asked students to use cell phones in a learning activity, and 67% have used digital cameras (other than cell phones) in a lesson. From here, Lenhart segways into the Bring Your Own Device movement, and provides some data on how students are using cell phones in the classroom. I think it is very interesting that cell phones are mostly used to look up information for a lesson; I think there are many other uses for phones and that computers could suffice for locating information. However, this may be because some classrooms don't have computer access and need a way for students to find information. Lenhart also touches briefly on the flipped classroom, in which a teacher acts more as a guide to assist students in learning than the deliverer of knowledge. This presentation provided some excellent data and research findings that made me more aware of the impact of technology on teens and their learning.
Page Count = 43
(Total Count = 174)
Part 1 of this presentation looks at a student who was 18 when the presentation was created (2013), and the types of technologies that were invented during her life or that significantly impacted her life. "Elizabeth" was born in 1995, and grew up in a technology rich environment, similar to many of our students today. Below is an infographic I created to help highlight important information from this section:
This information demonstrates that our students have experienced technology in their environment since they were born; new technologies and digital tools emerge quickly. These technologies have changed the way teens access and interact with information for learning, entertainment, and socialization. Today, you can pull up nearly anything you want to know within a few seconds by using a smartphone.
Part 2 - Changes to campus life and culture
In this section of the presentation, Lenhart points out that students can use social media to maintain connections with friends and parents. In addition, technology has created the ability to merge data with physical spaces to affect the way we interact with the world around us. I think the most meaningful take away from this information is the reaffirming that social media tools provide librarians and educators with the means to connect with students and parents. Students are already using these tools, so meeting them at their point of access will allow the librarian to create a community that interacts and shares information.
Part 3 - Changes to expectations around learning and learning environments
Here Lenhart discusses the increasing role technology will play in learning. There are some intriguing results from a survey among teachers about technology that they used in the classroom. 97% of teachers admitted to using a projector connected to a computer, while 96% have used a computer lab or workstation in lessons. 73% have asked students to use cell phones in a learning activity, and 67% have used digital cameras (other than cell phones) in a lesson. From here, Lenhart segways into the Bring Your Own Device movement, and provides some data on how students are using cell phones in the classroom. I think it is very interesting that cell phones are mostly used to look up information for a lesson; I think there are many other uses for phones and that computers could suffice for locating information. However, this may be because some classrooms don't have computer access and need a way for students to find information. Lenhart also touches briefly on the flipped classroom, in which a teacher acts more as a guide to assist students in learning than the deliverer of knowledge. This presentation provided some excellent data and research findings that made me more aware of the impact of technology on teens and their learning.
Page Count = 43
(Total Count = 174)
Wednesday, August 5, 2015
PEW Report: Tech Trend and Library Services in the Digital Age
Zickuhr, K. (2013, May 10). Tech trends and library services in
the digital age [Slide Presentation]. Retrieved from http://www.pewinternet.org/2013/05/10/tech-trends-and-library-services-in-the-digital-age/
This report provided some eye-opening data regarding technology and its implications on library services. In 1995, only 14% of adults over age 18 went online; by 2012 the number had risen to 82%. This huge increase in internet use over a relatively short time span has drastically changed the way both teens and adults interact with information. Of course, this has changed the types of library services they expect and require. Some other findings about technology use of teens and adults include:
- Over half of all adults use social media, including 87% of those under age 30.
- 88% of adults have a cell phone, including 95% of those under age 30.
- Over half of adults have either a laptop or desktop computer, or both, while 93% of teens have a computer or access to a computer at home.
- 78% of teens have a cell phone.
Considering these numbers, it is important that librarians are willing and capable of accepting a shift in their role. Zickuhr points out that librarians must become facilitators who can synthesize information and help users access information that meets their needs. Just yesterday, my principal was discussing with me the role of librarians and how she has noticed that there is more "movement" lately in the positions within our district. She believes many of the librarians who began years ago are having difficulty adjusting to the district shift in vision for the library and are leaving because they do not want to adapt to the expectations regarding technology.
This presentation also discusses the ways Americans are using libraries. Of those who are visiting libraries, 73% are borrowing books, while a little over half are researching topics of interest. Another important take-away is that 80% of library users believe that librarians helping patrons find information is a very important service. This means that librarians must be able to use digital sources themselves and know how to teach patrons to use those sources. Though it would be easy to simply point them to a source, teaching users how to find and locate sources will help them acquire important skills for future needs. Zickuhr points out four main points related to librarians' evolving roles:
- Access to tools - libraries must provide access to technology tools to help bridge the technology gap.
- Access to information resources - libraries must provide access to different types of information including books, databases, and media.
- How to use tools - libraries must provide guidance on how to use digital tools.
- How to find and verify information - libraries must provide instruction on how to find and verify information as research questions become more complex and new types of information continue to emerge.
It is important that libraries anticipate evolving and emerging technologies and how they will affect users and library services. Staying informed on technology through professional readings and technology conferences will benefit school librarians in both meeting current user needs and planning for future changes.
Page Count - 36
(Total count = 131)
PEW Report: 13 Things to Know About Teens and Technology
Rainie, L.
(2014, July 23). 13 things to know about teens and technology [Slide
Presentation]. Retrieved from http://www.pewinternet.org/2014/07/23/13-things-to-know-about-teens-and-technology/
This presentation about teens and technology was extremely relevant as a future librarian, and helpful information for all educators to know. Rainie provides some interesting data on the internet use of teens. He states that 95% use the internet, and 75% of teens have broadband access at home. These numbers seem high to me when I consider our entire country and the many different types of households and lifestyles we have in the United States. However, he also points out that 75% are able to connect to the Internet on their phones, and I believe smartphones are helping to level the playing field as far as internet connectivity at home. Many of my students and their parents don't have computers, but do use their phones to get on the Internet and study at home. He also states that around 81% use social media, which makes what we have learned in this course even more important. Incorporating social media tools into our libraries and classrooms will help us reach and engage with our students.
There were some interesting implications of technology which Rainie pointed out, one being that 87% of teachers believe that technology use is leading to shorter attention spans. Another is that while teachers believe the Internet is leading students to more resources than ever before, 76% believe search engines are conditioning students to expect to find information quickly and with little effort. I do agree with both of these findings, and I have seen it in my classes. When thinking about the students I started teaching until now, I feel that students need more "brain breaks" or at least need more transitions in activity to hold their attention. When we are researching, I've also observed some students to give up when their first query in a search engine does not work. It is a great teachable moment regarding information literacy, especially since Rainie also points out that 83% of teachers feel that students are overwhelmed with the amount of information available today. This really makes a librarian's role in modeling and helping teach information literacy a critical need for schools.
The article also discusses the division of media "zones," including:
- Stacks - used for learning, information that can be read using a desktop or laptop, encompasses a large amount of media time (25% to 33%)
- Signals - used to gain real time awareness, headlines that can be accessed via a smartphone or tablet, only makes up a small part of media time (5%)
- Snacks - used to entertain, gamified information full of links, takes up about 10% of media time
- Streams - used to catch up or check in on information, news and social updates on any type of device, takes up a large amount of media time (25% to 33%)
- Socials - used to interact with friends, a form of entertainment for any device, and makes up about 10% of media time
Page count = 55
(Total count = 95)
(Total count = 95)
Sunday, August 2, 2015
Screencasts
Screencasts are
awesome educational tools that allow you to capture your activity on a computer
screen while optionally recording audio and video at the same time. Typically, screencasts feature a narration of
what the screencast is about, making them well-suited for educational use
(particularly tutorials and how-to videos).
I have seen several libraries using screencasts to provide tutorials of
library resources such as databases and digital tools. I have also had many professors in my library
science program create screencasts to demonstrate how to use different resources. I have had experience making screencasts for
various assignments during my library science program using both Screencast-o-Matic
and Screenr. When I tried to use
Screenr today, it could not detect Java on my computer despite me downloading it just
before using Screenr (I even tried a Mac, and it wouldn’t work). As a result, I explored and created
screencasts on Screencast-o-Matic and Jing.
Screencast-o-Matic
Screencast-o-Matic is
great because it is very easy to get started.
You do not have to download anything in order to start recording. For a free service, I feel that there are a
lot of features provided. You are able
to choose whether you want to record the screen, via the webcam, or both. Using the webcam during a screencast would
allow viewers to see the screencast along with a video of you as you narrate
what is going on. The maximum time to
record is 15 minutes, but by purchasing an account you can get a longer amount
of time. In order to record, you simply
set the window up by resizing it around the subject of your screencast, and
click record. Another nice feature is
the ability to pause the recording and restart when you are ready. This is helpful in case of interruptions or
if you misspeak during the screencast.
You can also back the audio up and record over it if you want to correct
a mistake. When you finish recording,
you can download the screencast as a video file or upload it to YouTube. Below is a screencast that I created using
Screencast-o-Matic, teaching parents (and students) how to log in and use Capstone via the
school library webpage:
Jing
In order to use Jing,
you have to download the software to your computer. One thing I really liked was the optional
tutorial that came up when I first opened the program. This tutorial briefly explained how to
capture images and share them with others.
Jing allows users to capture screenshots of a selected area or record
screencasts of a selected area on the screen.
Jing allows users to pause while creating a screencast, or mute the
microphone during the recording. You can
restart the recording but you cannot back up a current recording to a certain
point and record again like you can with Screencast-o-Matic. Below is a screencast that I created using Jing,
teaching parents and students how to log in and use PebbleGo via the library webpage. Please click the link to view the screencast:
The biggest differences
I noticed between these programs were the features available and the time
allowed for recording. Screencast-o-Matic allows the most time; even
though you may not need 15 minutes for each recording, it is nice to have that
time if you need it. Jing requires a little more to get started
because you have to download the software, but also offers nice features and
makes it very easy to share the final product.
Out of these programs, I’ll probably continue to use Screencast-o-Matic
because I already have experience with it.
I also like to have the extra time, and like that I can back up my
recording and record it if necessary, without having to start all the way over.
I feel like Jing is a great option as
well, and I like it better than I liked Screenr. Once I become a librarian, I’m
planning to create screencasts for library resources and digital tools, in
order to promote use and access of these resources.
Instagram and Vine
Instagram
Instagram is an application used to
share photographs and videos with followers.
Accounts can be set to public or private, allowing users to be selective
with who sees their posts. Photos and
videos can be captioned or text can be added over the photo, allowing users to create
“stories” with their pictures and videos.
I’ve used Instagram for personal use for several years, but I’ve never
really thought about using it in the classroom or library. After reading and reflecting on several
articles about using Instagram as a learning tool, I have some ideas on how I
would use it.
Instagram would be a great way to
share things that are going on in the library, feature school and library
events, promote reading, and encourage students to participate in connecting
with the library. One great feature of
Instagram is the ability to link posts to Facebook, Twitter, and Tumblr, all
with one post. If I wanted to reach
students and parents on their social media platform of choice, I could share
Instagram posts to a library account on all four of these platforms and reach a
larger audience. I created a new Instagram
account that I could use as a librarian, and I’ve posted some photos below of
the types of posts I would share as a librarian:
Vine is another app that allows users
to create and share videos. Unlike some
other apps, video clips on Vine are limited to six seconds, and loop
continuously until the viewer is ready to stop watching. Just like Instagram, I’ve used Vine for
awhile for personal use, mostly for entertainment. I never thought about using Vine as a
teaching and learning tool because of the limitations on the length of the
video, but this quote from an article by TeachThought really opened my eyes.
“While this might seem constricting at
first, if Twitter has proven anything it’s that it’s easy to say a lot with
very little. Limitations, in this way, aren’t always a bad thing. In fact, the
constraints may actually force users to get to the point more quickly and to be
more creative and innovative about how they present their content” (2013).
Another great resource I read when
learning about applications for Vine in the classroom was a blog post by Betsie
Jonas. This post was very informative,
and suggested ways that Vine could be used to teach reading skills. There were some excellent ideas in her
blog. One idea involved setting up a “scene”
in a Vine video, and having students infer what is going on. Other ideas included to having students retell
part of a story through Vine, or having students create Vine videos to show
their predictions for what will happen next in a story.
As I reflected on the information from the two sources referenced above, I began
thinking about how to use this as a librarian.
Just like Instagram, Vine posts can be shared to Twitter and Facebook,
making reaching a wider audience much easier. I did a little searching to see if and how school librarians are already using Vine, and found some great ideas in an entry by Ellyssa Kroski for the Open Education Database. She lists some further related reading at the end of her post, so I highly recommend checking this article out if this is something you are interested in. Here are some ideas for using Vine in the library:
- Book promotion (Book teasers or trailers)
- Author promotion
- Illustrator/artwork promotion
- Library event promotion
- Showcasing student work
- Recapping important ideas taught in library lessons or professional development
- Showcasing library displays
- Provide quick tips for library resource use
- Show student's reactions to a book
- Promote reading through quotes or showing students reading
References
Jonas, B. (2013, May 29). 8 Ways You Can Use Vine to Teach
Reading Comprehension - Reading
Horizons [Web log post]. Retrieved from http://www.readinghorizons.com/blog/8-ways-to-use-vine-for-reading-instruction-in-classroom
Horizons [Web log post]. Retrieved from http://www.readinghorizons.com/blog/8-ways-to-use-vine-for-reading-instruction-in-classroom
Kroski, E. (2013). 15 Ways Libraries Can Make Social
Videos With Vine. Retrieved from Open Education Database website: http://oedb.org/ilibrarian/10-cool-ways-libraries-can-use-vine/
TeachThought. (2013, June 4). What Is Vine And What's It Doing In
My Classroom? Retrieved from http://www.teachthought.com/technology/what-is-vine-and-whats-it-doing-in-my-classroom/
Thursday, July 30, 2015
Cartoons and Comics
Many students love to draw and are visual learners. One way to effectively teach and engage these learners is by using cartoons and comics in lessons. In the past, I have asked students to create comic strips on paper for different topics in my history class, such as the Boston Massacre or the Lewis and Clark Expedition. This is one way they could demonstrate their learning. I also utilized paper comic strips in language arts, as a way for students to retell part of a book or to draft a story. The students were always very excited to create comics and came up with some amazing products. I am very excited to find and practice with online tools to create cartoons and comics. I enjoyed looking at this website: http://www.makebeliefscomix.com/How-to-Play/Educators/, to get some additional ideas on how to incorporate comics in my lessons. I loved the idea from this site of having ELL’s fill in the thought bubbles on a cartoon or comic for language practice, and also the idea of students creating cartoons about current events. Another helpful part of this site was it includes some lesson plan ideas to get you started using cartoons and comics in teaching. I experimented with three different tools to make comic strips, and it was so much fun!
ToonDoo
Before jumping in to create my comic, I explored the ToonDoo site a bit. There was not much guidance on the features of the site, so I had to figure things out on my own. You can view other comics, create comic books, and find other members (known as “Dooers”). I spent some time seeing how others were using the tool, and then began creating my own. This tool was a little bit overwhelming at first, as there are a lot of ways to customize your comic. After playing with it a bit, it became pretty easy to use. I felt they were fairly generous with the backgrounds, props, and characters the site offered to use in the comics. They offer many different characters and you are able to change the emotions and posture of each one. Using this tool would definitely require providing some explicit lessons to use it with students as they might waste time learning how to use it, but I think the majority of students would pick this up really quickly with guidance.
I know students would really enjoy creating comics and it would be a
meaningful way to cement their learning.
As a teacher, I can use this during the upcoming year in my language
arts class in a variety of ways. On my
campus, we have some amazing technology resources, so access won’t be an
issue. I think that it will be neat to
try using these digital tools in lieu of paper comics, or at least give
students a choice of the two options. I
would like to continue using comics as a way to draft writing and retell part
of a book. After practicing with online
creation tools, I would also like to try using comics to review vocabulary and
maybe as a way to differentiate for students.
As a librarian, I could do a professional development session on using
cartoons and comics, create a display of student comic strips (maybe next to a
graphic novel display?), and have students create comics in the library about
many different things. I think I will
try out all three with my students to see which they like and work the best
with, probably starting with ToonDoo. I
really enjoyed exploring these tools and cannot wait to share them with my
students this year!
ToonDoo
Before jumping in to create my comic, I explored the ToonDoo site a bit. There was not much guidance on the features of the site, so I had to figure things out on my own. You can view other comics, create comic books, and find other members (known as “Dooers”). I spent some time seeing how others were using the tool, and then began creating my own. This tool was a little bit overwhelming at first, as there are a lot of ways to customize your comic. After playing with it a bit, it became pretty easy to use. I felt they were fairly generous with the backgrounds, props, and characters the site offered to use in the comics. They offer many different characters and you are able to change the emotions and posture of each one. Using this tool would definitely require providing some explicit lessons to use it with students as they might waste time learning how to use it, but I think the majority of students would pick this up really quickly with guidance.
Pixton
After
signing up for my account, I went to the creation page. There were a variety of
layouts, including photo story, comic strip, and graphic novel. Once I chose a layout, it asked me to choose
beginner or advanced (advanced gives you more control), so I chose
advanced. I wanted to see what kinds of
things I could do with more control over the comic strip. While I was working, I noticed a link to
how-to videos, which were extremely helpful in teaching me how to use Pixton. These videos were embedded in the page where
I was creating my comic strip, so I could watch them while I was creating. Creating and editing were not quite as easy
as they were in ToonDoo, but they provide enough premade backgrounds and
characters as to not limit creativity. I
think students would be able to use this site but would again need some
instruction. I like that there are video
guides that students could refer to as needed.
When I was signing up for my free account on Pixton, I noticed that they
have an educator version that allows up to 200 students on an account for only
$9 a month. They also have a 30-day free
trial of the educator version, which I’m planning to save until school
starts. There are a few differences
between the teacher account and the personal account. The teacher account keeps student information
private and secure, includes grading and assessment tools, and allows students
to record voice-overs on the comic strips. I’m looking forward to trying the teacher
version to see how these features look, and whether there are any other
differences.
MakeBeliefsComix
I liked that this program was free, but I felt that it
was the most limiting of the three that I explored. I think this would be good to introduce
students to creating comics, but it doesn’t allow for much expression. There aren’t many characters or backgrounds,
and you can’t change their expression or posture. As I tried to create my comic, I had a hard
time manipulating things. I also had a
difficult time figuring out how to embed the comic, so I took a screenshot and
saved it as a JPEG. It was definitely
the quickest of the tools I used, but not my favorite.
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