Category Archives: Assignment 2

THOUGHTS: End of Week 2

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This week I did my 10 Minutes of Fame (using Padlet to explain Twitter and Tweetdeck) and really enjoyed preparing it, although once again it revealed to me that I thought I knew much more than I actually do. As I was exploring my own Tweetdeck, I kept discovering functionalities I didn’t know about, even though I’ve been using it for about a year! 

On July 2, I labelled myself a 7 or 8 on the technology scale, but I’m surprised to find (unlike others in this class), the more I’m in the course, the less I feel I know! I do appreciate it’s all relative – compared to some teachers at my school I’m an ICT genius. Others in the class seem to experiencing much growth and revelations, whereas I seem to be having much confusion and information overload! But, as previously posted, I am embracing the chaos! Chocolate helps.

I so related to Sophie’s comment about her private school experience with new ICT tools and technologies. She said her school is very end product orientated with little to no training provided. With my school, it’s the same. They seem to jump on various bandwagons: SmartBoards! Tablets! iPads! from a PR and attracting ‘customers’ standpoint. But then they don’t have a vision to guide the implementation of these technologies and don’t provide concrete PD. Not only that, the focus really seems to be on the Senior School (grades 7 through 12) which is also geographically separated from the Junior School. The JS gets the SS cast offs, has to beg for help and has no on-site IT help. Hmm.

I loved Brianne’s Summative presentation where she used memes to track her learning journey so far. It was great because I’m highly visual and because it was FUNNY! She said, “The information keeps piling on, even as the end seems far too near.” I agree completely. This weekend I had the urge to shut down my twitter. I’m tired of opening links to yet more great tools, blogs, ideas, and I don’t even follow that many people. I’m on the ISTE FaceBook and EDUTOPIA FB pages and it’s just non-stop information overload. Yes ,there are some fantastic tips and ideas, but I am tired of thinking about it all and trying to problem solve through it and apply it to my classroom. My urge to CULL continues, or to find a way to cut down on the constant barrage of information.

OK, rant over!

 

Ted Talk Sugata Mitra: now that was a wonderful clip. 

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World Libraries

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So much information is out THERE, on dem internets!! It’s a WORLD of LIBRARIES… from wikis, to online books to blogs to encyclopaedias to the catalogues, data bases and actual content of libraries being available to anyone, anywhere.

At this very moment I am here in Vancouver using my Toronto Public Library membership to read the magazine Rolling Stone online via Zinio, while another tab is open to my school library catalogue and yet another to the UBC one.

Before today, I had not thought of this plethora of information in terms of a “world library” or as “world libraries”. It is an interesting way to think about it. ICT makes it possible to access so many resources previously unavailable unless physically in the place holding the resource (or unless using a reliable mail service).

  VERSUS

  • World libraries are living, breathing, growing entities (amoebas?) as opposed to static, dusty, book filled structures. Julie, my partner in inquiry, and I discussed how we could use iPads to contribute to world libraries. Some ideas included:
  • Having students create content such as personal narrative videos,
  • Students could be asked to access world library resources to connect with novels or could use the iPads to create and publish digital media to share with others around the world.
  • Using the iPads to access primary sources (world libraries) that connect to what we’re studying in novels. e.g. if reading The Breadwinner, access information from Afghanistan. Or reading Holocaust-related stories, access Steven Spielberg’s database.
  • Students could contribute to a global library by videotaping their stories, ideas.
  • Using iPads to create first-hand stories of students’ immigration experiences, thereby contributing to the world library.
  • Use Brushes app to take the fear out of drawing – easily create portraits of others. Exchange pictures with a pen-pal class and draw your pal’s portrait.

How does your school setting relate with developing world libraries?

I realize in my class we have been accessing world libraries… but my students aren’t contributing to them. I think it’s important going forward that students are given the opportunity (and encouraged to) to share their learning and ideas by contributing to sites, rather than just taking from them.

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Blog #5: BIG New Words Day & Narrowing Down

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Institutional Isomorphism

Dynamic Conservatism

Sociolcultural Homeostasis

Today we were introduced to three brand new terms. Despite Jenny giving an enthusiastic and passionate lecture, with many excellent examples, I am still working on processing them and applying to my own experience. Reading Terrence’s and Julie’s blogs did help, but I think I will take some more time to let them roll around in my brain box and hopefully they’ll gel and I’ll begin to make connections and find some clarity. The crashing headache I have had since 6 a.m. probably didn’t contribute to my comprehension abilities!

Despite the headache, Julie and I had a great discussion re: narrowing down our topic. We agreed that we will focus on using iPads in literacy, a passion for both of us, with a side dish of lit circles. Carefully sleuthing via Google, and my Twitter PLN, we found some more great sites and ideas that we added to our mindmeister. As an aside, I must say, I’m not finding mindmeister that easy or intuitive… compared to other mapping programs (Kidspiration, Padlet) but no matter, maybe I’ll adjust and grow into liking it.

Making the rounds on my Twitter PLN today was the following graphic:

 

I like it! Such a great reminder. BUT I think it should not be titled “What do you want kids to do with technology” instead, “What do you want kids AND teachers to do with technology” — I see myself as a learner along with my students, and it’s easy to get caught up in thinking about technology as a only a FUNKY way to essentially word process. I know that’s often what I use it for. Even brainstorms work just as well on piece of chart paper  — yes they’re fun on the iPad or the computer but it doesn’t mean they’re better (unless there is a way to make them ‘better’?)

I know that most teachers in the junior school at Branksome are just having students use the computers to draft and publish writing, do internet research, and play math games. Not that there is anything ‘wrong’ with that. But I think we could be doing so much more. I want to share the graphic with my colleagues, as a way to get a conversation started about how we are approaching technology in our classrooms. WAIT! I think I am referring to institutional Isomorphism?! Wow!

 

 

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Module #5: Topic Inquiry Monday

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With so many great topics for inquiry flying around the circle today, I found my interest on overdrive! I wanted to join so many topic areas, including the nature and technology one, the learning commons inquiry and the curation one! However, this is typical of me – the woman with 5 apps open, along with 6 different safari tabs while simultaneously flipping through a magazine and having a texting on my iPhone with a friend, all while watching TV.

SO, I am sticking to my original ‘gut’ topic inquiry: Using iPads effectively in the classroom. Luckily, Julie Mason, another student in class, is also interested in pursuing this area. She teaches Grades 6 & & Language Arts, and I teach Grade 5, plus we seem to have similar work styles and views about using technology, so I think we will work well together while also pushing one another. She has already share some great blog websites about iPads with me (and hopefully vice versa).

In the inquiry cycle, we’re in the Finding Out phase (from Kath Murdoch): gathering information from a range of sources, working as researchers, continuing to raise questions, learning skills of investigation. The problem is there is SO MUCH out there (there being on the internet). Many pilot projects, lists of apps, ideas, problems, solutions, websites, policies, blogs — you name it, it’s out there on iPads in the classroom.

SO — tomorrow, it is important that Julie and I try to narrow down the topic within iPads.

As we are both committed advocates of literature circles, we already like the idea of inquiring into using iPads to enhance student learning and engagement in them. I’m sure we can come up with an inquiry vision or statement to do with iPads and literature circles. From there, we’ll continue on a more manageable, narrow path of Finding Out and then proceed to… Sorting Out: reviewing information, analyzing information, looking for patterns and generalizations.

I’m excited! In typical me fashion, I am already worrying about problems… problems with sharing iPads at school, problems with how to save student work when the iPads aren’t one-to-one, problems with accessing apps I want to use but having to go through some hoops to get them onto the iPads. One step at a time though!

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Blog #3: Defining Terms

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Sadly, a search of various terms relating to digital literacy, ICT, and technology and the Ontario Ministry of Education proved fruitless! I am disappointed and shocked by this. How can the entire province be ignoring the fact that learning with technology is the way of the future? I keep thinking I must be missing something! In fact, it is entirely possible that I am, because I teach at a private school, am not a member of a union, and my school is not mandated to follow the Ontario Curriculum. I am less aware of Ministry initiatives than my colleagues teaching in public schools.

My school is authorized to deliver the Primary Years Programme (PYP), under the IBO, and I did find a highly pertinent document relating to ICT in the PYP. This document clarifies the role of information and communication technologies (ICT) in IB World Schools offering the PYP. Here is the link: http://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql doc=p_0_pypxx_mon_1106_1_e&part=1&chapter=1

The document includes:

I definitely need to pour over this document and become familiar with it as I work to become a digital literacy advocate at my school, as it clearly outlines the role of ICT in a PYP school and gives me the evidence and ‘power’ I need to make changes (where necessary in my school’s use of ICT). While I am still digesting the document, I like what I am reading so far.  As a PYP teacher for 8 years, and a PYP workshop leader, I firmly belief in the research and thinking behind PYP pedagogy. Similarly, my school is fully supportive of any policies, beliefs and documents from the PYP —  so this document will be an invaluable roadmap in guiding my own inquiries, ideas and development of projects in ICT.

Yesterday’s discussion of the connected self made me realize that ICT in education has moved beyond simply mastering a specialized set of skills and tools, e.g. Word Processing. ICT has become a vehicle for learning skills and concepts and their applications within meaningful contexts. Within that, as a teacher, and future librarian, being digitally literate means incorporating the 3 dimensions of the connected self to create authentic learning engagements through the provision and use of ICT. (From the Role of ICT in the PYP). 

The following six ICT skills are relevant to all learners:

  1. investigating
  2. creating
  3. communicating
  4. collaborating
  5. organizing
  6. becoming responsible digital citizens.

But these six ICT skills are not taught in isolation, or individually. They can and should be embedded throughout lessons, engagements, tasks, discussions and investigations.

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